Name: Robert Mitts
Date: 2/17/14-2/21/14
Woodland Hills High School
Lesson Plans
Edline was updated this week:
My class website was updated this week:
Lesson Topic (Standard/Anchor):
Reading
R11.A.1&2.2 Identify and apply word recignition skills
R11.AA.1&2.2 Identify and apply word recognition
skills, including: scanning, matching, demonstrating
phonemic awareness, naming, reading.
R11.AA.1&2.2a (LA) Scans materials
R11.AA.1&2.2b (LA) Matches identical pictures or
photographs
R11.AA.1&2.2a (LB) Selects word names
R11.AA.1&2.2b (LB) Reads words in isolation
R11.AA.1&2.2c (LB) Reads word in context
R11.AA.1&2.2 (LC) Reads 30-50 words aloud
R11.A.1&2.4 Identify and explain main ideas and
relevant details.
R11.AA.1&2.4 Identify and explain the main ideas and
relevant details, inclusing: answering literal
comprehension questions, sequencing events.
R11.AA.1&2.4 (LA) Answers literal questions: what,
who, where
R11.AA.!&2.4a (LB) Answers literal questions: what,
who, where, when, why questions -- open-ended
response
Stage I – Desired Results
Big Ideas: Who are our famous Black
History Pioneers?
Content Area:
Life Skills - Social Studies
Length of Lesson: 45 Minutes
Periods 2A
Understanding Goals (Concepts):
- Understanding how African American's help
shape our current way of living.
R11.AA.1&2.4a (LC) Answers literal "when" question reading comprehension
R11.AA.1&2.4b (LC) Answers literal "why" question reading comprehension
R11.AA.1&2.4c (LC) Answers literal "how" question reading comprehension
R11.AA.1&2.5a (LC) Describes 4 events from narrative
text
R11.AA.1&2.5b (LC) Name 4 facts from expository
text
Student Objectives (Competencies/Outcomes):
Students will be able to:
Students will create pictures or diagrams that talk
about famous African Americans that have shaped our
country to be a better place.
Essential Questions:
Why did changes need to be made?
How did their sarcfices shape our
culture?
How was our country different during
the civil rights movement?
Vocabulary: segretation, equality, sacrfice,
Stage II – Assessment Evidence
Performance Task:
Other Evidence:
-Read and write about prominate African Americans in our country.
-student work samples
-observation
-verbal responses
Stage III – Learning Plan
Materials & Resources: African American books and handouts, Pencils,
Paper, Index Cards, Colored Markers, Crayons, Glue, Scissors, Tape,
CONTENT AREA READING:
Throughout lessons
Formative Assessment(s):
#1. Pre-Assessment
#2. Summarizing Main Ideas
#3. Thumbs Up
Others:
Instructional Procedures*: (includes mini-lessons) -active engagement, explicit instruction, modeling, scaffolding
Active Engagements used:
#1. Summarizing
#2. Whole Class Response
Scaffolding used:
#1. Teacher Promping
#2 . Provide Visual Support
Others:
Describe usage:
Describe usage:
-at beginning, during, and after lessons
-throughout lessons
Procedures
Others:
Monday
2/24/14
Day A
 Students will learn about
Harriet Tubman
 See Above
 See Above
Thursday
2/27/14
Day B
 Students will learn
about Allan Page
 See Above
Assignments
 See Above
Tuesday
Wednesday
2/25/14
Day B
2/26/14
Day A
 Students will learn
 Students will learn
about the inventor of
about Dr. Banaker
the Windshield Wiper
* Include Active Engagement, Explicit Instruction, Metacognition, Modeling, & Scaffolding
Friday
2/28/14
Day A
 Students will complete
the weekly Time for
Kids or Scholastic
News.
 See Above