Name: Robert Mitts
Date: 2/3/14-2/7/14
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: How does a radio station
work?
Content Area:
Life Skills - Social Studies
Length of Lesson: 45 Minutes
Periods 2A
Understanding Goals (Concepts):
- Creating a radio station
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 "Students will a radio station
name"
Studetns will understand the role of a radio station
Students will complete job applications based on the
job available in the Amazon Rain Forest
Describe the parts of the Rain Forest
Identify the people that live in the Amazon
Essential Questions:
Why is radio so popular?
When do you listen to the radio?
How does sound travel?
How do sounds differ?
How can people learn about a
community's accomplishments?
Vocabulary: frequency, hertz, amplitude,
decibels, sound, censorship, speaker,
microphone, transmitter, public radio,
commercials,
Stage II – Assessment Evidence
Performance Task:
Other Evidence:
-Create a person who works in the Rain Forest and describe their duties
-student work samples
in the rain forest
-observation
-verbal responses
Stage III – Learning Plan
Materials & Resources: Radio story path books, 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
Scaffolding used:
#1. Teacher Promping
#2 . Provide Visual Support
Others:
Describe usage:
Describe usage:
-at beginning, during, and after lessons
-throughout lessons
Procedures
Active Engagements used:
#1. Summarizing
#2. Whole Class Response
Others:
Monday
2/3/14
Day B
 Students will learn about
Ground Hog's Day, and
Complete information on
Chinese New Year.
Thursday
2/6/14
Day A
 Students will learn
how the radio stations
follow the rules of the
FCC pg 26-27.
Friday
2/7/14
Day B
 Students will complete
the weekly Time for
Kids or Scholastic
News.
 See Above
 See Above
Assignments
 See Above
Tuesday
Wednesday
2/4/14
Day A
2/5/14
Day B
 Students will learn
 Students will learn how
how Music in on the
things take place in the
Air and what the role
Newsroom pg 24-25.
of a Disc Jockey is. pg
22-23 Define
Censorship
 See Above
 See Above
* Include Active Engagement, Explicit Instruction, Metacognition, Modeling, & Scaffolding