WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Jill Keresztury
updated this week:
Date 11/17-11/21/14
Length of Lesson multi-week Content Area Gifted
Edline was
My Class website was updated this week:
STAGE I – DESIRED RESULTS
LESSON TOPIC:Archaeology background; relevant terms to
archaeology; Fairchild Challenge preparation including
interpetation/analysis of Thoreau and math strategies for
Calcu-Solve competitions
BIG IDEAS:
UNDERSTANDING GOALS (CONCEPTS):
ESSENTIAL QUESTIONS: •
How does interaction with
text provoke thinking and response?
•
What role does writing play in our lives?
•
How do we develop into effective writers?
•
To what extent does the writing process contribute to
the quality of writing?
Students will understand: •
Essential content, literary elements and devices
inform meaning
•
Textual structure, features and organization inform meaning
•
Acquiring and applying a robust vocabulary assists in constructing
meaning
•
Focus, content, organization, style, and conventions work together to
impact writing quality
•
Writing improves through the recursive process of revising and editing
VOCABULARY: Define words within various novels, short
stories, poems, plays; students are working on books with
pertinent archaeology vocabulary
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
•
Comprehension requires and enhances critical thinking and is
constructed through the intentional interaction between reader and text
•
Writing is a means of documenting thinking
•
Writing is a recursive process that conveys ideas, thoughts and
feelings
•
Purpose, topic and audience guide types of writing
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
•
Articulate connections between and among words
based on meaning, content, and context to distinguish
nuances or connotations
•
Analyze the context of literal, figurative, and
idiomatic vocabulary to clarify meaning
•
Generalize the use of academic vocabulary across
disciplines
•
Use grade appropriate resources to confirm and
extend meaning of vocabulary
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:Complete project and perform
metacognitive activities--perform research, read fiction and
nonfiction
FORMATIVE ASSESSMENTS:
#1. Graphic Organizers
#2. Think-Pair-Share
#3. Summarizing Main Ideas
Others:
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
MATERIALS AND
RESOURCES:
Active Engagements used:
#1. Note-Taking
#2. Graphic Organizers
Handouts, books,
computers
INTERVENTIONS:
ASSIGNMENTS:
•
Guided notes
•
Individual teacher/
student conferences
•
Parent contact
Complete assignments as
given in timely fashion
Others:
Describe usage:
Scaffolding used:
#1. Guided Notes
#2 . Build on Prior Knowledge
Others:
Describe usage: Connection to
Ancient Times versus present
day
Other techniques used:
Review of literary terms
MINI LESSON:
Mathematics related to grade
level including math strategies;
grammar
CONTENT AREA
READING:
Fiction and non-fiction
pieces
•
Guidance counselor
contact
•
RTI referral