Name: Robert Mitts
Date: 10/14/13-10/18/13
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: Description of a rain forest
environment
Content Area:
Life Skills - Social Studies
Length of Lesson: 45 Minutes
Periods 2A
Understanding Goals (Concepts):
- Working together on the creating the rain
forest reserve
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: Create a rainforest bulletin
board based on the animals and plants that create a
rain forrest

Essential Questions: What arethe parts
of a rain forest?
-
Vocabulary: canopy, understory, forest floor
Stage II – Assessment Evidence
Performance Task:
Other Evidence:
-Create a rain forest using classroom materials, identify the parts of the
-student work samples
rain forest
-observation
-verbal responses
Stage III – Learning Plan
Materials & Resources: rain forest story path books, newspaper,
construction paper, glue, Activity Guide 1 Working Together on the
Frieze
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:
Others:
Describe usage:
Describe usage:
-at beginning, during, and after lessons
-throughout lessons
Procedures
Monday
10/14/13
Day
 Inservice Day
 See Above
Wednesday
10/16/12
Day A
 Students will create a
rain forest , and
identify the parts of the
rain forest
 Students will make a
word bank andread "If I
Were a Butterflypg 23,
and create "If I Were"
poems
 Answer who, what,
when, where, and why
questions
 See Above
Thursday
10/17/12
Day B
 Students will identify
job opportunities in
the Amazon Basin Rain
Forest
 Students will make a
full length character of
people who work in
the rain forest
 If time, work on
socialization by
playing a game
together
 See Above
Assignments
 See Above
Tuesday
10/15/13
Day B
 Students will create a
rain forest , and
identify the parts of
the rain forest
 Students will make a
word bank andread
"If I Were a
Butterflypg 23, and
create "If I Were"
poems
* Include Active Engagement, Explicit Instruction, Metacognition, Modeling, & Scaffolding
Friday
10/18/12
Day A
 Students will complete
a job application for a
job in the rain forest
 if time, work on
socialization by playing
a game together
 Students will continue
to create a full length
character of people
who work in the rain
forest
 See Above