WOODLAND HILLS SECONDARY LESSON PLAN
Name: Johnson
Date: 9/22/14
Length of Lesson: 1 Week Content Area: English/ Language Arts
STAGE I – DESIRED RESULTS
LESSON TOPIC (Module, if applicable):
Early Colonial Literature: William Bradford, “Of Plymouth
Plantation”
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives,
and skill focus)
Standard: CC.1.2.9–10.A
Determine a central idea of a text and analyze its
development over the course of the text, including
how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
CC.1.2.9–10.K
Determine or clarify the meaning of unknown and
multiple‐meaning words and phrases based on gradelevel
reading and content, choosing flexibly from a
range of strategies and tools.
Anchor: L.N.1.3.3 Analyze the interrelationships of ideas and events
in a text to determine how one idea or event may
interact and influence another.
L.N.1.2 Use appropriate strategies to
determine and clarify meaning of
vocabulary in literature.
Eligible Content: L.N.1.3 Use appropriate strategies to
comprehend literature during the
reading process.
L.N.1.2.3 Use context clues to determine or clarify the
meaning of unfamiliar, multiple‐meaning, or
ambiguous words.
UNDERSTANDING GOALS (CONCEPTS):
Students will understand:
Historical narratives, purpose and audience.
VOCABULARY:
Diction
Archaic Language
Providence
Cause and Affect
ESSENTIAL QUESTIONS:
How important is it to express personal beliefs?
What inferences can we make about a culture based upon analysis
of primary texts?
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
Decode archaic language using context clues.
Analyze an author’s diction regarding time period and audience.
Make inferences about a culture based upon a primary text.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
Analyze Bradford’s language in relation to audience, beliefs, etc.
FORMATIVE ASSESSMENTS:
Short reading check, thumbs up/ down.
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
Do Now: Collins I: What would you
do if you were stranded after a
shipwreck/airplane crash? How would
you survive?
would you put everything on the line
for your beliefs? Why or why not?
MATERIALS AND
RESOURCES:
Word Wall
INTERVENTIONS:
Chunking Material
Read aloud modeling.
ASSIGNMENTS:
Diction handout.
Archaic Language handout.
Reading precheck
Selection postcheck.
Mini Lesson: Diction
Guided Practice: Read aloud
modeling.
Independent Practice: Postcheck.
Summations/Formative Assessments:
See Stage II
Reflections: