WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Mr.Brown
week:
Date Oct. 20 , 2014
Length of Lesson 2 WeeksContent Area English 12
Edline was updated this
My Class website was updated this week:
STAGE I – DESIRED RESULTS
LESSON TOPIC:
BIG IDEAS:
TEST: Drama: Fences by August Wilson
Regular English 12 (non honors) : Compare and Contrast
The Piano Lessson Movie and FENCES
Honors English: Fences and connections to greater society
UNDERSTANDING GOALS (CONCEPTS):
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
COMMON C ORE STANDARDS:
CC1.2.12F-Analyzing and evaluating the impact of word choice on meaning
and tone.
CC.1.2.12C-Tracking details about people, events, and ideas that develop the set
of ideas or sequence of events.
CC1.2.12AUndertanding the development of themes and central ideas of the
course of the text.
CC12.12E - Recognizing function of language in different contexts.
CC.1.4.12I-Recognizing and addressing alternate or opposing claims and their
relationship to stated position, argument or claim.
CC.1.4.12T Revising and evaluating what is needed to strenghten writing.
CC.12.W.8 Avoiding plagiarism and follwing a standard format for citation.
CC.1.4.12F, LR, X-Foundational grammar should be taught in the context of
reading writing and speaking.
CC11-12.W.8-Evulation of validity of promary and secondary sources.
CC.1.4.11-12.W Using various sources in various fomrats and media to
research a topic.
ESSENTIAL QUESTIONS: •
How does interaction with
text provoke thinking and response?
Students will understand:
•
Essential content, literary elements and devices inform meaning
•
Textual structure, features and organization inform meaning
•
Focus, content, organization, style, and conventions work together to
impact writing quality
VOCABULARY:
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
•
Identify and evaluate essential content between and
among various text types
•
Evaluate the effectiveness of the author’s use of
literary devices in various genre
•
Analyze and evaluate author’s/authors’ use of
literary elements within and among genres
•
Analyze and evaluate author’s/authors’ use of
conflict, theme and /or point of view within and among texts
•
Evaluate the characteristics of various genre (e.g.
fiction and nonfiction forms of narrative, poetry, drama and
essay) to determine how the form relates to purpose.
- Summarize class readings.
-Predict outcomes.
-Participate in reading aloud in the classroom.
-Researching a topic.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:Read text. Summarize and predict
outcomes based on readings. Compare and contrast THe
Piano Lesson and Fences. Research topics for Sr. Project.
FORMATIVE ASSESSMENTS:
#1. Exit Tickets
#2. Thumbs Up
#3. Pre-Assessment
Others:
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
MATERIALS AND
RESOURCES:
Active Engagements used:
#1. Note-Taking
#2. Summarizing
Others:
-August Wilson's
FENCES
-Notebook/folder
Sr. Project Notes etc.
-Sr. Project Handbook
-"Week in Rap" video
and or/CNN Student
News
-Video clips of stage
productions of Fences
and other related videos
about the setting in the
Hill District
-MOVIE: The Piano
Lesson by August Wilson.
TEST Fences
Describe usage: weekly
Scaffolding used:
#1. Build Vocabulary
#2 . K-W-L
Others: Historical Overview
Describe usage: beginning of the
week and the end of the unit,
with reinforcement througout.
Other techniques used:
Daily Do Now/Warm Ups that
activate prior learning etc.
CONTENT AREA
READING:
-August Wilson's
FENCES
-This I Believe Essay
-Dream Deffered Poem
MINI LESSON:
- Watch August Wilson's Piano
Lesson and take notes, write a
compare/contrast essay between
the film and the drama Fences
Read drama aloud in class.
-Write short anticipation essay
(honors)
-Classroom Discussion about
drama.
-Complete reading/viewing log
daily.
-Research Sr. Project in Library.
-Station activity to synthesize
information in the drama.
-Group Review/Analysis
-Analyze the author’s use of
characterization
-Annotation of a literary work
-Write notes
INTERVENTIONS:
ASSIGNMENTS:
-Additional time
-Appropriately modified
assignments
-Reading (viewing)
Log/Summary Worksheets
-Literary Analysis
-Worksheets
-Short Essays
-p50-90in Sr. Project
Handbook
-Formal Writing Assignment
for Fences
-Short Essay: Compare and
Contrast Fences and Piano
Lesson (regular) or
Anticipation Essays for
Fences (honors)