WOODLAND HILLS SECONDARY LESSON PLAN
Name _David Brown____________
Date 3.16.15
Length of Lesson _4 weeks__ Content Area English 12__
STAGE I – DESIRED RESULTS
LESSON TOPIC (Module, if applicable):
BIG IDEAS:
Senior Project: Writing a final draft, introduction, body,
conclusion, works cited. Creating a multimedia presentation
of the Sr. Project.
(Content standards, assessment anchors, eligible content, objectives, and skill
focus)
CC1.2.11-12 CC A,B,G,J-L, 1.3.11-12C-F, H-K
•
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
Writing a Multi-Genre Autobiography:
Chapter 3: Personal Narrative
Chapter 4: Descriptive/Informative Essay
UNDERSTANDING GOALS (CONCEPTS):
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
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?
VOCABULARY:
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
Sr. project:
Notes: direct quote, paraphrase, summary
Works cited page
Thesis
Supporting facts
Transitions
Autobiography Unit:
Photo essay
Point of view
Imagery
Creative non-fiction
Tone
Voice
Narrative Writing
Informative/Descriptive Writing
•
Use and cite evidence from texts to make assertions,
inferences, generalizations, and to draw conclusions
•
Analyze and evaluate author’s/authors’ use of
conflict, theme and /or point of view within and among texts
•
Summarize, draw conclusions, and make
generalizations from a variety of mediums
•
Analyze the impact of societal and cultural influences
in texts
•
Analyze the use of facts and opinions across texts
•
Evaluate the presentation of essential and
nonessential information in texts, identifying the author’s
implicit or explicit bias and assumptions
•
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.
•
Evaluate organizational features of text (e.g.
sequence, question/answer, comparison/contrast, cause/effect,
problem/solution) as related to content to clarify and enhance
meaning
•
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
Canterbury Tales—Glencoe Literature
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
Students will complete different chapters in the
Autobiography Unit: Reading model texts, brainstorming
ideas, writing rough draft, peer editing, publishing final copy
FORMATIVE ASSESSMENTS:
Spot check for comprehension
Thumbs up/thumbs down
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
Do Now:
Content related questions.
Mini Lesson:
How to improve Sr. Project draft
How do you utilize parenthetical
citations in formal writing?
How to write multi-genre essays in
varying styles
MATERIALS AND
RESOURCES:
GRADE TEST BOOKLETS
AND ANSWER SHEETS
Sr project handbooks
ASSIGNMENTS:
tutoring Tues. and Weds in
English Lab
parent contact
English lab
Sr. Project:
Take notes and number
according to project format.
Glencoe British Literature
textbook
Parenthetical Citation
Worksheet
-Youtube videos related to
Canterbury Tales
Autobiography Unit: Photo
Essay, Family Member
Interivew, Neighborhood
essay.
Independent Practice:
Students will do their own Sr. Project
periodically
-Week in Rap web video(Fri)
-CNN Student News (Fri)
Students will also conduct n interview
with someone in their family for a
family interview.
-View Spike Lee’s Get on the
Bus film
Summations/Formative Assessments:
Checking for understanding
INTERVENTIONS:
-Autobiography unit folders
Reflections: