WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Mr.Brown Date Oct. 6 , 2014
updated this week:
Length of Lesson Six WeeksContent Area English 12
Edline was
My Class website was updated this week:
STAGE I – DESIRED RESULTS
LESSON TOPIC:
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
Drama: Fences by August Wilson
Ongoing Sr. Project: Taking Background Notes.
UNDERSTANDING GOALS (CONCEPTS):
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. 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.
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.
MINI LESSON:
-Read drama aloud in class.
-Classroom Discussion about
drama.
-Complete reading 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
CONTENT AREA
READING:
-August Wilson's
FENCES
INTERVENTIONS:
ASSIGNMENTS:
-Additional time
-Appropriately modified
assignments
-Reading Log/Summary
Worksheets
-Literary Analysis
-Worksheets
-Short Essays
-p50-90in Sr. Project
Handbook