WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name David Sabina
Date 5/18/12
Length of Lesson 3 Wks Content Area English
Edline was updated this week:
My Class website was updated this week:
STAGE I – DESIRED RESULTS
LESSON TOPIC:Effective writing skills Composing a
Paper--Writing is a means of promoting thinking
1.5.10.B:
Develop content appropriate for the topic.
•
Gather, organize, and determine validity and
reliability of information.
•
Employ the most effective format for purpose and
audience.
•
Incorporate specialized vocabulary for topic and
audience
•
Write fully developed paragraphs that have details
and information specific to the topic and relevant to the focus.
R11.A.2.3.2: Cite evidence from text to support
generalizations.
R11.B.3.1.1: Explain, interpret, describe, and/or analyze the
use of facts and opinions to make a point or construct an
argument in nonfictional text.
R11.A.1.3.1: Make inferences and/or draw conclusions based
on information from text.
BIG IDEAS:
UNDERSTANDING GOALS (CONCEPTS): 1) Focus,
content, organization, style, and conventions work together to
impact writing quality
ESSENTIAL QUESTIONS: How do we use information
gained through writing to expand knowledge? How can our
knowledge and use of the writing process promote lifelong
learning?
Students will understand: 1)Analyze and evaluate information from sources for
relevance to the research question, topic or thesis. 2).Synthesize information
gathered from a variety of sources. 3)Evaluate information from a variety of
reference sources for its relevance to the research question, topic or thesis.
4) Cite all sources properly when quoting, paraphrasing or summarizing.
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
1.5.11.A:
Write with a clear focus, identifying topic, task, and audience.
1.5.11.B:
Develop content appropriate for the topic.
•Gather, organize, and determine validity and reliability of information.
•Employ the most effective format for purpose and audience.
•Write fully developed paragraphs that have details and information specific to
the topic and relevant to the focus.
1.5.11.C:
Write with controlled and/or subtle organization.
•Establish coherence within and among paragraphs through effective
transitions, parallel structures, and similar writing techniques.
1.5.11.E:
Revise writing to improve style, word choice, sentence variety, and subtlety of
meaning after rethinking how questions of purpose, audience, and genre have
been addressed.
1.5.11.F:
Use grade appropriate conventions of language when writing and editing.
•Spell all words correctly.
•Use capital letters correctly.
•Punctuate correctly.
•Use correct grammar and sentence formation.
VOCABULARY: Noun, verb, adjective, adbverb,
conjunction, preposition, transitive, intransitive, interjection
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
1) Identify various parts of speech. 2) Write using the
parts of speech correctly. 3) Write sentences using the
same words as different parts of speech. 4) Make
correstions (parts of speech, capitalization, and etc,) to
a paragraph. 5) Write a descriptive paragraph.
Students will be able to:
1) Brainstorm/Freewrite to get ideas 2) Gather ideas into a
graphic organizer and/or outline 3) Correct mistakes and
improve upon their writing 4) Write/publish final
paragraphs 5)Write with a sharp, distinct controlling point
made about a single topic with evident awareness of task and
audience (focus). 6)Employ effective organizational strategies
and structures, such as logical order and transitions, which
develop a controlling idea (organization).
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK: The students will 1) Write correct
sentences and make corrections to sentences 2) Write a draft,
3) Proofread and make corrections to the draft and 3) Write a
final draft & complete various written tasks to show
competency.
FORMATIVE ASSESSMENTS:
#1. Summarizing Main Ideas
#2. Graphic Organizers
#3. Choose assessments:
Others:
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
MATERIALS AND
RESOURCES:
Active Engagements used:
#1. Cooperative Education
#2. Partnering
Others:
White boards, samples of
research papers, text, and
other supplimentary
materials
Describe usage: The students
will respond as a group either
orally or with white boards.
They will take notes on the
presentation of new material.
They will also work in pairs or
small groups to problem solve.
Scaffolding used:
#1. Chunking
#2 . Teacher Promping
Others:
Describe usage: Teacher will
model and explain expectations
and use the I do, we do, you do
method,
Other techniques used:
Reteaching the whole class (as
necessary) or one-on-one/small
CONTENT AREA
READING:
The students will read
aloud from the text and
from their own written
work.
INTERVENTIONS:
ASSIGNMENTS:
RTI, one-on-one teaching,
re-teaching, group
discussions, and remediation
Complete sample exercises
on sentences, write
paragraphs
groups of individual students
MINI LESSON:
1) Correcting and strengthening
paragraphs
2) Types of research
3) Writing a well researched and
organized research paper.
4) How to find sources
5) Correctly citing sources