WOODLAND HILLS SECONDARY LESSON PLAN
Name ____Julie Werts___
Content Area: Reading /English
Date March 9, 2015____
Language! LIVE Level 2
Length of Lesson __2 weeks__
STAGE I – DESIRED RESULTS
LESSON TOPIC (Module, if applicable):
BIG IDEAS:
On-line: Grammar Practice
Vocabulary Practice
Content Mastery
Word Study
Independent Reads
Text: Reading
Vocabulary
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
Writing
Grammar
UNDERSTANDING GOALS (CONCEPTS):
CC.1.4.9–10.B
Write with a sharp, distinct focus identifying topic,
task, and audience
C.C.1.4.9-10.F
Demonstrate a grade-appropriate command of the
conventions of standard English grammar, usage,
capitalization, punctuation, and spelling.
C.C.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.
C.C1.2.9-10.L
Read and comprehend literary nonfiction and
informational text on grade level, reading
independently and proficiently.
C.C.1.4.9-10.M
Write narratives to develop real or imagined
experiences or events.
ESSENTIAL QUESTIONS:
Students will understand:
Topic of a text and discuss
The author’s purpose.
Text features to preview test.
Evaluate word knowledge.
The meaning of key passage vocabulary.
Informational text.
How to determine a topic of a text and discuss
How to determine and identify the author’s purpose.
How to use text features to preview test.
How to evaluate word knowledge.
How to determine the meaning of key passage
vocabulary.
How to read informational text.
VOCABULARY:
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
Restrain, encounter, pursue, vainly, compel,
vengeance, ignorant, promotion, advantage, ascent
Reading
Determine a topic of a text and discuss
Determine and identify the author’s purpose, plot and
point of view.
Use text features to preview test.
Read informational text.
Retell parts of a story.
Use critical thinking skills to write responses to
prompts.
Support written answers with evidence from text
Use context to determine meaning of words.
Identify fact from opinion
Identify main ideas and details
Vocabulary
Evaluate word knowledge.
Determine the meaning of key passage vocabulary.
Distinguish among connotations of words with similar
denotations.
Grammar
Distinguish between a phrase and a clause
Identify conjunctions and clauses in a sentence.
Writing
Use complex sentences structures
Use conjunctions correctly in writing
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
FORMATIVE ASSESSMENTS:
Students will complete on-line activities, workbook
pages and supplemental materials. Daily attendance
and participation will be assessed. Students are
administered various probes throughout each unit to
check for understanding, skill development and
knowledge of skills presented
Use thumbs up, thumbs
Use of white boards
Exit Slips
Beginning of day Do Now
On-line activities
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
MATERIALS AND
RESOURCES:
Do Now;
Mini Lesson:
Guided Practice:
Independent Practice:
Summations/Formative Assessments:
Reflections:
Language! Live Level 2
work book
Lap tops for on-line
activities
Supplemental pages
Picture Cards
Promethean Board
Composition Book
Highlighters
Individual Wipe of
Boards
Word of Day
Do Now: Collins Writing
I
Mini Lesson, Guided
Practice, Independent
Practice, and
Summative/Formative
assessment:
Direct Instruction from
INTERVENTIONS:
ASSIGNMENTS:
Specially Designed
Instruction:
 One-on-one
Instruction
 Small group
instructions and
discussions.
 Individualized
attention
 Peer assistance
 Step-by-step
directions and
redirection
 New concepts
Students will complete
activities on-line.
Students will also read
text/story in the assigned
workbook and complete
workbook pages that
correspond to the
text/story and lessons.
Each students will also
complete supplemental
activities corresponding
to each lesson.
Assignments will be
completed independently,
as a whole class and in
the Language! Live
Program. Students are
presented a lesson a day
consisting of six steps.
The Program is scripted
and scaffold to meet the
needs of the student.
Explicit instruction is
used throughout each of
the six steps. Adaptations
are made to meet the
individual needs of each
student. Checking for
understanding through
exit ticket, oral
discussions, etc. are reteaching of skills is used
throughout each lesson.
The first 45 minutes are
spent on-line completing
Vocabulary, Grammar,
Fluency, Assessments.
Text Lessons are teacher
directed and are
completed the second half
of the 90 minute class. It
covers Reading ,
Vocabulary, Writing, and
Grammar
The student will work
through the 6 step process
of each lesson.
Students will complete
text book readings,
worksheets, on-line
activities and
supplemental pages for
each step of each lesson
in the unit.
Each student will be
responsible to complete a
written assignment using
skills learned in the
lesson. Challenge and
practice activities will be
provided to individual
students who need them.
Six steps:

Phonemic
Awareness and
Phonics
broken down into
clearer steps
 Practice and
repeat drills for
difficult concepts
small groups.
Interactive Text: 25-27,
28-29
Supplemental:
 Main Idea/Details
 Context Clues
 Fact/Opinion
 Vocabulary
 Directional Words
Assessment:
 Fluency Check
 Spelling





Word Recognition
and Spelling
Vocabulary and
Morphology
Grammar and
Usage
Listening and
Reading
Comprehension
Writing