WOODLAND HILLS SECONDARY LESSON PLAN
Name ____Julie Werts___
Date _December 15, 2014____
Content Area: Reading /English Language! C/D
Length of Lesson __2 weeks__
STAGE I – DESIRED RESULTS
LESSON TOPIC (Module, if applicable):
BIG IDEAS:
Phonemic Awareness and Phonics
Word Recognition and Spelling
Vocabulary and Morphology
Grammar and Usage
Listening and Reading Comprehension
Writing
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
UNDERSTANDING GOALS (CONCEPTS):
ESSENTIAL QUESTIONS:
Students will understand:
What are the topic, main idea and supporting details in
an informative text?
What are the steps to writing an expository paragraph?
How are prepositions and prepositional phrases used
in a sentence?
How do you use synonyms, antonyms, and attributes?
How do you use text features to preview texts?
How do you use context-based strategies to help with
reading informational texts?
How to spell words with open syllables
The meaning of prefixes/suffixes in a word
Identify synonyms, antonyms, and attributes.
Identify words with –ing endings.
Identify prepositions and the meaning of prepositional
phrases.
Identify and use have as a main or helping verb.
Distinguish fact and opinion statements
Write an expository (opinion) essay.
Preview nonfiction reading selection using text
features
Define vocabulary using context-based strategies
Read and understand informational texts.
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.
VOCABULARY:
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
Essential Words: good, great, right, though, through,
year
Comprehension Words:
Infer, define, predict, generalize, use, explain, show,
classify, identify, list, state, name, and describe
Identify syllables in words using open vowell sound
Read fluently words composed of sound-spelling
correspondences.
Identify antonyms, synonyms and attributes
Identify and use prepositions and prepositional phrases
Read phrases and passages fluently
Preview nonfiction reading selection using text features.
Define vocabulary words using context-bases strategies or a
reference source
Generate sentences using six stage processs
Distinquish fact from opinion
Write responses to questions with the signal words: use,
generalize, infer, illustrate, explain, define, predict, show,
state, discuss, list, describe
Organize ideas and information in a two-column outline for
an expository paragraph
Read fluently and spell essential words
Read and spell contractions with have
Identify verbs with –ing endings
Write an expository essay
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
FORMATIVE ASSESSMENTS:
Students will complete 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:
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
MATERIALS AND
RESOURCES:
Do Now;
Mini Lesson:
Guided Practice:
Independent Practice:
Summations/Formative Assessments:
Reflections:
Language! C textbook
Language! C workbook
Supplemental pages
Letter Cards
Picture Cards
Morpheme Meaning
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
the Language! 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
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
broken down into
clearer steps
 Practice and
repeat drills for
difficult concepts
Students will read text in
the assigned text book
and complete workbook
pages that correspond to
the text book and lessons.
Each students will also
complete supplemental
activities corresponding
to each lesson.
Assignments will be
completed independently,
as a whole class and in
small groups.
Textbook pages: 50,
51,52-55, H8, H49, H71
Interactive Text: 138145,R60
Supplemental:
 Main Idea/Details

Using Signal
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 student will work
through the 6 step process
of each lesson.
Students will complete
text book readings,
worksheets 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 texts
will be used to reinforce
new concepts learned.
Six steps:






Phonemic
Awareness and
Phonics
Word Recognition
and Spelling
Vocabulary and
Morphology
Grammar and
Usage
Listening and
Reading
Comprehension
Writing


Words: generalize,
show, use,
explain, classify
Explore It
Context Clues
Fact/Opinion
Assessment:
 Fluency Check :
R22, R26