WOODLAND HILLS SECONDARY LESSON PLAN Name ____Julie Werts___ Date ____August 25, 2014____ Content Area: Reading /English Language! C/D Length of Lesson __2 weeks__ STAGE I – DESIRED RESULTS LESSON TOPIC (Module, if applicable): BIG IDEAS: Baseline Assessments 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 nouns and pronouns used as subjects in a sentence? How do you use synonyms, homonyms, homophones, and attributes in reading and writing? How do you use text features to preview texts? How to spell words with closed syllables The meaning of prefixes in a word How a noun and pronoun are used as subjects in a sentence How to preview a reading selection by using text features The steps used to write an expository paragraph What a synonym, homonym, homophones, and attributes 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. VOCABULARY: STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES): Across, atlas, command, cotton, gone, invent, look, magnet, most, people, problem, ribbon, rocket, see, water, blanket, bottom, common, disrupt, infant, kitten, method, nonstop, object, present , suspect, ticket, upset Students will be able to: Identify closed syllables Read fluently words composed of closed syllables and words with prefixes dis-,in-,non-,un Read and spell contractions with am, is Identify antonyms, synonyms, homophones, and attributes Identify and use “be” as a helping verb Read phrases and passages fluently Define vocabulary words using context-base strategies or a reference source Generate sentences using a six stage process Write responses to questions with the signal words: use, generalize, infer, illustrate, explain. Write an expository paragraph 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 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 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 instruction is used 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. Most assignments will be completed independently but some will be completed as a whole class. Textbook pages: H6, 4, H112, H43, 6-8 Interactive Text: 6-10, 11-16, 17-24 R49, R10, R14 Supplemental: Consonant Chart Vowel Chart Assessment: 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. Content Mastery 1-5