WOODLAND HILLS SECONDARY LESSON PLAN
Name _Lisa Silverman____________
Date __3-23-15__
Length of Lesson _week__ Content Area English 12__
STAGE I – DESIRED RESULTS
LESSON TOPIC (Module, if applicable):
Senior project revision: students will revise according to
adviser feedback on rubric (Collins type 5).
Introduction to Shakespeare/tragedy/Elizabethan theater
Macbeth Act I: exposition, characterization, symbolism
UNDERSTANDING GOALS (CONCEPTS):
Students will understand:
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Essential content, literary elements and devices inform
meaning
Textual structure, features and organization inform
meaning
Acquiring and applying a robust vocabulary assists in
constructing meaning
Focus, content, organization, style, and conventions
work together to impact writing quality
Writing improves through the recursive process of
revising and editing
BIG IDEAS:
(Content standards, assessment anchors, eligible content, objectives, and skill
focus)
CC1.2.11-12 A,B,G,J-L, 1.3.11-12C-F, H-K
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Comprehension requires and enhances critical thinking and is
constructed through the intentional interaction between reader and text
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Writing is a means of documenting thinking
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Writing is a recursive process that conveys ideas, thoughts and
feelings
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Purpose, topic and audience guide types of writing
ESSENTIAL QUESTIONS:
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How does interaction with text provoke thinking and
response?
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What role does writing play in our lives?
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How do we develop into effective writers?
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To what extent does the writing process contribute to
the quality of writing?
VOCABULARY:
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
tragedy (tragic hero, flaw)
dramatic conventions—soliloquy, aside, monologue
iambic pentameter
blank verse
character foils
light/dark symbolism
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Use grade appropriate resources to confirm and extend
meaning of vocabulary
Write with a sharp, distinct focus (e.g. sharp controlling
point), identifying topic, purpose and audience (focus)
Write to create an individual writing style, tone and
voice through the use of a variety of sentence structures,
descriptive word choices, literary devices and precise
language. (style)
Use proper conventions to compose in the standard form
of the English language (conventions).
Use socially and academically appropriate writing
conventions in a variety of formal and informal
communication.
Develop complete paragraphs that have details and
information specific to the topic and relevant to a welldefined focus
Use precise vocabulary when developing writing
Identify and evaluate essential content between and
among various text types
Use and cite evidence from texts to make assertions,
inferences, generalizations, and to draw conclusion
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
Summarize, draw conclusions, and make generalizations
from a variety of mediums
Develop new and unique insights based on extended
understanding derived from critical examinations of
text(s)
Analyze the impact of societal and cultural influences in
texts (Renaissance thinking/culture/Elizabethan theater)
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.
Evaluate organizational features of text (e.g. sequence,
question/answer, comparison/contrast, cause/effect,
problem/solution) as related to content to clarify and
enhance meaning
Articulate connections between and among words based
on meaning, content, and context to distinguish nuances
or connotations
Analyze the context of literal, figurative, and idiomatic
vocabulary to clarify meaning
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
Writers workshop style classroom with students working at
individual paces to revise senior project first draft.
Reading guide for plot, literary terms, quote analysis (to be
FORMATIVE ASSESSMENTS:
Spot check for comprehension
Whole class response
Instructor mini-conferencing as students write
filled out as class reads)
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
Do Now:
Women’s History Month quotes
(Collins type 1)
Mini Lesson:
Scenes from film shown periodically
for comparison to Shakespeare’s play
Guided Practice:
Students will use modern English
version of Macbeth
Read Macbeth as a class and discuss
symbolism/characterization
Independent Practice:
Students will revise research papers.
Summations/Formative Assessments:
See above
Reflections:
MATERIALS AND
RESOURCES:
Sr project handbooks
Shakespeare’s Macbeth with
modern translation
INTERVENTIONS:
ASSIGNMENTS:
tutoring Tues. and Thurs.
with me
parent contact
English lab
Sr. Project:
Revise rough draft of senior
paper if needed.
Write Collins type 5 for
revision process.