Name _Lisa Silverman____________ Date __2-23-15__ Length of Lesson _week__ Content Area English 12__
LESSON TOPIC (Module, if applicable):
Senior project rough draft: Using notes in the paper and proper MLA citations (2-23, 2-24, 2-25)
Autobiography CH #8 My creative side (artwork, rap, poetry—anything NOT written in prose)
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
• 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
• Purpose, topic and audience guide types of writing
UNDERSTANDING GOALS (CONCEPTS):
Students will understand:
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Essential content, literary elements and devices inform meaning
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Textual structure, features and organization inform meaning
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Acquiring and applying a robust vocabulary assists in constructing meaning
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Focus, content, organization, style, and conventions work together to impact writing quality
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Writing improves through the recursive process of revising and editing
ESSENTIAL QUESTIONS:
• How does interaction with text provoke thinking and response?
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•
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What role does writing play in our lives?
How do we develop into effective writers?
To what extent does the writing process contribute to the quality of writing?

VOCABULARY:
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:

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
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Summarize, draw conclusions, and make generalizations from a variety of mediums
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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.
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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
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Articulate connections between and among words based on meaning, content, and context to distinguish nuances or connotations
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Analyze the context of literal, figurative, and idiomatic vocabulary to clarify meaning
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Generalize the use of academic vocabulary across disciplines
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Use grade appropriate resources to confirm and extend meaning of vocabulary
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Write with a sharp, distinct focus (e.g. sharp controlling point), identifying topic, purpose and audience (focus)
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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)
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Use proper conventions to compose in the standard form of the English language (conventions).
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Use socially and academically appropriate writing conventions in a variety of formal and informal communication.
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Develop complete paragraphs that have details and information specific to the topic and relevant to a welldefined focus
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Use precise vocabulary when developing writing
PERFORMANCE TASK:
Writers workshop style classroom with students working at individual paces
Write a self-reflection on a creative piece (poetry, art, rap, etc.)
FORMATIVE ASSESSMENTS:
Spot check for comprehension
Whole class response
Instructor mini-conferencing as students write
INSTRUCTIONAL
PROCEDURES:
Do Now:
Black History Month quotes (Collins type 1)
Mini Lesson:
MATERIALS AND INTERVENTIONS:
RESOURCES:
Sr project handbooks
Glencoe textbook and autobiography handouts for writing examples tutoring Tues. and Thurs. with me parent contact
English lab
ASSIGNMENTS:
Sr. Project:
Continue drafting paper with focus on argument paragraphs and parenthetical citations

Models for creative pieces (art, poetry)
Guided Practice:
Students will work on writings in class with models and teacher input.
Independent Practice:
Students will generate a self-reflection based on a piece that reflects their creative side.
Students will draft senior project paper.
Summations/Formative Assessments:
See above
Reflections: