WOODLAND HILLS SECONDARY LESSON PLAN
Name _Lisa Silverman____________
Date __2-2-15__
Length of Lesson _week__ Content Area English 12__
STAGE I – DESIRED RESULTS
LESSON TOPIC (Module, if applicable):
Senior project rough draft: Using notes in the paper and
proper MLA citations
Autobiography CH #6 The best advice (making a claim and
supporting it with examples)
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:
Personal narrative
Point of view
Imagery
Creative non-fiction
Tone
Voice
Arguments
Anticipating opposing arguments
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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
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
Generalize the use of academic vocabulary across
disciplines
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
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
Writers workshop style classroom with students working at
individual paces
Write argumentative essay based on student-selected quote.
FORMATIVE ASSESSMENTS:
Spot check for comprehension
Whole class response
Instructor mini-conferencing as students write
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
Do Now:
Black History Month quotes (Collins
type 1)
Mini Lesson:
MATERIALS AND
RESOURCES:
Sr project handbooks
Glencoe textbook and autobiography handouts for
writing examples
INTERVENTIONS:
ASSIGNMENTS:
tutoring Tues. and Thurs.
with me
parent contact
English lab
Sr. Project:
Continue drafting paper with
focus on argument
paragraphs and
parenthetical citations
Model for how to develop quote essay
CH 6
Guided Practice:
Senior project and CH 6 essay both
follow a similar format of developing
an argument with support. Students
will work on writings in class with
models and teacher input.
Independent Practice:
Students will generate their own
arguments to support a quote that
they believe is true.
Students will draft senior project
paper.
Summations/Formative Assessments:
See above
Reflections: