WOODLAND HILLS SECONDARY LESSON PLAN
Name _Lisa Silverman____________
Date __12-14-14__
Length of Lesson _week__ Content Area English 12__
STAGE I – DESIRED RESULTS
LESSON TOPIC (Module, if applicable):
BIG IDEAS:
Multi-genre autobiography writing portfolio
Photo-essay writing task #1 based on model Michael
Ondaatje “Photograph” p. 1264 textbook
(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
Writing task #2 Family Culture: Personal Interview-developing open-ended questions
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
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:
Photo essay
Point of view
Imagery
Creative non-fiction
Tone
Voice
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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:
Students will identify similarities and differences between the
movie Get on the Bus and Chaucer’s Canterbury Tales in
terms of plot structure/characterization
FORMATIVE ASSESSMENTS:
Spot check for comprehension
Thumbs up/thumbs down
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
Do Now:
SAT vocab do-nows daily (Collins type
1)
Mini Lesson:
MATERIALS AND
RESOURCES:
Sr project handbooks
Glencoe textbook and autobiography handouts
INTERVENTIONS:
ASSIGNMENTS:
tutoring Tues. and Thurs.
with me
parent contact
English lab
Sr. Project:
Take notes and number
according to project format.
Have students observe a photo in
textbook photo essay and write details
for direct and indirect
characterization BEFORE reading
photo essay.
Guided Practice:
Read essay aloud and
compare/contrast student generated
list with author’s characterization of
photo.
Independent Practice:
Students will generate their own phot
essays using a photo of someone in
their family.
Students will also conduct n interview
with someone in their family for a
family interview.
Summations/Formative Assessments:
See above
Reflections: