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):
Analysis of indirect/direct characterization in general
prologue to The Canterbury Tales
Analysis of social satire, narrator, and author purpose (using
tale-telling as framework for poem)
Comparative analysis of movie Get on the Bus (frame story,
satire, and characterization)
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
•
Writing is a means of documenting thinking
•
Writing is a recursive process that conveys ideas, thoughts and
feelings
•
Purpose, topic and audience guide types of writing
Senior Project: argument notes
UNDERSTANDING GOALS (CONCEPTS):
Students will understand:



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:
•
How does interaction with text provoke thinking and
response?
•
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:
Sr. project:
Notes: direct quote, paraphrase, summary
Works cited page
Thesis
Supporting facts
Canterbury Tales--see textbook index or for literary terms:
couplet
iambic pentameter
direct/indirect characterization
social satire
irony (dramatic/situational/verbal)
•
Use and cite evidence from texts to make assertions,
inferences, generalizations, and to draw conclusions
•
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
•
Analyze the impact of societal and cultural influences
in texts
•
Analyze the use of facts and opinions across texts
•
Evaluate the presentation of essential and
nonessential information in texts, identifying the author’s
implicit or explicit bias and assumptions
•
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
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:
Review students’ group work
developing a modern day pilgrimage
with character types
Guided Practice:
Watch movie and compare/contrast
structure of frame stories: Chaucer,
movie and student-generated
pilgrimages
Independent Practice:
Students will analyze
characterization of movie characters
(direct/indirect)
Summations/Formative Assessments:
See above
MATERIALS AND
RESOURCES:
Sr project handbooks
Chaucer’s Canterbury Tales
(Glencoe textbook)
INTERVENTIONS:
ASSIGNMENTS:
tutoring Tues. and Thurs.
with me
parent contact
English lab
Sr. Project:
Take notes and number
according to project format.
Reflections: