WOODLAND HILLS SECONDARY LESSON PLAN
Name _Lisa Silverman____________
Date __11-24-14__
Length of Lesson _week__ Content Area English 12__
STAGE I – DESIRED RESULTS
LESSON TOPIC (Module, if applicable):
Senior Project: argument notes and developing arguments to
support/refute thesis
Evaluating sources for credibility
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
VOCABULARY:
BIG IDEAS:
(Content standards, assessment anchors, eligible content, objectives, and skill
focus)
CC1.2.11-12, CC1.4.11-12
•
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
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?
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
Sr. project:
•
Notes: direct quote, paraphrase, summary
Works cited page
Thesis
Supporting facts

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Identify and evaluate essential content between and
among various text types
Evaluate the effects of inclusion and exclusion of
information in persuasive text
Use and cite evidence from texts to make assertions,
inferences, generalizations, and to draw conclusions
Identify the use of bias, stereotype, and propaganda
where present
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
Generalize the use of academic vocabulary across
disciplines
Use grade appropriate resources to confirm and
extend meaning of vocabulary
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
Students will develop arguments for senior project (4 their
side/3 against)
FORMATIVE ASSESSMENTS:
Spot check for comprehension
Thumbs up/thumbs down
STAGE III: LEARNING PLAN
INSTRUCTIONAL
MATERIALS AND
INTERVENTIONS:
ASSIGNMENTS:
PROCEDURES:
Do Now:
SAT vocab do-nows daily (Collins type
1)
Mini Lesson:
Use sr. project handbook worksheet to
develop outline for arguments
Guided Practice:
Teacher modeling how to do an
outline for a topic
Independent Practice:
Students will do their own outlines
with help as needed
Students will find articles to
support/refute their theses and
evaluate the texts’ bias
Summations/Formative Assessments:
See above
Reflections:
RESOURCES:
Sr project handbooks
sr. project articles per each
tutoring Tues. and Thurs.
with me
parent contact
English lab
Sr. Project:
Take notes and number
according to project format.