WOODLAND HILLS SECONDARY LESSON PLAN Name _Lisa Silverman____________ Date __10-27-14__ Length of Lesson _week__ Content Area English 12__ STAGE I – DESIRED RESULTS LESSON TOPIC (Module, if applicable): August Wilson’s drama Fences Writing stations—student choice from eight essay questions (250-350 words) Senior Project: background notes, works cited page (M-T) 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 BIG IDEAS: (Content standards, assessment anchors, eligible content, objectives, and skill focus) CC1.3.11-12, CC1.4.11-12(literature and writing standards will vary this week depending on the essay prompt a student chooses for Fences) • 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? VOCABULARY: STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES): Students will be able to: Thesis Essay paragraphs: Intro, body, conclusion Supporting facts Notes: direct quote, paraphrase, summary Works cited page • 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 type works cited page for sr. project notes. Students will begin drafting essay on Fences. 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 how to do works cited entries Guided Practice: Teacher modeling how to do a works cited entry Independent Practice: Students will do their own works cited entries with help as needed Students will draft Fences essays and develop paragraphs according to writing prompt (will vary: informative, persuasive, narrative) Summations/Formative Assessments: See above Reflections: MATERIALS AND RESOURCES: Sr project handbooks August Wilson’s play Fences INTERVENTIONS: ASSIGNMENTS: tutoring Tues. and Thurs. with me parent contact English lab Sr. Project: Take notes and number according to project format. Fences writing stations: choose one essay of eight to develop into 250-350 words essay.