WOODLAND HILLS SECONDARY LESSON PLAN
Name _Lisa Silverman____________
Date __10-6-14__
Length of Lesson _week__ Content Area English 12__
STAGE I – DESIRED RESULTS
LESSON TOPIC (Module, if applicable):
Symbolism/significance of fences to play
Internal/external conflict in drama
Introduction to senior project 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
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
CC1.3.11-12, CC1.4.11-12.B,C,E,F CC1.5.11-12
•
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?
VOCABULARY:
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Controversial topic background and history
Socio-historical background (Fences)
Conflict (internal/external)
Resolution
Students will be able to:
•
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 read play aloud in class
Students will take notes for senior project according to
project format
FORMATIVE ASSESSMENTS:
Summarizing main ideas
Thumbs up/thumbs down
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
Do Now:
SAT vocab warm-ups daily (Collins
type 1)
Mini Lesson:
Sample article for taking notes
Guided Practice:
Teacher modeling for taking
numbered notes according to format
Independent Practice:
Students work in small groups to take
notes with sample article according to
format
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
Fill out guided reading
questions as we read Fences.
Take notes and number
according to project format.
Fences short answer exam
upon completion of the play.