WOODLAND HILLS SECONDARY LESSON PLAN
Name _Lisa Silverman____________
Date __9-22-14__
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
Developing the thesis statement (sr. project)
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
Dogmatic thesis
Thesis statement
Setting
Socio-historical background
Conflict (internal/external)
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
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
Students will read play aloud in class
Students will develop senior project proposal and turn in
Wednesday, Sept. 24
Students will develop thesis statement for sr. project
FORMATIVE ASSESSMENTS:
Summarizing main ideas
Thumbs up/thumbs down
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
Do Now:
SAT vocab warm-ups daily
List what a fence does—metaphor for
play
Mini Lesson:
Video showing 2 different depictions
of Fences act 1 scene 3 (Cory vs Troy)
Which version is most likely how
MATERIALS AND
RESOURCES:
Sr project handbooks
The play Fences
INTERVENTIONS:
ASSIGNMENTS:
tutoring Tues. and Thurs.
with me
parent contact
English lab
Choose ONE controversial
topic for senior project
Fill out guided reading
questions as we read.
Wilson intended this scene? Defend
to class.
Guided Practice:
Teacher modeling for argumentative
analysis
Independent Practice:
Students work in small groups to cite
evidence for support.
Summations/Formative Assessments:
See above
Reflections: