WOODLAND HILLS SECONDARY LESSON PLAN
Name _Lisa Silverman____________
Date __8-25-14__
Length of Lesson _week__ Content Area English 12__
STAGE I – DESIRED RESULTS
LESSON TOPIC (Module, if applicable):
Introduction to course: academic objectives and behavioral
expectations.
Icebreakers: student interviews and introductions.
Review of summer reading.
Discuss/review essays/articles about Ferguson, MO, as intro
(compare/contrast) to 1950’s Hill District in August Wilson's
Fences
Mini-research using city-data.com to find facts about the
communities
UNDERSTANDING GOALS (CONCEPTS):
Students will understand:
•
Review essential content (summer reading), literary elements and
devices inform meaning
•
Textual structure, features and organization inform meaning
•
Acquiring and applying a robust vocabulary assists in constructing
meaning
•
Focus, content, organization, style, and conventions work together to
impact writing quality
•
Writing improves through the recursive process of revising and
editing
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):
Goal-setting
Economic security
Dialectical engagement with text (summer reading and
current event articles)
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:
Small group discussion (jigsaw groups for reading articles)
FORMATIVE ASSESSMENTS:
Summarizing main ideas
Open-ended questions
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
Do Now;
SAT vocab warm-ups daily
Mini Lesson:
Inspirational quotes for small group
work
Discussion of viable economy: what
does one need to survive in this
century?
MATERIALS AND
RESOURCES:
Summer reading
Handout for student
interviews
Current events articles on
Ferguson, MO
INTERVENTIONS:
ASSIGNMENTS:
tutoring Tues. and Thurs.
with me
parent contact
English lab
review summer reading;
develop interviews and
introductions
Guided Practice:
Teacher modeling for developing
questions for interview
Independent Practice:
Reading articles and reporting back to
group
Mini-research city-data on Ferguson
and current Pittsburgh
(compare/contrast)
Summations/Formative Assessments:
See above
Reflections: