WOODLAND HILLS SECONDARY LESSON PLAN
Name Margie Rehm
Date 9-8-14 – 9-12-14 Length of Lesson 6 Weeks
Content Area African American Literature
STAGE I – DESIRED RESULTS
LESSON TOPIC (Module, if applicable):
12 Years a Slave
BIG IDEAS:
UNDERSTANDING GOALS (CONCEPTS):
ESSENTIAL QUESTIONS:
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
•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
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
•Focus, content, organization, style, and conventions work
together to impact writing quality
•Writing improves through the recursive process of revising and
editing
•How does interaction with text provoke thinking and response?
•What role does writing play in our lives?
VOCABULARY:
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Chapters 1-7
Students will be able to:
Emancipate
Imbue
Bejuiling
Abject
Legerdemain
Proficiency
Appellation
Expatiate
Solicitous
Commiserate
Unmitigated
Parlance
Imprecation
Lacerate
Remonstrate
Patronizing
Inalienable
Mulatto
Chattel
Disheveled
Demure
Loathsome
Urequited
Disconsolate
Levee
Protracted
Loquacious
Paroxysm
Appall
Abiding
Repulsive
Depreciate
Minion
Servitude
Execrate
Superlative
Inculcate
Navigable
Guttural
Bening
Others as neeeded
•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
•Evaluate the effectiveness of the author’s use of literary devices
in various genres
•Summarize, draw conclusions, and make generalizations from a
variety of mediums
•Develop new and unique insights based on extended
understanding derived from critical examinations of text(s)
•Evaluate the relevance and reliability of information, citing
supportive evidence in texts
•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
•Evaluate the use of graphics in text as they 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
•Use grade appropriate resources to confirm and extend meaning
of vocabulary
•Write with a sharp, distinct focus (e.g. sharp controlling point),
identifying topic, purpose and audience (focus)
•Write to create an individual writing style, tone and voice through
the use of a variety of sentence structures, descriptive word
choices, literary devices and precise language. (style)
•Use proper conventions to compose in the standard form of the
English language (conventions).
•Use socially and academically appropriate writing conventions in
a variety of formal and informal communication.
•Develop complete paragraphs that have details and information
specific to the topic and relevant to a well-defined focus
•Use precise vocabulary when developing writing
•Use strong verbs and nouns, concrete details, and sensory
language to make meaning clear to the reader
•Develop an organizational format appropriate to mode and
purpose that sustains writing in a logical order. (organization)
•Incorporate appropriate transitions within and between
paragraphs.
•Construct parallel structures between sentences and paragraphs.
•Apply the writing process to develop a piece of work. (i.e. prewrite, draft, revise, edit and publish)Revise writing by: • examining
how the questions of purpose, audience, and genre have been
addressed• examining and improving style, word choice, sentence
variety and subtlety of meaning
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
FORMATIVE ASSESSMENTS:
Discuss roles of various people and race in literature
Discuss history and societal roles in African American Literature
Graphic Organizers
Open Ended Questions
Exit Tickets
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
MATERIALS AND
RESOURCES:
Do Now;
Mini Lesson:
Guided Practice:
Independent Practice:
Summations/Formative Assessments:
Reflections:
Novel – 12 Years a Slave
Workbook
Discussion questions
Vocabulary workbook
Various video clips as needed
for historical reference
Discussion Tracker (pink ½
sheet)
What are some guidelines
you would like to see used
in class discussion?
How would you feel about
someone changing your
name as an adult?
What are your 3 best
characteristics that would
make you valuable to an
employer?
Describe what you
know/think of when you
picture a “swamp.”
Socratic Seminar
Student Leadership of class
discussion.
Connections to text and
peer responses
Literary elements
Exit Slips – student
monitored progress,
additional questions asked
and answered for future
planning
INTERVENTIONS:
Note taking
Teacher conferences
ASSIGNMENTS:
Class Discussion
Identify, define vocabulary
Locate synonyms for
vocabulary and other personal
unknown words
Questions for reading
comprehension – also done
orally