Name: Marla McCreary
Date: Februar23-27, 2015
WOODLAND HILLS SECONDARY
LESSON PLANS
Content Area: Life Skills – English/Reading
Length of Lesson: 45 minutes/period – Periods
1,2,& 3
STAGE I – DESIRED RESULTS
Lesson Topic (Modules, if applicable):
Big Ideas:
Reading
 Reading for
 R11.A.1&2.2 Identify and apply word recognition skills
Comprehension
 R11.AA.1&2.2 Identify and apply word recognition skills, including: scanning,
 Reading fluency
matching, demonstrating phonemic awareness, naming, reading.
 Compound words
- R11.AA.1&2.2a (LA) Scans materials
- R11.AA.1&2.2b (LA) Matches identical pictures or photographs
- R11.AA.1&2.2a (LB) Selects word names
- R11.AA.1&2.2b (LB) Reads words in isolation
- R11.AA.1&2.2c (LB) Reads word in context
- R11.AA.1&2.2 (LC) Reads 30-50 words aloud
 R11.A.1&2.4 Identify and explain main ideas and relevant details.
 R11.AA.1&2.4 Identify and explain the main ideas and relevant details, including:
answering literal comprehension questions, sequencing events.
- R11.AA.1&2.4 (LA) Answers literal questions: what, who, where
- R11.AA.1&2.4a (LB) Answers literal questions: what, who, where,
when, why questions
- R11.AA.1&2.4a (LC) Answers literal "when" question - reading
comprehension
- R11.AA.1&2.4b (LC) Answers literal "why" question - reading
comprehension
- R11.AA.1&2.4c (LC) Answers literal "how" question - reading
Comprehension
- R11.AA.1&2.5a (LC) Describes 4 events from narrative text
- R11.AA.1&2.5b (LC) Name 4 facts from expository text
Student Objectives (Competencies/Outcomes):
Students will be able to:
 read for comprehension
 read to increase fluency
Performance Task:
Essential Questions:
 What are verbs?
STAGE II – ASSESSMENT EVIDENCE
Formative Assessments:
Understanding Goals (Concepts):
 Reading for Understanding/
Comprehension
 Increase the amount of words
identified (Fluency)
Vocabulary:
Discouraged, dread, embrace, master,
lurk, curator, segregation





use context clues to comprehend and correctly answer comprehension questions
 Pre assessment
read for fluency
 Summing up main idea
writing using correct capitalization, spelling, and punctuation
 Thumbs up
correctly identify nouns, proper nouns in texts
identify sentences/ fragments
STAGE III – LEARNING PLAN
Materials and Resources:
Interventions:
worksheets, paper, journals, pencils, practice worksheets, story from Ed helper All students will be working at their individual instructional level.
Procedures/Assignments used
Instructional Procedures
Monday
Date 2/23
Day A
Tuesday
Date 2/24
Day B
Wednesday
Date 2/25
Day A
 Dear Reading
 Complete any/all
 ESY Goal Data Collection
– Each student will work
independently and
individually on his/her
specific reading goal
 ESY Goal Data Collection
– Each student will work
independently and
individually on his/her
specific reading goal
 Copy down the word of
the day and definition
into journal. Create at
least 1 sentence
correctly using the word
of the day:
 Spelling worksheet
 Chalkboard spelling
chalkboard spelling
practice
assignments from last
week ( spelling test)
 Introduce new spelling
lists
 Use spelling words in
complete sentences
 Practice rhyming
words
 Read “Coming Soon” in
TFK
 Discuss article
 Answer comprehension
questions
Thursday
Date2/26
Day B
 Practice verbs
 Read “ Monster Maker”
 Collins Writing: You’ve
invented a plush toy.
Give a descriptive ,
playful name.
*Include Do Now, Mini Lesson, Guided Practice, Independent Practice, Summations/Formative Assessments, Reflections
Friday
Date 2/27
Day A
 Take spelling test.
 Read “ All in Your
Mind”
 Answer comprehension
questions