WOODLAND HILLS SECONDARY LESSON PLAN
Name _Lisa Silverman____________
Date __10-14-14__
Length of Lesson _week__ Content Area English 12__
STAGE I – DESIRED RESULTS
LESSON TOPIC (Module, if applicable):
August Wilson's Fences
The individual vs. society (1950's pre-civil rights era
Pittsburgh)
Biblical Allusion/Symbolism--Gabriel as messenger
Feminism--Rose: feminist or victim of Troy's abuse?
Diction--Wilson's use of Black dialect in drama
Movie The Piano Lesson by August Wilson for comparison of
themes, characters
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
CC1.3.11-12, CC1.4.11-12.B,C,E,F
•
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
Sr. Project--taking background 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
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:
Students will develop Fences Timeline
for review
Guided Practice:
Teacher modeling first part of
timeline for students; then working in
small groups, students will create
timeline for entire play
Independent Practice:
Students will highlight most important
event on timeline
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
(turn in completed guide
Tuesday 10-14).
Take notes and number
according to project format.
Fences short answer exam
upon completion of the play.