WOODLAND HILLS SECONDARY LESSON PLAN
Name __Lisa Silverman___
Date __10-20-14_
Length of Lesson __week__ Content Area _AP Literature & Composition
STAGE I – DESIRED RESULTS
LESSON TOPIC (Module, if applicable):
Medieval British Literature: Intro to Chaucer, satire,
Canterbury Tales
General Prologue: characterization direct/indirect
“The Pardoner’s Tale” and irony
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
CC1.3.11-12, CC1.5.11-12
•
Comprehension requires and enhances critical thinking and is
constructed through the intentional interaction between reader and text
•
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
VOCABULARY:
see textbook index for literary terms:
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 diction, syntax, and other word choices of an
author affect the overall mood of a text?
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
critical thinking/ dialectical engagement with text
Students will be able to:
rhyming couplet
internal rhyme vs. end rhyme
iambic pentameter
direct/indirect characterization
social satire
irony (dramatic/situational/verbal)
mock-heroic
overstatement (hyperbole)
understatement (litotes)
frame story
•
Use and cite evidence from texts to make assertions,
inferences, generalizations, and to draw conclusions
•
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
•
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
•
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
•
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
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
Find examples of direct/indirect characterization in the
General Prologue
Write general prologue poem using direct/indirect
characterization and rhyming couplets
Read independent Canterbury Tale
FORMATIVE ASSESSMENTS:
Summarizing main ideas
Open-ended questions
Thumbs up/down
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
Do Now;
SAT vocabulary do-now (Collins type
1)
Mini Lesson:
Direct/indirect characterization notes
Wife of Bath video
Guided Practice:
Group work for finding examples in
Chaucer’s General Prologue
Independent Practice:
Students write themselves into
General Prologue
Students read the Wife of Bath’s Tale
& write journal
Senior project notes (ongoing)
Summations/Formative Assessments:
see above
Reflections:
MATERIALS AND
RESOURCES:
Glencoe British Lit textbook
senior project handbook
INTERVENTIONS:
ASSIGNMENTS:
tutoring Tues. and Thurs.
with me
parent contact
English lab
keep reading log on
independent reading
Canterbury Tales
Ongoing: Read independent
novel for first nine weeks
Senior project notes