WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name -Wendy Koval
week:
Date 12/5/2011
Length of Lesson 5 WeeksContent Area
English
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STAGE I – DESIRED RESULTS
LESSON TOPIC:
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
Short Story Unit
• Comprehension requires and enhances critical thinking and is constructed
through the intentional interaction between reader and text
-"The Scarlet Ibis"
-Realistic Fiction (Writing)
-"The Necklace" Project
UNDERSTANDING GOALS (CONCEPTS):
ESSENTIAL QUESTIONS: •
How does interaction with
text provoke thinking and response?
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:
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Plot
Exposition
Conflict-Catalyst
Rising Action-Complication
Climax
Denoument
Theme
Students will be able to:
Define and/or apply how the meaning of words or phrases
changes when using context clues given in explanatory
sentences
Identify and/or apply meaning of content-specific words used
in text
Literary DevicesSimile
Metaphor
Personification
Irony
Tone
Mood
Imagery
Explain, describe, and/or analyze examples of text that
support the author’s intended purpose
V ocabulary in Short Stories
Explain, interpret, describe, and/or analyze the effectiveness
of the point of view used by the author
Identify and apply how the meaning of a word is changed
when an affix is added; identify the meaning of a word from
the text with an affix
Identify, explain, interpret, describe, and/or analyze examples
of personification, simile, satire, imagery, foreshadowing,
flashbacks, and irony in text
Explain, interpret, describe, and/or analyze the use of facts
and opinions to make a point or construct an argument in
non-fiction text
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
Students will take notes, read, complete and discuss active
reading questions in their literature books
-Students will actively read and discuss “The Scarlet Ibis”
FORMATIVE ASSESSMENTS:
#1. Thumbs Up
#2. Brief in Class Writing Promp
#3. Graphic Organizers
Others:
Exit Passes
Portfolios
Summarizing Main Ideas
Open Ended Questions
-Students will take notes on how to structure an essay
-Students will be assessed summatively on their knowledge of
the short story and the story read through a powerpoint
project/book. The book includes journal, character quotes
and details to support characterization, plot, tone, mood and
theme.
-Students will group to write a realistic fiction incorporating
literary elements and devices
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
MATERIALS AND
RESOURCES:
Active Engagements used:
#1. Note-Taking
#2. Cooperative Education
Others:
Powerpoint Creation
Whole Class Response
Higher Level Thinking Questions
Powerpoint Notes
Describe usage:
-Notetaking on Literary Terms
Powerpoint
INTERVENTIONS:
ASSIGNMENTS:
Pair Activities
Outside Reading
Learning Centers
Student Binder
Poetry
Colored Pencils
Sticky Notes
Exit Passes
Exit Passes
One-to-One
Looseleaf
-Whole Class Response in
Identifying Plot
-Cooperative Education in
Questioning the Author,
Predicting, Characterization,
Plot, and Connection
Scaffolding used:
#1. Chunking
#2 . Build on Prior Knowledge
Others:
Provide Visual Support
Describe usage:
-Chunk reading in paragraphs,
summarize, connect and question
-Provide Visual Support with
Document Reader
Other techniques used:
Bell Ringers used to scaffold
Document Reader
Small Group
Teacher/Student Conference
Promethian Board
Bell Ringers
CONTENT AREA
READING:
"The Scarlet Ibis"
MINI LESSON:
Theme
Irony
Literary Devices