WOODLAND HILLS HIGH SCHOOL LESSON PLAN SAS and Understanding By Design Template
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1 WOODLAND HILLS HIGH SCHOOL LESSON PLAN SAS and Understanding By Design Template Name Christina Thomas Date 10/07/13 Length of Lesson 2 weeks Content Area English Edline was updated this week: My Class website was updated this week: LESSON TOPIC:Blues Ain't No Mockin Bird by Toni Cade Bambara Dialect STAGE I DESIRED RESULTS BIG IDEAS: (Content standards, assessment anchors, eligible content) objectives, and skill focus) 1. Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text 2.Listening provides the opportunity to learn, reflect, and respond 3. Effective speaking and listening are essential for productive communication. 4. Writing is a means of documenting thinking 5. Writing is a recursive process that conveys ideas, thoughts and feelings. 6. Purpose, topic and audience guide types of writing Reading, Writing, Speaking & Listening: 1.1 Learning to Read Independently 1.3 Reading, Analyzing and Interpreting Literature 1.4 Types of Writing 1.5 Quality of Writing 1.7 Characteristics and Functions of the English Language UNDERSTANDING GOALS (CONCEPTS): Comprehension, Listening, Speaking, Gaining Information, and Writing Students will understand: 1. Essential content, literary elements and devices inform meaning 2.,Textual structure, features and organization inform meaning 3. Acquiring and applying a robust vocabulary assists in constructing meaning 4. Active listening facilitates learning and communication. 5. Purpose, context and audience influence the content and delivery in speaking situations 6. Informational writing describes, explains and/or summarizes ideas or content in a variety of genre. 7. Narrative writing engages the audience by telling a story, addressing questions and/or setting up conflicts. 8. Persuasive writing attempts to influence the audience by presenting an issue and stating and supporting a position. 9. The writing supports a thesis or research question based on research, observation, and/or experience. ESSENTIAL QUESTIONS: 1.How does interaction with text provoke thinking and response? 2. How does productive oral communication rely on speaking and listening?4. What role does writing play in our lives? 5. How do we develop into effective writers? 6. To what extent does the writing process contribute to the quality of writing? 7. How does a writer create narrative, informational and persuasive pieces that respond to topic, purpose and audience?
2 VOCABULARY: paperweight campaign mortal molasses STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES): Students will be able to: 1. Identify and evaluate essential content between and among various text types 2. Use and cite evidence from texts to make assertions, inferences, generalizations, and to draw conclusions 3.Evaluate the effectiveness of the author s use of literary devices in various genre 4. Analyze and evaluate author s/authors use of literary elements within and among genres 5. Analyze and evaluate author s/authors use of conflict, theme and /or point of view within and among texts 6. Summarize, draw conclusions, and make generalizations from a variety of mediums 7. Evaluate the relevance and reliability of information, citing supportive evidence in texts 8. 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. 9. 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 10.Evaluate the use of graphics in text as they clarify and enhance meaning 11.Articulate connections between and among words based on meaning, content, and context to distinguish nuances or connotations 12. Analyze the context of literal, figurative, and idiomatic vocabulary to clarify meaning 13. Listen Actively and monitor one s own understanding by asking probing questions, paraphrasing, summarizing and/or reflecting on the speaker s message 14. Evaluate and respond to the speaker s message by analyzing and synthesizing information, ideas, and opinions 15. Listen with civility to the ideas of others 16. Deliver effective oral presentations and participate in discussions by o establishing a clear and concise focus or thesis o selecting and using appropriate structures, content and language to present ideas that support the thesis o utilizing appropriate technology or media to reinforce the message o employing effective delivery techniques: volume, pace eye contact, emphasis, gestures, enunciation o monitoring the response of the audience and adjusting delivery accordingly 17. Write with a sharp, distinct focus (e.g. sharp controlling point), identifying topic, purpose and audience (focus) 18. 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) 19.Use proper conventions to compose in the standard form of the English language (conventions). 20. Develop topic-specific content that effectively and fully explains and supports the work by using details, facts, research, and/or examples (content) 21. Use socially and academically appropriate language and content 22. Develop complete paragraphs that have details and information specific to the topic and relevant to a welldefined focus 23. Use precise vocabulary when developing writing 24. Use strong verbs and nouns, concrete details, and sensory language to make meaning clear to the reader
3 25. Develop an organizational format appropriate to mode and purpose that sustains writing in a logical order. (organization) 26. Incorporate appropriate transitions within and between paragraphs. 27. Construct parallel structures between sentences and paragraphs. 28. Apply the writing process to develop a piece of work. (i.e. pre-write, 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 29. Write to inform by: presenting information purposefully and succinctly to meet the needs of the intended audience. applying organizational structures that communicate information and ideas accurately and coherently. using language that qualifies fact from opinion. developing informational genres that relate to a variety of purposes and audiences (e.g.: instructions, memos, s, correspondence, project plans, proposals, and resumes). 30. Write to engage the audience by: establishing and developing a setting through specific detail. developing the actions, movements, gestures and feelings of a character(s), narrator or writer. using dialogue, figurative language and literary devices to develop character/narrator, setting and/or plot. developing a linear plot (exposition, rising action, climax, falling action, resolution). establishing and developing conflict to advance plot and/or theme. 31. Write to influence the audience by: stating and supporting a position with detailed evidence, examples, and reasons. using persuasive techniques (e.g.: emotional appeal, statistics, description, anecdote, example, expert opinion) to strengthen the argument. employing a distinct structure to organize the argument and the opposing viewpoints. acknowledging and refuting opposing arguments. evaluating sources for validity, perspective, bias, and relationship to topic. documenting sources of information responsibly and ethically. using sources to achieve a balanced and authoritative argument. supporting judgments with relevant evidence and detail. 32.Identify a single thesis, research question or topic. Attribute sources of information when appropriate. Use information in maps, charts, graphs, time lines, tables and diagrams to inform writing. PERFORMANCE TASK:Students will read & discuss The Minister's Black Veil. Students will discuss text with partners. Students will answer comprehension questions for each story. Journal entries to respond to question in texts. STAGE II ASSESSMENT EVIDENCE FORMATIVE ASSESSMENTS: #1. Thumbs Up #2. Portfolios #3. Open Ended Questions Others: White Boards INSTRUCTIONAL PROCEDURES: Active Engagements used: #1. Summarizing #2. Partnering Others: STAGE III: LEARNING PLAN MATERIALS AND RESOURCES: 1. Habits of the Mind Lesson 4 - Thinking Flexibily 2. Copy of story text for INTERVENTIONS: Specially Designed Instructions: oone-on-one instructions osmall group instruction and discussion ASSIGNMENTS: 1. Habits of the Mind Lesson - Watch part from Apollo 11 & discuss do SODAS 2. Cornell notes for
4 Describe usage: After reading the text, students will be able to summarize the major events of the story and identify examples of symbolism and allegory. The teacher will pose a question, students will think about it, then share their answer with their partner, and then share with the class. Students will also work with their partners to reteach concepts taught in class and work on teacher permitted assignments. students 3. Computers for Achieve Guided reading questions 5. Cornell notes CONTENT AREA READING: Blues Ain't No Mockin Bird oindividualized attention opeer tutoring ostep-by-step directions and redirection onew concepts broken down into clearer steps opractice and repeat drills for difficult concepts Student Improvement Plan (SIP) Achieve3000 articlesstudents should complete 2 per week. 3. Read & discuss Part 1 of guided notes. Students start part 2 if finish early. 4. Read & discuss Part 2 of guided notes for Part Read & discuss Part 3 of guided notes for Part 3. Scaffolding used: #1. Chunking #2. Teacher Promping Others: 6.Class discussion of the story. 7. Quiz on the story Describe usage: The events will be chunked into smaller parts for students to remember. Multistep assignments will be chunked into smaller tasks. Through questions and prompting, the teacher will assist students to recall & retell different short stories that are read in class. Other techniques used: MINI LESSON: Monday: Habits of the Mind Lesson 2 Introduce the Minister's Black Veil (Building Background pg 266) & Information about Nathaniel Hawthorne. Assign discussion questions for homework. Tuesday: In groups, discuss discussion questions completed for homework. Review symbols and allegory Discuss reading strategr: Making inferences Begin reading and discussing story. As students read, they should find 5 examples/instances that they made inference on a T chart (see TM pg 266)
5 Wednesday: Continue reading and find examples/instances of Inferences Thursday: Continue reading/finish reading and find examples/instances of Inferences Assign Responding and Thinking Critically questions page 276 # 1-8 Friday: Discuss challenging questions from page 276. Discuss Symbols and Allegory in The Minister's Black Veil Assign to complete the Minister's Black Veil Storyboard Assignment
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