WOODLAND HILLS HIGH SCHOOL LESSON PLAN

SAS and Understanding By Design Template

Name Amato DeIuliis Date Nov 25--Dec 20 Length of Lesson 4 weeks Content Area Honors English 9 Edline was updated this week:

My Class website was updated this week:

STAGE I – DESIRED RESULTS
LESSON TOPIC:
UNIT 2: NONFICTION – Part 1 “Looking Into Lives” [“Of Dry Goods and Black Bow Ties,” “Only Daughter,” “A Brother’s Crime,” “The Story of My Life,” “Escape From Afghanistan,” “A Case of Cruelty”]
ANCHORS:
R11.B.3.3.1
R11.B.3.3.2
R11.B.3.3.3
R11.B.3.3.4
R11.A.1.6.1
R11.A.1.6.2
R11.A.2.2.2
R11.A.2.3.1 / BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill focus)
•Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text
•Writing is a means of documenting thinking
•Purpose, topic and audience guide types of writing
UNDERSTANDING GOALS (CONCEPTS):
Students will understand:
•Essential content, literary elements and devices inform meaning
•Acquiring and applying a robust vocabulary assists in constructing meaning
•Focus, content, organization, style, and conventions work together to impact writing quality
•Informational writing describes, explains and/or summarizes ideas or content in a variety of genre / 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?

VOCABULARY:

• Nonfiction

• Autobiography

• Biography

• Memoir

• Title

• Cause & Effect

• Confidant

• Imposing

• Exhilarated

• Irreverent

• Author’s Purpose

• Draw Conclusions

• Anthology

• Retrospect

• Embroider

• Fulfill

• Historical Narrative

• Prior Knowledge

• Premonition

• Intimation

• Calamity

• Perpetrator

• Incriminating

• Anecdote

• Personal Experience

• Traverse

• Symmetrical

• Verbatim

• Augment

• Tone

• Cultural Context

• Quandary

• Surge

• Pervade

• Stoke

• Chide

• Memoir

• Style

• Callousness

• Adamant

• Transcend

• Diligent

• Placidly

/

STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):

1. Use and cite evidence from texts to make assertions, inferences, generalizations, and to draw conclusions
2. Identify the use of bias, stereotype, and propaganda where present
3. Analyze and evaluate author’s/authors’ use of literary elements within and among genres
4. Summarize, draw conclusions, and make generalizations from a variety of mediums
5. Analyze the impact of societal and cultural influences in texts
6. Evaluate the presentation of essential and nonessential information in texts, identifying the author’s implicit or explicit bias and assumptions
7. *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.
8. *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
9. *Evaluate the use of graphics in text as they clarify and enhance meaning
10. Use grade appropriate resources to confirm and extend meaning of vocabulary
11. Write with a sharp, distinct focus (e.g. sharp controlling point), identifying topic, purpose and audience (focus)
Students will be able to:
•Analyze author’s choice of title
•Analyze cause & effect relationships
•Recognize author’s purpose
•Draw conclusions about an author’s beliefs
•Identify characteristics of the historical narrative
•Activate prior knowledge
•Understand anecdotes
•Connect personal experiences to nonfiction text
•Analyze analogies
•Distinguish setting
•Interpret tone
•Analyze cultural context of a nonfiction work
•Identify imagery
•Analyze sequence of events in a nonfiction text
•Analyze style
•Recognize characteristics of a memoir
•Write student generated stories
•Recognize 3rd person omniscient point of view
•Analyze cause and effect relationships
•Write a personal essay
•Examine decision making process
•Analyze symbolism
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
•Chart references for story titles
•Record and chart cause & effect
•Write synonyms for vocabulary words
•Apply meanings for vocabulary
•Write a descriptive paragraph
•Chart textual details that relate to author’s purpose
•Chart textual details that draw conclusions
•Select words that complete analogies
•Write a critical note to the author regarding author’s purpose
•List historical events on a timeline
•Chart prior knowledge of Civil War events
•Match word origins with word parts
•Apply meaning to vocabulary in writing
•Write dialogue between 2 characters
•List missing information for anecdotes
•List personal experiences/feelings in relation to character, event, and themes in nonfiction text
•Select context clues that help determine the meaning of vocabulary
•Write summary paragraphs
•Write selection quotes or elements that create tone
•List selection details that help reveal cultural context in nonfiction
•Write personal responses to nonfiction texts
•Create story maps
•Record aspects of style and explain what it expresses
•Write an analytical essay on tone, style, title, or cause & effect / FORMATIVE ASSESSMENTS:
#1. Choose assessments:Graphic OrganizersExit TicketsSummarizing Main IdeasPre-AssessmentOpen Ended QuestionsThink-Pair-ShareThumbs UpResponse CardsBrief in Class Writing PrompPortfolios
#2. Choose assessments:Graphic OrganizersExit TicketsSummarizing Main IdeasPre-AssessmentOpen Ended QuestionsThink-Pair-ShareThumbs UpResponse CardsBrief in Class Writing PrompPortfolios
#3. Choose assessments:Graphic OrganizersExit TicketsSummarizing Main IdeasPre-AssessmentOpen Ended QuestionsThink-Pair-ShareThumbs UpResponse CardsBrief in Class Writing PrompPortfolios
Others:
STAGE III: LEARNING PLAN
INSTRUCTIONAL PROCEDURES:
Active Engagements used:
#1. Choose Active EngagementsNote-TakingGraphic OrganizersSummarizingHigher Level Thinking SkillsCooperative EducationPartneringWhole Class ResponseThink-Pair-ShareCompare & ContrastRandom Reporter
#2. Choose Active EngagementsNote-TakingGraphic OrganizersSummarizingHigher Level Thinking SkillsCooperative EducationPartneringWhole Class ResponseThink-Pair-ShareCompare & ContrastRandom Reporter
Others:
Describe usage: Teacher lecture and student discussion in class
Scaffolding used:
#1. Choose Technique:Graphic OrganizersGuided NotesBuild VocabularyBuild on Prior KnowledgeChunkingProvide Visual SupportTeacher PrompingK-W-L
#2 . Choose Technique:Graphic OrganizersGuided NotesBuild VocabularyBuild on Prior KnowledgeChunkingProvide Visual SupportTeacher PrompingK-W-L
Others:
Describe usage:
1. Students collaborate and complete graphic organiziers in Learning Centers
2. Teacher lecture for Guided Notes in class
Other techniques used:
Word Wall
MINI LESSON:
•Journal Writing
•Short Story Prompts
•Define short story vocabulary (using dictionary or related reference book)
•Grammar Mini-Lesson (content determined by student weaknesses in writing assignments) / MATERIALS AND RESOURCES:
*Glencoe Textbook
*Glencoe Handouts
*Nonfiction Power Point
*PDE Writing Prompt
*PDE Writing Rubric
*Journals
*Notebook
*Power Point
*EdInsight Student Reports
*SIP Plans
*Independent Reading (student selected novel)
CONTENT AREA READING:
Glencoe Textbook Unit 2: Nonfiction / INTERVENTIONS:
*KWL Chart (Basic & Below Basic Performance)
*Skills Tutor
*5-Fold Graphic Organizer (Basic & Below Basic Performance)
*Extending the Story (Advanced)
*5-Paragraph Essay (Advanced) / ASSIGNMENTS:
•Read “Of Dry Goods and Black Bow Ties” pp. 310-316
• “Of Dry Goods and Black Bow Ties” Title Worksheet
• “Of Dry Goods and Black Bow Ties” Cause and Effect Worksheet
• “Of Dry Goods and Black Bow Ties” Vocabulary Worksheet
•“After You Read” p. 317 #1-8
•“Cause and Effect” p. 318 #1-3
•Read “Only Daughter” pp. 319-323
•“Only Daughter” Author’s Purpose Worksheet
•“Only Daughter” Drawing Conclusions Worksheet
•“Only Daughter” Vocabulary Worksheet
•“After You Read” p. 324 #1-9
•“Author’s Purpose” p. 325 #1-2
•“Drawing Conclusions” p. 325 #1-3
•Read “A Brother’s Crime” pp. 327-332
•“A Brother’s Crime” Historical Narrative Worksheet
•“A Brother’s Crime” Activating Prior Knowledge Worksheet
•“A Brother’s Crime” Vocabulary Worksheet
•“After You Read” p. 333 #1-9
•“Activating Prior Knowledge” p. 334 #1-2
•“Historical Narrative” p. 333 #1-2
•Read “The Story of My Life” pp. 340-346
•“The Story of My Life” Anecdote Worksheet
•“The Story of My Life” Connecting to Personal Experience Worksheet
•“The Story of My Life” Vocabulary Worksheet
•“After You Read” p. 347 #1-8
•“Anecdote” p. 348 #1-3
•“Connecting to Personal Experience” p. 348 #1-3
•Read “Escape From Afghanistan” pp. 351-359
•“Escape From Afghanistan” Tone Worksheet
•“Escape From Afghanistan” Analyzing Cultural Context Worksheet
•“Escape From Afghanistan” Vocabulary Worksheet
•“After You Read” p. 360 #1-8
•“Tone” p. 360 #1-2
•“Analyzing Cultural Context” p. 361 #1-2
•Read “A Case of Cruelty” p. 362-374
•“A Case of Cruelty” Memoir Worksheet
•“A Case of Cruelty” Analyzing Style Worksheet
•“A Case of Cruelty” Vocabulary Worksheet
•“After You Read” p. 374 #1-8
•“Memoir” p. 374 #1-2
•“Analyzing Style”p. 374 #1-2
*Independent Reading (due 12/9)