WOODLAND HILLS HIGH SCHOOL LESSON PLAN

SAS and Understanding By Design Template

Name Amato DeIuliis Date Nov. 10--Nov 14 Length of Lesson 1 week Content Area English 9 Edline was updated this week:

My Class website was updated this week:

STAGE I – DESIRED RESULTS
LESSON TOPIC:
(Module, if applicable)
THE SHORT STORY -- Module: Rewards and Sacrafices [The Gift of the Magi, Liberty, The Scarlet Ibis] / 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
•Information to gain or expand knowledge can be acquired through a variety of sources.
•Writing is a recursive process that conveys ideas, thoughts and feelings
•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
•Writing improves through the recursive process of revising and editing / ESSENTIAL QUESTIONS:
•How does interaction with text provoke thinking and response?
•How do we develop into effective writers?
•To what extent does the writing process contribute to the quality of writing?

VOCABULARY:

•Character

•Characterization

•Theme

•Symbolism

•Problem & Solution

•Cause & Effect

•Simile

•Metaphor

•Motivation

•Compare & Contrast

•Reward

•Sacrifice

•Careen

•Serene

•Blighted

•Reiterate

•Precariously

/

STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):

1.*Evaluate the effects of inclusion and exclusion of information in persuasive text
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.Analyze the impact of societal and cultural influences in texts
5.*Evaluate the presentation of essential and nonessential information in texts, identifying the author’s implicit or explicit bias and assumptions
6.Use grade appropriate resources to confirm and extend meaning of vocabulary
7.Write with a sharp, distinct focus (e.g. sharp controlling point), identifying topic, purpose and audience (focus)
8.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)
9.Use proper conventions to compose in the standard form of the English language (conventions).
10.Use precise vocabulary when developing writing
11.Develop an organizational format appropriate to mode and purpose that sustains writing in a logical order. (organization)
12.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
Students will be able to:
•Analyze literary elements in short sories
•Read a variety of texts and examine universal themes
•Recognize and make inferences about an author’s stated or implied themes
•Understand and recognize literary elements, such as character and theme,and consider their relavence to a text
•Draw inferences and suffort these with details from a text
•Analyze plot
•Write a response essay
•Analyze and interpret symbolism
•Examine cause & effect
•Analyze and use similes and metaphores
•Analyze characterization
•Compare & contrast characters
•Write a personal letter
•Use precise language, including synonyms and antonyms
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
•Define story specific vocabulary and write original sentences utilizing each word;
•Write journal entries;
•List and explain/interpret symbols
•Map problems & solutions in the short story
•Select synonyms and antonyms for short story vocabulary
•Record questions regarding character motivations and give possible answers to these questions
•Respond in writing to characters thoughts and actions
•Apply context clues to identify meaning of vocabulary
•Make a character map to analyze characterization
•Create character charts to analyze similarities and differences between characters
•Create, draft, and proofread letter from the narrator to one of the characters in the short story / 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)
INSTRUCTIONAL PROCEDURES:
Do Now; Journal Writingt/Notes
Mini Lesson:Compare & Contrast/Characterization
Guided Practice:Reading Guides
Independent Practice: Compare & Contrast/Characterization/Vocabulary Worksheets
Summations/Formative Assessments:Writing Assignments: Liberty Worksheets/Quizzes/Thumbs Up/Graphic Organizers
Reflections:Exit Slips / MATERIALS AND RESOURCES:
*Glencoe Textbook
*Glencoe Handouts
*Short Story Power Point
*Collins Writing Prompt
*Writing Rubric
*Notebook
Review Power Point
CONTENT AREA READING:
Glencoe Textbook Unit 1: The Short Story / 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 “The Scarlet Ibis” pp. 160-172
•“The Scarlet Ibis” Characterization Worksheet
•“The Scarlet Ibis” Comparing and Contrasting Characters Worksheet
•“The Scarlet Ibis” Vocabulary Worksheet
•"After You Read" p. 173 Questions 1-8
•“Characterization” p. 174 Questions 1-2
•“Compare & Contrast Characters” p. 174 Questions 1-2
•“The Scarlet Ibis” Open-Ended Response Essay & Rubric