WOODLAND HILLS HIGH SCHOOL LESSON PLAN

SAS and Understanding By Design Template

Name Margie Rehm Date 9/9/13 - 9/13/13 Length of Lesson 9 Weeks Content Area Reading & Writing IV Edline was updated this week:

My Class website was updated this week:

STAGE I – DESIRED RESULTS
LESSON TOPIC:
Reading, Writing and Learning
Project based assessment
Using Age and Grade Level Appropriate Vocabulary / 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
• Writing is a recursive process that conveys ideas, thoughts and feelings
• Purpose, topic and audience guide types of writing
UNDERSTANDING GOALS (CONCEPTS):
• 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
• Focus, content, organization, style, and conventions work together to impact writing quality
• Writing improves through the recursive process of revising and editing
Students will understand:
Necessity for an extensive vocabulary
How to distinguish between relevent and irrelevant information
How to use vocabulary in context / 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?
• To what extent does the writing process contribute to the quality of writing?

VOCABULARY:

antics
avowed
banter
bountiful
congested
detriment
durable
enterprising
frugal
gingerly
glut
incognito
invalidate
legendary
maim
minimize
oblique
veer
venerate
wanton
/

STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):

• STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
• Identify and evaluate essential content between and among various text types
• Evaluate the effects of inclusion and exclusion of information in persuasive text
• Use and cite evidence from texts to make assertions, inferences, generalizations, and to draw conclusions
• Identify the use of bias, stereotype, and propaganda where present
• Evaluate the effectiveness of the author’s use of literary devices in various genre
• Analyze and evaluate author’s/authors’ use of literary elements within and among genres
• 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
• 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
• 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
• Evaluate the use of graphics in text as they clarify and enhance meaning
• Articulate connections between and among words based on meaning, content, and context to distinguish nuances or connotations
• Analyze the context of literal, figurative, and idiomatic vocabulary to clarify meaning
• Generalize the use of academic vocabulary across disciplines
• Use grade appropriate resources to confirm and extend meaning of vocabulary
• Write with a sharp, distinct focus (e.g. sharp controlling point), identifying topic, purpose and audience (focus)
• 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)
• Use proper conventions to compose in the standard form of the English language (conventions).
• Use socially and academically appropriate writing conventions in a variety of formal and informal communication.
• Develop complete paragraphs that have details and information specific to the topic and relevant to a well-defined focus
• Use precise vocabulary when developing writing
• Use strong verbs and nouns, concrete details, and sensory language to make meaning clear to the reader
• Develop an organizational format appropriate to mode and purpose that sustains writing in a logical order. (organization)
• Incorporate appropriate transitions within and between paragraphs.
• Construct parallel structures between sentences and paragraphs.
• 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:
Distinguish between important and unimportant text
Use vocabulary words in context
Choose appropriate vocabulary words to describe themselves
Make infernces based on explicit and implicit meaning
analyze and interpret elements of poetry
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
Practice Note Taking Skills
Use vocabulary in context
Chunking / 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: Open Ended Questions
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: Turn and Talk
Describe usage: Newspaper article for bell ringer
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: Vocabulary in Context
Supplemental outside reading locating and identifying possible vocabulary words
Other techniques used:
MINI LESSON:
John Collins Mini-Lesson
Reading for a Purpose
Vocabulary Workshop / MATERIALS AND RESOURCES:
Vocabulary Words
Newspapers
John Collins Papers
CONTENT AREA READING:
/ INTERVENTIONS:
•After school English lab
•Note-taking
•Individual teacher/ student conferences / ASSIGNMENTS:
Introductory Essay
Vocabulary Work and Writing