WOODLAND HILLS SECONDARY LESSON PLAN

Name: Amato De Iuliis Date: Sept 8- Sept 26 Length of Lesson: 2 Weeks Content Area: English 9

STAGE I – DESIRED RESULTS
LESSON TOPIC (Module, if applicable):
THE SHORT STORY [The Lady, or the Tiger, The Most Dangerous Game, The Cask of Amontillado, Blues Ain't no Mockingbird] / 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 qualityy / 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:

plot

setting

character

theme

point-of-view

conflict

suspense

characterization

prediction

summarize

exposition

resolution

verify

paraphrase

mood

dialect

irony

cause & effect

Impartial

Emanate

Dire

Fervent

Novel

Tangible

Discern

Condone

Imperitive

Zealous

Preclude

Impunity

Accost

Explicit

Implore

Paperweight

Campaign

Mortal

Molassas /

STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):

Students will be able to:
• Identify and evaluate essential content between and among various text types
• 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
• 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)
• 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
• Incorporate appropriate transitions within and between paragraphs.
• Construct parallel structures between sentences and paragraphs.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
Graphic Organizers: Conflict, Summary, Suspence, Plot Prediction, Mood, Dialect, Concrete Details, Characterization, and Compare & Contrast.
Cask of Amontillado Essay
Most Dangerous Game Travel Brochures
Paraphrase text
Journal entries;
Chart elements of short story plot;
Define story specific vocabulary and write original sentences utilizing each word;
Write open-ended response to sample PSSA prompts;
Complete vein diagrams to understand elements of plot, suspense, compare & contrast, and characterization / FORMATIVE ASSESSMENTS:
Graphic Organizers
Summarize Main Ideas
Thumbs Up
Exit Slip
STAGE III: LEARNING PLAN
INSTRUCTIONAL PROCEDURES:
Do Now; Journal Writin/Notes
Mini Lesson:Suspens/Mood
Guided Practice:Reading Guides
Independent Practice:Worksheets
Summations/Formative Assessments:Writing Assignments/Quizzes/Thumbs Up/Graphic Organizers
Reflections:Exit Slips / MATERIALS AND RESOURCES:
*Glencoe Textbook
*Glencoe Handouts
*Short Story Power Point
*PSSA Writing Prompt
*PDE Writing Rubric
*Notebook
* Review Power Point
*Glencoe Textbook Unit 1: The Short Story / INTERVENTIONS:
*KWL Chart
*Graphic Organizer
*Extending the Story (Honors) / ASSIGNMENTS:
*LOT Summary Work
*LOT Conflict Work
*LOT Vocabulary Work
*MDG Suspense Work
*MDG Prediciting Plot Work
*MDG Vocabulary Work
*MDG Travel Brochure
*COA Mood Work
*COA Paraphrase Work
*COA Vocabulary Work
*COA Essay
*BANM Characterization Work
*BANM Compare & Contrast Work
*Plot Charts
*PSSA Open-Ended Response