WOODLAND HILLS HIGH SCHOOL LESSON PLAN

SAS and Understanding By Design Template

Name Amato De Iuliis Date Apr 13--May 1 Length of Lesson 3 weeks Content Area English 9 Edline was updated this week:

My Class website was updated this week:

STAGE I – DESIRED RESULTS
LESSON TOPIC:
UNIT 4: DRAMA -- Module: The Power of Love: ROMEO & JULIET ACTS 3-5
ANCHORS:
R11.A.1.2.2
R11.A.1.3.1 / 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
•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
•Active listening facilitates learning and communication.
•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 qualityy / 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:

• Monologue

• Soliloquy

• Aside

• Compare/contrast

• Irony

• Imagery

• Inference

• Theme

• Tragedy

• Lurk

• Stifle

• Revive

• Lament

• Misadventure

• Haughty

• Unsavory

• Tedious

/

STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):

1.Use and cite evidence from texts to make assertions, inferences, generalizations, and to draw conclusions
2.Summarize, draw conclusions, and make generalizations from a variety of mediums
3.*Develop new and unique insights based on extended understanding derived from critical examinations of text(s)
4.*Evaluate the relevance and reliability of information, citing supportive evidence in texts
5.*Analyze the impact of societal and cultural influences in texts
6.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.
7.Analyze the context of literal, figurative, and idiomatic vocabulary to clarify meaning
8.Use grade appropriate resources to confirm and extend meaning of vocabulary
9.Write with a sharp, distinct focus (e.g. sharp controlling point), identifying topic, purpose and audience (focus)
Students will be able to:
••Define Shakespearian vocabulary
•Perform interpretations of Shakespearian texts
•Analyze tone
•Compare & contrast scenes
•Understand a text through prewriting
•Discuss theme
•Identify and analyze monologues, soliloquies, and asides
•Analyze irony
•Interpret imagery
•Identify and analyze aspects of tragedy
•Make inferences on theme
•Evaluate resolution of the play
•Evaluate major themes
•Apply literary elements of plot
•Analyze characters
•Compare critical perspectives to personal responses to literature
•Apply knowledge of plot and literary elements to unit exam
•Write open-ended response
•Review plot and literary elements of play for the unit exam
•Compare and contrast themes found in film vs. text of the play
•Identify and apply the synonym or an antonym of a word used in text
•Identify how the meaning of a word is changes when an affix is added
•Define and apply how the meaning of words or phrases changes when using context clues
•Make inferences and draw conclusions based on information from the text
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
•Homework
•Graphic Organizers
•Journal
•Summary
•Drawing
•KWL Chart
•Brief-in-class writing assignments
•Note Taking/Sticky Notes / 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
•Shakesperian Drama Prompts
•Define Shakesperian vocabulary (using teacher power point presentations and textbook footnotes)
•Grammar Mini-Lesson (content determined by student weaknesses in writing assignments)
INSTRUCTIONAL PROCEDURES:
Do Now; Journal Writingt/Notes
Mini Lesson: Compare & Contrast/Monologues/Sililoquies/Asides Practice:Reading Guides
Independent Practice: Reading Guides and Worksheets
Summatiive/Formative Assessments: Worksheets/Quizzes/Thumbs Up/Graphic Organizers
Reflections:Exit Slips / MATERIALS AND RESOURCES:
•Glencoe Textbook
•Glencoe Handouts/Worksheets
•Drama Power Point
•Collons Writing Prompt
•PDE Writing Rubric
•Journals
•Notebook
•Planner
CONTENT AREA READING:
Glencoe Textbook Unit 4: DRAMA / 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 “Romeo & Juliet: Act III” pp. 746-772
•R&J Act III: Vocabulary Worksheet
•R&J Act III: Compare/Contrast Worksheet
•R&J Act III: Monologues, Soliloquies, and Asides Worksheet
•“After You Read” p. 773 #1-9
•Read “Romeo & Juliet: Act IV” pp. 774-788
•R&J Act IV: Vocabulary Worksheet
•R&J Act IV: Irony Worksheet
•R&J Act IV: Imagery Worksheet
•“After You Read” p. 789 #1-7
•Read “Romeo & Juliet: Act V” pp. 790-804
•R&J Act V: Vocabulary Worksheet
•R&J Act V: Tragedy Worksheet
•R&J Act V: Making Inferences on Theme Worksheet
•Complete R&J Review Guides and study for the unit test