WOODLAND HILLS HIGH SCHOOL LESSON PLAN

SAS and Understanding By Design Template

Name Sarah Kielar Date 4/30/2012 (week 2) Length of Lesson 3 Weeks Content Area English Edline was updated this week:

My Class website was updated this week:

STAGE I – DESIRED RESULTS
LESSON TOPIC:The students will begin working on skills to use on the PSSA Reading test. The students will read short essays and answer comprehension questions. We will also work through skill building activities to help students understand what to expect on the test. / BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill focus)
Reading, Writing, Speaking & Listening:
• 1.1 Learning to Read Independently
• 1.3 Reading, Analyzing and Interpreting Literature
• 1.4 Types of Writing
• 1.5 Quality of Writing
• 1.7 Characteristics and Functions of the English Language
UNDERSTANDING GOALS (CONCEPTS):
Students will understand: the expectations for the PSSA test. The students will also understand the content that they are expected to know on the test. / ESSENTIAL QUESTIONS: How does interaction with text provoke thinking and response?
How can our knowledge and use of the research process promote lifelong learning?
How do we develop into effective writers?
To what extent does the writing process contribute to the quality of writing?

VOCABULARY: Various vocabulary depending on student knowledge. Each student will identify new or difficult vocabulary words from the sources they are reading. They will then define the words in order to increase understanding of the story. Each new reading will present difficult vocabulary to be added as Tier Two words on our word wall.

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STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):

Students will be able to:
- Identify difficult vocabulary and use context to build definitions.
- Develop annotated notes for reading passages.
- Record information in a graphic organizer
- Create a visual representation of the information they gathered from their reading.
- Comprehend what they read.
- Disect reading passages and questions to understand what is being asked.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK: Students will work together to break apart a difficult reading passage and answer the corresponding questions. The students will work as a class to build their knowledge base and break down the learning barriers. / 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: The students will use annotated note taking strategies to break apart difficult reading passages to further their own understanding of the topic.
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: The students will use prior knowledge of various topics to expand on the ideas they will read in each passage.
Other techniques used:
MINI LESSON: / MATERIALS AND RESOURCES:
- PSSA packet
- highlighters
- pens/pencils
- dictionaries
CONTENT AREA READING:
/ INTERVENTIONS:
• Specially Designed Instructions:
o One-on-one instructions
o Small group instruction and discussion
o Individualized attention
o Peer tutoring
o Step-by-step directions and redirection
o New concepts broken down into clearer steps
o Practice and repeat drills for difficult concepts / ASSIGNMENTS:
The students will work as a class to complete various PSSA based reading passages. We will disect the reading and use annotated notes to understand what is being read. There will be both reading aloud and silent reading. Each student will be responsible for working with the class daily and completing all assignments as directed by the teacher.