Woodland hills high school lesson plan



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WOODLAND HILLS HIGH SCHOOL LESSON PLAN

SAS and Understanding By Design Template
Name Amato De Iuliis  Date Dec 8--Dec 19  Length of Lesson 2 weeks Content Area Honors English 9  Edline was updated this week:

My Class website was updated this week:





STAGE I – DESIRED RESULTS

LESSON TOPIC:
UNIT 2: NONFICTION – MODULE: “Looking Into Lives” [“Only Daughter,” “A Brother’s Crime,” “The Story of My Life"] 

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 quality

Informational writing describes, explains and/or summarizes ideas or content in a variety of genre


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: 

• Historical Narrative

• Prior Knowledge

• Premonition

Intimation

• Calamity

• Perpetrator

• Incriminating

• Anecdote

• Personal Experience

Traverse

• Symmetrical

• Verbatim

• Augment

• Tone

• Cultural Context

• Quandary

• Surge

• Pervade

• Stoke

• Chide

• Memoir

• Style

• Callousness

• Adamant

Transcend

• Diligent

• Placidly




STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):


1. Use and cite evidence from texts to make assertions, inferences, generalizations, and to draw conclusions

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. Summarize, draw conclusions, and make generalizations from a variety of mediums

5. Analyze the impact of societal and cultural influences in texts

6. Evaluate the presentation of essential and nonessential information in texts, identifying the author’s implicit or explicit bias and assumptions

7. *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.

8. *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

9. *Evaluate the use of graphics in text as they clarify and enhance meaning

10. Use grade appropriate resources to confirm and extend meaning of vocabulary

11. Write with a sharp, distinct focus (e.g. sharp controlling point), identifying topic, purpose and audience (focus)



Students will be able to:



•Identify characteristics of the historical narrative

•Activate prior knowledge

•Understand anecdotes

•Connect personal experiences to nonfiction text

•Analyze analogies

•Distinguish setting

•Interpret tone

•Analyze cultural context of a nonfiction work

•Identify imagery

•Analyze sequence of events in a nonfiction text

•Analyze style

•Recognize characteristics of a memoir

•Write student generated stories

•Recognize 3rd person omniscient point of view

•Analyze cause and effect relationships

•Write a personal essay

•Examine decision making process

•Analyze symbolism



STAGE II – ASSESSMENT EVIDENCE

PERFORMANCE TASK:

•List historical events on a timeline

•Chart prior knowledge of Civil War events

•Match word origins with word parts

•Apply meaning to vocabulary in writing

•Write dialogue between 2 characters

•List missing information for anecdotes

•List personal experiences/feelings in relation to character, event, and themes in nonfiction text

•Select context clues that help determine the meaning of vocabulary

•Write summary paragraphs

•Write selection quotes or elements that create tone

•List selection details that help reveal cultural context in nonfiction

•Write personal responses to nonfiction texts

•Create story maps

•Record aspects of style and explain what it expresses

•Write an analytical essay on tone, style, title, or cause & effect


FORMATIVE ASSESSMENTS:

#1.


#2.

#3.


Others:      

STAGE III: LEARNING PLAN

INSTRUCTIONAL PROCEDURES:
Active Engagements used:

#1.


#2.

Others:      


Describe usage: Teacher lecture and student discussion in class

Scaffolding used:

#1.

#2 .


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

Nonfiction 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: Historical Narrative/Activating Prior Knowledge

Guided Practice:Reading Guides

Independent Practice: Historical Narrative/Prior Knowledge/Vocabulary Worksheets

Summations/Formative Assessments: Worksheets/Quizzes/Thumbs Up/Graphic Organizers

Reflections:Exit Slips

MATERIALS AND RESOURCES:
*Glencoe Textbook

*Glencoe Handouts

*Nonfiction Power Point

*Collins Writing Prompt

*PDE Writing Rubric

*Journals

*Notebook

*Power Point

*EdInsight Student Reports

*SIP Plans

*Independent Reading (student selected novel)

CONTENT AREA READING:

Glencoe Textbook Unit 2: Nonfiction


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 “A Brother’s Crime” pp. 327-332

•“A Brother’s Crime” Historical Narrative Worksheet

•“A Brother’s Crime” Activating Prior Knowledge Worksheet

•“A Brother’s Crime” Vocabulary Worksheet

•“After You Read” p. 333 #1-9

•“Activating Prior Knowledge” p. 334 #1-2

•“Historical Narrative” p. 333 #1-2

•Read “The Story of My Life” pp. 340-346

•“The Story of My Life” Anecdote Worksheet

•“The Story of My Life” Connecting to Personal Experience Worksheet

•“The Story of My Life” Vocabulary Worksheet

•“After You Read” p. 347 #1-8

•“Anecdote” p. 348 #1-3

•“Connecting to Personal Experience” p. 348 #1-3

•Read “Escape From Afghanistan” pp. 351-359

•“Escape From Afghanistan” Tone Worksheet

•“Escape From Afghanistan” Analyzing Cultural Context Worksheet

•“Escape From Afghanistan” Vocabulary Worksheet

•“After You Read” p. 360 #1-8

•“Tone” p. 360 #1-2

•“Analyzing Cultural Context” p. 361 #1-2

•Read “A Case of Cruelty” p. 362-374

•“A Case of Cruelty” Memoir Worksheet

•“A Case of Cruelty” Analyzing Style Worksheet

•“A Case of Cruelty” Vocabulary Worksheet

•“After You Read” p. 374 #1-8

•“Memoir” p. 374 #1-2

•“Analyzing Style”p. 374 #1-2



*Independent Reading (due 12/9)


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