WOODLAND HILLS HIGH SCHOOL LESSON PLAN

SAS and Understanding By Design Template

Name Mr.Brown Date Sept. 29, 2013 Length of Lesson Six WeeksContent Area English 12 Edline was updated this week:

My Class website was updated this week:

STAGE I – DESIRED RESULTS
LESSON TOPIC:GRADE TESTING 2 DAYS
Drama: Fences by August Wilson
Ongoing Sr. Project: Taking Background Notes. / BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill focus)
COMMON C ORE STANDARDS:
CC1.2.12F-Analyzing and evaluating the impact of word choice on meaning and tone.
CC.1.2.12C-Tracking details about people, events, and ideas that develop the set of ideas or sequence of events.
CC1.2.12AUndertanding the development of themes and central ideas of the course of the text.
CC12.12E - Recognizing function of language in different contexts.
CC.1.4.12I-Recognizing and addressing alternate or opposing claims and their relationship to stated position, argument or claim.
CC.1.4.12T Revising and evaluating what is needed to strenghten writing.
CC.12.W.8 Avoiding plagiarism and follwing a standard format for citation.
CC.1.4.12F, LR, X-Foundational grammar should be taught in the context of reading writing and speaking.
CC11-12.W.8-Evulation of validity of promary and secondary sources.
CC.1.4.11-12.W Using various sources in various fomrats and media to research a topic.
UNDERSTANDING GOALS (CONCEPTS):
Students will understand:
• Essential content, literary elements and devices inform meaning
• Textual structure, features and organization inform meaning
• Focus, content, organization, style, and conventions work together to impact writing quality / ESSENTIAL QUESTIONS: • How does interaction with text provoke thinking and response?

VOCABULARY:

/

STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):

Students will be able to:
• Identify and evaluate essential content between and among various text types
• 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
• 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.
- Summarize class readings.
-Predict outcomes.
-Participate in reading aloud in the classroom.
-Researching a topic.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:Read text. Summarize and predict outcomes based on readings. Research topics for Sr. Project. / 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: weekly
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: Historical Overview
Describe usage: beginning of the week and the end of the unit, with reinforcement througout.
Other techniques used:
Daily Do Now/Warm Ups that activate prior learning etc.
MINI LESSON:
-Read drama aloud in class.
-Classroom Discussion about drama.
-Complete reading log daily.
-Research Sr. Project in Library.
-Station activity to synthesize information in the drama.
-Group Review/Analysis
-Analyze the author’s use of characterization
-Annotation of a literary work
-Write a thesis for Sr. Project, notes and activity. / MATERIALS AND RESOURCES:
-August Wilson's FENCES
-Notebook/folder
Sr. Project Notes etc.
-Sr. Project Handbook
-"Week in Rap" video and or/CNN Student News
-Video clips of stage productions of Fences and other related videos about the setting in the Hill District.
CONTENT AREA READING:
-August Wilson's FENCES / INTERVENTIONS:
-Additional time
-Appropriately modified assignments / ASSIGNMENTS:
-Reading Log/Summary Worksheets
-Literary Analysis
-Worksheets
-Short Essays
-p10-20 in Sr. Project Handbook