WOODLAND HILLS SECONDARY LESSON PLAN

Name: Darnise Hankins Date: November 24, 2014 Length of Lesson: 3 weeks

Content Area: English

STAGE I – DESIRED RESULTS
LESSON TOPIC (Module, if applicable):
Standards/Anchors:
1.2.8.A
Evaluate text organization and content to determine the author’s purpose, point of view, and effectiveness according to the author’s thesis, accuracy, thoroughness, and patters of logic.
R8.A.1.1:
Identify and apply the meaning of vocabulary.
R8.A.1.2:
Identify and apply word recognition skills
R8A.1.3:
Make inferences, draw conclusions, and make generalizations based on text.
R8.A.1.4:
Identify and explain main ideas and relevant details.
R8.A1.5:
Summarize a fictional text as a whole
1.6.9A:
Listen critically and respond to others in small and large group situations
·  Respond with grade level appropriate questions, ideas, information, or opinions
1.6.5.B
Demonstrate awareness of audience using appropriate volume and clarity in formal speaking presentations.
Reading, Writing, Speaking and Listening
1.1  – Learning to read independently
1.3 – Reading, analyzing and interpreting
1.4 – Quality of writing
1.7 – Characteristics and function of the English Language / BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill focus)
1.  Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.
2.  Listening provides the opportunity to learn, reflect, and respond.
3.  Effective speaking and listening are essential for productive communication.
UNDERSTANDING GOALS (CONCEPTS):
Students will understand:
Students will understand:
·  Writing organized detailed paragraphs
·  Making inferences and draw conclusions
·  Give oral and written summaries
·  Explain, interpret, analyze and evaluate
·  Reading for understanding and comprehension both orally and silently. / ESSENTIAL QUESTIONS:
1.  How does interaction with text provoke thinking and response?
2.  How does productive oral communication rely on speaking and listening?
3.  How does the message from various novels apply to everyday life?

VOCABULARY:

·  Speech Impediment
·  Loitering
·  Paralytic
·  Concocted
·  Contemplative
·  Adobe
·  Britches
·  Reluctance
·  Precariously
·  Foot Treadle /

STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):

Students will be able to:
·  Write a six sentence summary demonstrating detail and organization
·  Explain how the message from various novels apply to everyday life
·  Through reading identify tone, setting and authors purpose
·  Apply context clues (The authors language) to identify specific words used in text.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
·  Read silently and demonstrate comprehension through oral and written responses
·  Share thoughts and feelings on the author’s purpose
·  Be able to justify statements and opinions
·  Share assigned writings / FORMATIVE ASSESSMENTS:
·  Whole class response
·  Minute paper
·  Individual response boards
·  Fist of five
·  Choral Response
·  Exit Slips
STAGE III: LEARNING PLAN
INSTRUCTIONAL PROCEDURES:
Do Now;
Mini Lesson:
Guided Practice:
Independent Practice:
Summations/Formative Assessments:
Reflections:
Do Now:
Mini Lesson
Guided Practice
Independent Practice Summative/Formative
Reflection
assessment:
Students are presented a lesson a day consisting of six steps. The Program is scripted and scaffold to meet the needs of the student. Explicit instruction is used throughout each of the six steps. Adaptations are made to meet the individual needs of each student. Checking for understanding through exit ticket, oral discussions, etc. are re-teaching of skills is used throughout each lesson.
The student will work through the 6 step process of each lesson.
Students will complete text book readings, worksheets and supplemental pages for each step of each lesson in the unit.
Each student will be responsible to complete a written assignment using skills learned in the lesson. Challenge texts will be used to reinforce new concepts learned. / MATERIALS AND RESOURCES:
Text
Worksheets
Practice Activities
Film / INTERVENTIONS:
Specially Designed Instruction:
·  Feedback
·  Modify the difficulty on a given assignment based on the students individual needs
·  Content Modifications
·  Grouping Modifications
·  One-on-one teaching and remediation / ASSIGNMENTS:
Students will read text in the assigned text book and complete workbook pages that correspond to the text book and lessons. Each students will also
complete supplemental
activities corresponding to each lesson.
Assignments will be completed independently, as a whole class and in small groups.
Assessment:
·  Content Mastery:
5,6,7
·  Spelling-pretest
·  Fluency Check R16