WOODLAND HILLS SECONDARY LESSON PLAN

Name ____Julie Werts___ Date _November 10, 2014____ Length of Lesson __2 weeks__

Content Area: Reading /English Language! C/D

STAGE I – DESIRED RESULTS
LESSON TOPIC (Module, if applicable):
Phonemic Awareness and Phonics
Word Recognition and Spelling
Vocabulary and Morphology
Grammar and Usage
Listening and Reading Comprehension
Writing / BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill focus)
CC.1.4.9–10.B
Write with a sharp, distinct focus identifying topic, task, and audience
C.C.1.4.9-10.F
Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
C.C.1.2.9-10.K
Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.
C.C1.2.9-10.L
Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.
C.C.1.4.9-10.M
Write narratives to develop real or imagined experiences or events.
UNDERSTANDING GOALS (CONCEPTS):
Students will understand:
How to spell words with closed syllables
The meaning of prefixes in a word
How a noun and pronoun are used as subjects in a sentence
How to preview a reading selection by using text features
The steps used to write an expository paragraph
What a synonym, homonym, homophones, and attributes / ESSENTIAL QUESTIONS:
What are the topic, main idea and supporting details in an informative text?
What are the steps to writing an expository paragraph?
How are nouns and pronouns used as subjects in a sentence?
How do you use synonyms, homonyms, homophones, and attributes in reading and writing?
How do you use text features to preview texts?

VOCABULARY:

Essential Words: day, little, may, new, say, way
Comprehension Words:
Infer, define, predict, generalize, use, explain, show, and classify /

STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):

Students will be able to:
Identify syllables in words using r controlled
Read fluently words composed of sound-spelling correspondences.
Read and spell contractions with are
Identify antonyms, synonyms and attributes
Use comparative and superlative adjectives -er, -est
Identify and use nouns, verbs, adjectives and prepositions
Idenify complete subjects and complete predicates
Form sentences with compound parts using or
Read phrases and passages fluently
Preview nonfiction reading selection using text features.
Define vocabulary words using context-bases strategies or a reference source
Generate sentences using six stage processs
Distinquish fact from opinion
Write responses to questions with the signal words: use, generalize, infer, illustrate, explain, define, predict, show
Organize ideas and information in a two-column outline for an expository paragraph
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
Students will complete workbook pages and supplemental materials. Daily attendance and participation will be assessed. Students are administered various probes throughout each unit to check for understanding, skill development and knowledge of skills presented / FORMATIVE ASSESSMENTS:
Use thumbs up, thumbs
Use of white boards
Exit Slips
Beginning of day Do Now:
STAGE III: LEARNING PLAN
INSTRUCTIONAL PROCEDURES:
Do Now;
Mini Lesson:
Guided Practice:
Independent Practice:
Summations/Formative Assessments:
Reflections:
Word of Day
Do Now: Collins Writing I
Mini Lesson, Guided Practice, Independent Practice, and Summative/Formative assessment:
Direct Instruction from the Language! Program. 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.
Six steps:
·  Phonemic Awareness and Phonics
·  Word Recognition and Spelling
·  Vocabulary and Morphology
·  Grammar and Usage
·  Listening and Reading Comprehension
·  Writing / MATERIALS AND RESOURCES:
Language! C textbook
Language! C workbook
Supplemental pages
Letter Cards
Picture Cards
Morpheme Meaning Cards
Promethean Board
Composition Book
Highlighters
Individual Wipe of Boards / INTERVENTIONS:
Specially Designed Instruction:
·  One-on-one
Instruction
·  Small group instructions and
Discussions.
·  Individualized attention
·  Peer assistance
·  Step-by-step directions and redirection
·  New concepts broken down into clearer steps
·  Practice and repeat drills for difficult concepts / 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.
Textbook pages: 26-27, 37-43, H84, H18,
Interactive Text: 97, 98-104, 105-111, R8-R9,R56
Supplemental:
·  Verb “be”
·  Antonyms/Synonyms, Attributes
·  Complete subject and predicate
·  Diagram It
Assessment:
·  Fluency Check R18, R19, R20, R21
·  Content Mastery 8-9