WOODLAND HILLS SECONDARY LESSON PLAN

Name _Lisa Silverman______Date __2-2-15__ Length of Lesson _week__ Content Area English 12__

STAGE I – DESIRED RESULTS
LESSON TOPIC (Module, if applicable):
Senior project rough draft: Using notes in the paper and proper MLA citations
Autobiography CH #6 The best advice (making a claim and supporting it with examples) / BIG IDEAS:
(Content standards, assessment anchors, eligible content, objectives, and skill focus)
CC1.2.11-12 A,B,G,J-L, 1.3.11-12C-F, H-K
• Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text
• Writing is a means of documenting thinking
• Writing is a recursive process that conveys ideas, thoughts and feelings
• Purpose, topic and audience guide types of writing
UNDERSTANDING GOALS (CONCEPTS):
Students will understand:
·  Essential content, literary elements and devices inform meaning
·  Textual structure, features and organization inform meaning
·  Acquiring and applying a robust vocabulary assists in constructing meaning
·  Focus, content, organization, style, and conventions work together to impact writing quality
·  Writing improves through the recursive process of revising and editing / 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?
• To what extent does the writing process contribute to the quality of writing?

VOCABULARY:

Personal narrative
Point of view
Imagery
Creative non-fiction
Tone
Voice
Arguments
Anticipating opposing arguments /

STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):

Students will be able to:
·  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
·  Summarize, draw conclusions, and make generalizations from a variety of mediums
·  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.
·  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
·  Articulate connections between and among words based on meaning, content, and context to distinguish nuances or connotations
·  Analyze the context of literal, figurative, and idiomatic vocabulary to clarify meaning
·  Generalize the use of academic vocabulary across disciplines
·  Use grade appropriate resources to confirm and extend meaning of vocabulary
·  Write with a sharp, distinct focus (e.g. sharp controlling point), identifying topic, purpose and audience (focus)
·  Write to create an individual writing style, tone and voice through the use of a variety of sentence structures, descriptive word choices, literary devices and precise language. (style)
·  Use proper conventions to compose in the standard form of the English language (conventions).
·  Use socially and academically appropriate writing conventions in a variety of formal and informal communication.
·  Develop complete paragraphs that have details and information specific to the topic and relevant to a well-defined focus
·  Use precise vocabulary when developing writing
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
Writers workshop style classroom with students working at individual paces
Write argumentative essay based on student-selected quote. / FORMATIVE ASSESSMENTS:
Spot check for comprehension
Whole class response
Instructor mini-conferencing as students write
STAGE III: LEARNING PLAN
INSTRUCTIONAL PROCEDURES:
Do Now:
Black History Month quotes (Collins type 1)
Mini Lesson:
Model for how to develop quote essay CH 6
Guided Practice:
Senior project and CH 6 essay both follow a similar format of developing an argument with support. Students will work on writings in class with models and teacher input.
Independent Practice:
Students will generate their own arguments to support a quote that they believe is true.
Students will draft senior project paper.
Summations/Formative Assessments:
See above
Reflections: / MATERIALS AND RESOURCES:
Sr project handbooks
Glencoe textbook and auto-biography handouts for writing examples / INTERVENTIONS:
tutoring Tues. and Thurs. with me
parent contact
English lab / ASSIGNMENTS:
Sr. Project:
Continue drafting paper with focus on argument paragraphs and parenthetical citations