Woodland Hills High School Lesson Plan

WOODLAND HILLS HIGH SCHOOL LESSON PLAN

SAS and Understanding By Design Template

Name Amato DeIuliis Date Feb 16---Mar 13 Length of Lesson 4 weeks Content Area English 9 Edline was updated this week:

My Class website was updated this week:

STAGE I – DESIRED RESULTS
LESSON TOPIC:
UNIT 4: DRAMA – Module: The Power of Love: Part 1 “Romeo & Juliet / 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
•Listening provides the opportunity to learn, reflect, and respond
•Effective speaking and listening are essential for productive communication.
•Information to gain or expand knowledge can be acquired through a variety of sources.
•Purpose, topic and audience guide types of writing
UNDERSTANDING GOALS (CONCEPTS):
Students will understand:
•Essential content, literary elements and devices inform meaning
•Active listening facilitates learning and communication.
•Research is an inquiry based process
•Informational sources have unique purposes.
•Validity of information must be established.
•Organization of information facilitates meaning
•Purpose, context and audience influence the content and delivery in speaking situations
•Acquiring and applying a robust vocabulary assists in constructing meaning
•Informational writing describes, explains and/or summarizes ideas or content in a variety of genrey / ESSENTIAL QUESTIONS:
•How does interaction with text provoke thinking and response?
•How does productive oral communication rely on speaking and listening?
•How do we use information gained through research to expand knowledge?
•How can our knowledge and use of the research process promote lifelong learning??

VOCABULARY:

• Tragedy

• Blank Verse

• Iambic Pentameter

• Protagonist

• Antagonist

• Tragic Hero

• Tragic Flaw

• Monologue

• Soliloquy

• Drama

• Foil

• Summarize

• Pernicious

• Posterity

• Anguish

• Profane

• Mutiny

• Spite

• Gall

• Discreet

• Reconing

• Ancient

/

STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):

1.*Use and cite evidence from texts to make assertions, inferences, generalizations, and to draw conclusions
2.Evaluate the effectiveness of the author’s use of literary devices in various genre
3.Analyze the impact of societal and cultural influences in texts
4.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.
5.*Articulate connections between and among words based on meaning, content, and context to distinguish nuances or connotations
6.Analyze the context of literal, figurative, and idiomatic vocabulary to clarify meaning
7.Write with a sharp, distinct focus (e.g. sharp controlling point), identifying topic, purpose and audience (focus)
8.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)
9.Use socially and academically appropriate writing conventions in a variety of formal and informal communication.
Students will be able to:
•Analyze sequence of events in a nonfiction text
•Identify Problem/Solution
•Recognize characteristics of a memoir
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
•Chart foil characters
•Compare & contrat foil characters using vein diagrams
•Write summaries of Shakespearian Dialogue
•Paraphrase Shakesperian Dialogue
•Write synonyms for Shakesperian vocabulary
•Write sentences that apply the meaning to Shakesperian vocabulary through the use of context clues
•Create a book cover using blurbs for the prologue of Romeo & Juliet
•Identify types of figurative language and write its meaning
•Chart inferences for character motivations by identyfying the words and actions of the characters
•Identify context clues to understand meaning of vocabulary
•Write a letter to the Verona Daily News describing the disturbances caused by the Montigues and Capulets
•Write a horoscope for a selected character from Act I
•Select a quote and create a Friendship Card for a character from the play
•Write journal entries in response to prompts
•Create Shakesperian Insults using vocabulary words
•Create a rap or poem on a character or themes from the play / 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: Teacher lecture and student discussion in class
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:
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
•Shakesperian Drama Prompts
•Define Shakesperian vocabulary (using teacher power point presentations and textbook footnotes)
•Grammar Mini-Lesson (content determined by student weaknesses in writing assignments)
INSTRUCTIONAL PROCEDURES:
Do Now; Journal Writingt/Notes
Mini Lesson: Summary/Foil Characters/Research Notes
Guided Practice:Reading Guides
Independent Practice: Summary/Foil/Vocabulary/Research Project Worksheets
Summatiive/Formative Assessments: Worksheets/Quizzes/Thumbs Up/Graphic Organizers
Reflections:Exit Slips / MATERIALS AND RESOURCES:
•Glencoe Textbook
•Glencoe Handouts/Worksheets
•Drama Power Point
•Collins Writing Prompt
•PDE Writing Rubric
•Journals
•Notebook
•Planner
•Shakespeare Research Pack
CONTENT AREA READING:
Glencoe Textbook Unit 4: DRAMA / 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 “Genre Focus: Drama” p. 682-693
•Read “Romeo & Juliet: Act I” pp. 694-721
•“Romeo & Juliet: Act I” Foil Worksheet
•“Romeo & Juliet: Act I” Summarizing Worksheet
•“Romeo & Juliet: Act I” Vocabulary Worksheet
•“After You Read” p. 721 #1-8
•“Foil p. 721 #1-2
•Summarizing p. 721 #1-2
•Read “Romeo & Juliet: Act II” pp. 723-744
•“After You Read” p. 745 #1-7
•“Figuative Language” p. 745 #1-2
•“Making Inferences” p. 745 #1-2
•“Romeo & Juliet: Act II” Figurative Language Worksheet
•“Romeo & Juliet: Act II” Making Inferences Worksheet
•“Romeo & Juliet: Act II” Vocabulary Worksheet
•Romeo & Juliet Horoscopes
•Romeo & Juliet Raps/Poems
•Romeo & Juliet Friendship Cards
•Romeo & Juliet News Letters
•Shakespeare Research Project