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WOODLAND HILLS HIGH SCHOOL LESSON PLAN SAS and Understanding By Design Template
Name Christina Thomas Date 09/09/13 Length of Lesson 1 week Content Area English
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STAGE I – DESIRED RESULTS LESSON TOPIC:The Minister's Black Veil by Nathaniel
Hawthorne
Symbols
Allegory
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.
4. Writing is a means of documenting thinking
5. Writing is a recursive process that conveys ideas, thoughts and feelings.
6. Purpose, topic and audience guide types of writing
Reading, Writing, Speaking & Listening:
•1.1 Learning to Read Independently
•1.3 Reading, Analyzing and Interpreting Literature
•1.4 Types of Writing
•1.5 Quality of Writing
•1.7 Characteristics and Functions of the English Language
UNDERSTANDING GOALS (CONCEPTS):
Comprehension, Listening, Speaking, Gaining Information,
and Writing
Students will understand:
1. Essential content, literary elements and devices inform meaning
2. ,Textual structure, features and organization inform meaning
3. Acquiring and applying a robust vocabulary assists in constructing meaning
4. Active listening facilitates learning and communication.
5. Purpose, context and audience influence the content and delivery in speaking
situations
6. Informational writing describes, explains and/or summarizes ideas or content
in a variety of genre.
7. Narrative writing engages the audience by telling a story, addressing questions
and/or setting up conflicts.
8. Persuasive writing attempts to influence the audience by presenting an issue
and stating and supporting a position.
9. The writing supports a thesis or research question based on research,
observation, and/or experience.
ESSENTIAL QUESTIONS:
1.How does interaction with text provoke thinking and
response? 2. How does productive oral communication rely on
speaking and listening?4. What role does writing play in our
lives? 5. How do we develop into effective writers? 6. To what
extent does the writing process contribute to the quality of
writing? 7. How does a writer create narrative, informational
and persuasive pieces that respond to topic, purpose and
audience?
VOCABULARY:
venerable
iniquity
indecorous
ostentatious
sagacious
vagary
tremulous
waggery
impertinent
obstinacy
irreproachable
zealous
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
1. Identify and evaluate essential content between and among
various text types
2. Use and cite evidence from texts to make assertions,
inferences, generalizations, and to draw conclusions
3.Evaluate the effectiveness of the author’s use of literary
devices in various genre
4. Analyze and evaluate author’s/authors’ use of literary
elements within and among genres
5. Analyze and evaluate author’s/authors’ use of conflict,
theme and /or point of view within and among texts
6. Summarize, draw conclusions, and make generalizations
from a variety of mediums
7. Evaluate the relevance and reliability of information, citing
supportive evidence in texts
8. 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.
9. 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
10.Evaluate the use of graphics in text as they clarify and
enhance meaning
11.Articulate connections between and among words based on
meaning, content, and context to distinguish nuances or
connotations
12. Analyze the context of literal, figurative, and idiomatic
vocabulary to clarify meaning
13. Listen Actively and monitor one’s own understanding by
asking probing questions, paraphrasing, summarizing and/or
reflecting on the speaker’s message
14. Evaluate and respond to the speaker’s message by
analyzing and synthesizing information, ideas, and opinions
15. Listen with civility to the ideas of others
16. Deliver effective oral presentations and participate in
discussions by o establishing a clear and concise focus or
thesis o selecting and using appropriate structures, content
and language to present ideas that support the thesis o
utilizing appropriate technology or media to reinforce the
message o employing effective delivery techniques: volume,
pace eye contact, emphasis, gestures, enunciation o
monitoring the response of the audience and adjusting
delivery accordingly
17. Write with a sharp, distinct focus (e.g. sharp controlling
point), identifying topic, purpose and audience (focus)
18. 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)
19.Use proper conventions to compose in the standard form
of the English language (conventions).
20. Develop topic-specific content that effectively and fully
explains and supports the work by using details, facts,
research, and/or examples (content)
21. Use socially and academically appropriate language and
content
22. Develop complete paragraphs that have details and
information specific to the topic and relevant to a well-
defined focus
23. Use precise vocabulary when developing writing
24. Use strong verbs and nouns, concrete details, and sensory
language to make meaning clear to the reader
25. Develop an organizational format appropriate to mode
and purpose that sustains writing in a logical order.
(organization)
26. Incorporate appropriate transitions within and between
paragraphs.
27. Construct parallel structures between sentences and
paragraphs.
28. Apply the writing process to develop a piece of work. (i.e.
pre-write, draft, revise, edit and publish)Revise writing by: •
examining how the questions of purpose, audience, and genre
have been addressed• examining and improving style, word
choice, sentence variety and subtlety of meaning
29. Write to inform by: • presenting information
purposefully and succinctly to meet the needs of the intended
audience. • applying organizational structures that
communicate information and ideas accurately and
coherently. • using language that qualifies fact from opinion. •
developing informational genres that relate to a variety of
purposes and audiences (e.g.: instructions, memos, e-mails,
correspondence, project plans, proposals, and resumes).
30. Write to engage the audience by: • establishing and
developing a setting through specific detail.• developing the
actions, movements, gestures and feelings of a character(s),
narrator or writer.• using dialogue, figurative language and
literary devices to develop character/narrator, setting and/or
plot. • developing a linear plot (exposition, rising action,
climax, falling action, resolution).• establishing and
developing conflict to advance plot and/or theme.
31. Write to influence the audience by:• stating and
supporting a position with detailed evidence, examples, and
reasons. • using persuasive techniques (e.g.: emotional appeal,
statistics, description, anecdote, example, expert opinion) to
strengthen the argument. • employing a distinct structure to
organize the argument and the opposing viewpoints. •
acknowledging and refuting opposing arguments. • evaluating
sources for validity, perspective, bias, and relationship to
topic.• documenting sources of information responsibly and
ethically. • using sources to achieve a balanced and
authoritative argument. • supporting judgments with relevant
evidence and detail.
32.Identify a single thesis, research question or topic.
Attribute sources of information when appropriate. Use
information in maps, charts, graphs, time lines, tables and
diagrams to inform writing.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:Students will read & discuss The
Minister's Black Veil. Students will discuss text with
partners. Students will answer comprehension questions for
each story. Journal entries to respond to question in texts.
FORMATIVE ASSESSMENTS:
#1. Thumbs Up
#2. Portfolios
#3. Open Ended Questions
Others: White Boards
STAGE III: LEARNING PLAN INSTRUCTIONAL
PROCEDURES:
Active Engagements used:
#1. Summarizing
#2. Partnering
Others:
MATERIALS AND
RESOURCES:
1. Habits of the Mind
Lesson 2
2. 11th
grade literature
book or copy of story for
INTERVENTIONS:
•Specially Designed
Instructions:
oOne-on-one instructions
oSmall group instruction and
discussion
ASSIGNMENTS:
1. Habits of the Mind Lesson
2: Reflective Journal
3. T chart listing 5
examples/instances of
inferences made
Describe usage: After reading
the text, students will be able to
summarize the major events of
the story and identify examples
of symbolism and allegory. The
teacher will pose a question,
students will think about it, then
share their answer with their
partner, and then share with the
class. Students will also work
with their partners to reteach
concepts taught in class and
work on teacher permitted
assignments.
Scaffolding used:
#1. Chunking
#2 . Teacher Promping
Others:
Describe usage: The events will
be chunked into smaller parts for
students to remember. Multi-
step assignments will be chunked
into smaller tasks. Through
questions and prompting, the
teacher will assist students to
recall & retell different short
stories that are read in class.
Other techniques used:
MINI LESSON:
Monday:
Habits of the Mind Lesson 2
Introduce the Minister's Black
Veil (Building Background pg
266) & Information about
Nathaniel Hawthorne.
Assign discussion questions for
homework.
Tuesday:
In groups, discuss discussion
questions completed for
homework.
Review symbols and allegory
Discuss reading strategr: Making
inferences
Begin reading and discussing
story. As students read, they
should find 5 examples/instances
that they made inference on a T
chart (see TM pg 266)
students to read
3. The Minister's Black
Veil PowerPoint
CONTENT AREA
READING:
The Minister's Black
Veil
oIndividualized attention
oPeer tutoring
oStep-by-step directions and
redirection
oNew concepts broken down
into clearer steps
oPractice and repeat drills
for difficult concepts
• Student Improvement Plan
(SIP)
4. After Your Reading
questions page 276 # 1-8
5. Complete the Minister's
Black Veil Storyboard
assignment
Wednesday:
Continue reading and find
examples/instances of Inferences
Thursday:
Continue reading/finish reading
and find examples/instances of
Inferences
Assign Responding and Thinking
Critically questions page 276 # 1-
8
Friday:
Discuss challenging questions
from page 276.
Discuss Symbols and Allegory in
The Minister's Black Veil
Assign to complete the Minister's
Black Veil Storyboard
Assignment