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Page 1: WOODLAND HILLS HIGH SCHOOL LESSON PLAN · WOODLAND HILLS HIGH SCHOOL LESSON PLAN ... Name Christina Thomas Date 09/09/13 Length of Lesson 1 week Content Area English ... Lesson 2

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

Edline was updated this week:

My Class website was updated this week:

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?

Page 2: WOODLAND HILLS HIGH SCHOOL LESSON PLAN · WOODLAND HILLS HIGH SCHOOL LESSON PLAN ... Name Christina Thomas Date 09/09/13 Length of Lesson 1 week Content Area English ... Lesson 2

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

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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

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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

Page 5: WOODLAND HILLS HIGH SCHOOL LESSON PLAN · WOODLAND HILLS HIGH SCHOOL LESSON PLAN ... Name Christina Thomas Date 09/09/13 Length of Lesson 1 week Content Area English ... Lesson 2

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