Woodland Hills High School Lesson Plan s19

WOODLAND HILLS HIGH SCHOOL LESSON PLAN SAS and Understanding By Design Template

Name Amato DeIuliis Date Dec 9--Dec 20 Length of Lesson 2 weeks Content Area Honors English 9 Edline was updated this week: My Class website was updated this week:

STAGE I – DESIRED RESULTS LESSON TOPIC: BIG IDEAS: (Content standards, assessment anchors, eligible content) objectives, and skill UNIT 2: NONFICTION – Part 1 “Looking Into Lives” [ “A focus) Brother’s Crime,” “The Story of My Life,” “Escape From •Comprehension requires and enhances critical thinking and is constructed Afghanistan,” “A Case of Cruelty”] through the intentional interaction between reader and text •Writing is a means of documenting thinking ANCHORS: •Purpose, topic and audience guide types of writing R11.A.1.6.1 R11.A.1.6.2 R11.A.2.2.2 R11.A.2.3.1 UNDERSTANDING GOALS (CONCEPTS): ESSENTIAL QUESTIONS: •How does interaction with text provoke thinking and response? Students will understand: •What role does writing play in our lives? •Essential content, literary elements and devices inform meaning •How do we develop into effective writers? •Acquiring and applying a robust vocabulary assists in constructing meaning •Focus, content, organization, style, and conventions work together to impact writing quality •Informational writing describes, explains and/or summarizes ideas or content in a variety of genre VOCABULARY: STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES): • Historical Narrative 1. Use and cite evidence from texts to make • Prior Knowledge assertions, inferences, generalizations, and to draw • Premonition • Intimation conclusions • Calamity 2. Identify the use of bias, stereotype, and • Perpetrator propaganda where present • Incriminating 3. Analyze and evaluate author’s/authors’ use of • Anecdote literary elements within and among genres • Personal Experience 4. Summarize, draw conclusions, and make • Traverse • Symmetrical generalizations from a variety of mediums • Verbatim 5. Analyze the impact of societal and cultural • Augment influences in texts • Tone 6. Evaluate the presentation of essential and • Cultural Context nonessential information in texts, identifying the • Quandary • Surge author’s implicit or explicit bias and assumptions • Pervade 7. *Evaluate the characteristics of various genre • Stoke (e.g. fiction and nonfiction forms of narrative, poetry, • Chide drama and essay) to determine how the form relates to • Memoir purpose. • Style • Callousness 8. *Evaluate organizational features of text (e.g. • Adamant sequence, question/answer, comparison/contrast, • Transcend cause/effect, problem/solution) as related to content to • Diligent clarify and enhance meaning • Placidly 9. *Evaluate the use of graphics in text as they clarify and enhance meaning 10. Use grade appropriate resources to confirm and extend meaning of vocabulary 11. Write with a sharp, distinct focus (e.g. sharp controlling point), identifying topic, purpose and audience (focus) Students will be able to:

•Recognize author’s purpose •Draw conclusions about an author’s beliefs •Identify characteristics of the historical narrative •Activate prior knowledge •Understand anecdotes •Connect personal experiences to nonfiction text •Analyze analogies •Distinguish setting •Interpret tone •Analyze cultural context of a nonfiction work •Identify imagery •Analyze sequence of events in a nonfiction text •Analyze style •Recognize characteristics of a memoir •Write student generated stories

STAGE II – ASSESSMENT EVIDENCE FORMATIVE ASSESSMENTS: PERFORMANCE TASK: #1. Graphic Organizers •Chart references for story titles #2. Exit Tickets •Record and chart cause & effect #3. Thumbs Up •Write synonyms for vocabulary words Others: •Apply meanings for vocabulary •Write a descriptive paragraph •Chart textual details that relate to author’s purpose •Chart textual details that draw conclusions •Select words that complete analogies •Write a critical note to the author regarding author’s purpose •List historical events on a timeline •Chart prior knowledge of Civil War events •Match word origins with word parts •Apply meaning to vocabulary in writing •Write dialogue between 2 characters •List missing information for anecdotes •List personal experiences/feelings in relation to character, event, and themes in nonfiction text •Select context clues that help determine the meaning of vocabulary •Write summary paragraphs •Write selection quotes or elements that create tone •List selection details that help reveal cultural context in nonfiction •Write personal responses to nonfiction texts •Create story maps •Record aspects of style and explain what it expresses •Write an analytical essay on tone, style, title, or cause & effect

STAGE III: LEARNING PLAN INSTRUCTIONAL MATERIALS AND INTERVENTIONS: ASSIGNMENTS: PROCEDURES: RESOURCES: *KWL Chart (Basic & Below •Read “A Brother’s Crime” Active Engagements used: *Glencoe Textbook Basic Performance) pp. 327-332 #1. Graphic Organizers *Glencoe Handouts *Skills Tutor •“A Brother’s Crime” #2. Note-Taking *Nonfiction Power Point *5-Fold Graphic Organizer Historical Narrative Others: *PDE Writing Prompt (Basic & Below Basic Worksheet *PDE Writing Rubric Performance) •“A Brother’s Crime” Describe usage: Teacher lecture *Journals *Extending the Story Activating Prior Knowledge and student discussion in class *Notebook (Advanced) Worksheet *Power Point *5-Paragraph Essay •“A Brother’s Crime” *EdInsight Student (Advanced) Vocabulary Worksheet Scaffolding used: Reports •“After You Read” p. 333 #1- #1. Build on Prior Knowledge *SIP Plans 9 #2 . Graphic Organizers *Independent Reading •“Activating Prior Others: (student selected novel) Knowledge” p. 334 #1-2 •“Historical Narrative” p. Describe usage: 333 #1-2 1. Students collaborate and CONTENT AREA •Read “The Story of My complete graphic organiziers in READING: Life” pp. 340-346 Learning Centers •“The Story of My Life” 2. Teacher lecture for Guided Glencoe Textbook Unit 2 Anecdote Worksheet Notes in class : Nonfiction •“The Story of My Life” Connecting to Personal Experience Worksheet Other techniques used: •“The Story of My Life” Word Wall Vocabulary Worksheet •“After You Read” p. 347 #1- 8 •“Anecdote” p. 348 #1-3 •“Connecting to Personal Experience” p. 348 #1-3 •Read “Escape From Afghanistan” pp. 351-359 MINI LESSON: •“Escape From Afghanistan” •Journal Writing Tone Worksheet •Short Story Prompts •“Escape From Afghanistan” •Define short story vocabulary Analyzing Cultural Context (using dictionary or related Worksheet reference book) •“Escape From Afghanistan” •Grammar Mini-Lesson (content Vocabulary Worksheet determined by student •“After You Read” p. 360 #1- weaknesses in writing 8 assignments) •“Tone” p. 360 #1-2 •“Analyzing Cultural Context” p. 361 #1-2 •Read “A Case of Cruelty” p. 362-374 •“A Case of Cruelty” Memoir Worksheet •“A Case of Cruelty” Analyzing Style Worksheet •“A Case of Cruelty” Vocabulary Worksheet •“After You Read” p. 374 #1- 8 •“Memoir” p. 374 #1-2 •“Analyzing Style”p. 374 #1-2 *Independent Reading (due 12/9)