<p> WOODLAND HILLS SECONDARY LESSON PLAN</p><p>Name _Lisa Silverman______Date __11-17-14__ Length of Lesson _week__ Content Area English 12__</p><p>STAGE I – DESIRED RESULTS LESSON TOPIC (Module, if applicable): BIG IDEAS: (Content standards, assessment anchors, eligible content, objectives, and skill Intro to Chaucer’s Canterbury Tales and Medieval period: focus) CC1.2.11-12 A,B,G,J-L, 1.3.11-12C-F, H-K socio-historical background • Comprehension requires and enhances critical thinking and is Analysis of indirect/direct characterization in general prologue constructed through the intentional interaction between reader and text to The Canterbury Tales • Writing is a means of documenting thinking Analysis of social satire, narrator, and author purpose (using • Writing is a recursive process that conveys ideas, thoughts and feelings tale-telling as framework for poem) • Purpose, topic and audience guide types of writing Identify internal rhyme and end rhyme</p><p>Senior Project: intro to argument notes</p><p>UNDERSTANDING GOALS (CONCEPTS): ESSENTIAL QUESTIONS: Students will understand: • How does interaction with text provoke thinking and  Essential content, literary elements and devices inform response? meaning • What role does writing play in our lives? • How do we develop into effective writers?  Textual structure, features and organization inform • To what extent does the writing process contribute to meaning the quality of writing?  Acquiring and applying a robust vocabulary assists in constructing meaning</p><p>VOCABULARY: STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES): Students will be able to:</p><p>Sr. project: • Use and cite evidence from texts to make assertions, inferences, generalizations, and to draw conclusions Notes: direct quote, paraphrase, summary • Analyze and evaluate author’s/authors’ use of conflict, Works cited page theme and /or point of view within and among texts • Summarize, draw conclusions, and make Thesis generalizations from a variety of mediums Supporting facts • Analyze the impact of societal and cultural influences in texts • Analyze the use of facts and opinions across texts • Evaluate the presentation of essential and nonessential information in texts, identifying the author’s implicit or explicit Canterbury Tales--see textbook index or for literary terms: bias and assumptions • Evaluate the characteristics of various genre (e.g. couplet fiction and nonfiction forms of narrative, poetry, drama and iambic pentameter essay) to determine how the form relates to purpose. direct/indirect characterization • Evaluate organizational features of text (e.g. sequence, question/answer, comparison/contrast, cause/effect, social satire problem/solution) as related to content to clarify and enhance irony (dramatic/situational/verbal) 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 STAGE II – ASSESSMENT EVIDENCE PERFORMANCE TASK: FORMATIVE ASSESSMENTS: Students will develop arguments for senior project (4 their Spot check for comprehension side/3 against) Thumbs up/thumbs down</p><p>STAGE III: LEARNING PLAN INSTRUCTIONAL MATERIALS AND INTERVENTIONS: ASSIGNMENTS: PROCEDURES: RESOURCES: Do Now: Sr project handbooks tutoring Tues. and Thurs. Sr. Project: SAT vocab do-nows daily (Collins with me Take notes and number type 1) Chaucer’s Canterbury Tales parent contact according to project format. (Glencoe textbook) English lab Mini Lesson: Use sr. project handbook worksheet to develop outline for arguments</p><p>Video: intro to Chaucer’s Canterbury Tales</p><p>Guided Practice: Teacher modeling how to do an outline for a topic</p><p>Independent Practice: Students will do their own outlines with help as needed</p><p>Students will do characterization for characters in General Prologue (jigsaw group work)</p><p>Summations/Formative Assessments: See above</p><p>Reflections:</p>