WOODLAND HILLS SECONDARY LESSON PLAN Name: Johnson Date: 9/22/14 Length of Lesson: 1 Week Content Area: English/ Language Arts STAGE I – DESIRED RESULTS LESSON TOPIC (Module, if applicable): Early Colonial Literature: William Bradford, “Of Plymouth Plantation” BIG IDEAS: (Content standards, assessment anchors, eligible content) objectives, and skill focus) Standard: CC.1.2.9–10.A Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CC.1.2.9–10.K Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on gradelevel reading and content, choosing flexibly from a range of strategies and tools. Anchor: L.N.1.3.3 Analyze the interrelationships of ideas and events in a text to determine how one idea or event may interact and influence another. L.N.1.2 Use appropriate strategies to determine and clarify meaning of vocabulary in literature. Eligible Content: L.N.1.3 Use appropriate strategies to comprehend literature during the reading process. L.N.1.2.3 Use context clues to determine or clarify the meaning of unfamiliar, multiple‐meaning, or ambiguous words. UNDERSTANDING GOALS (CONCEPTS): Students will understand: Historical narratives, purpose and audience. VOCABULARY: Diction Archaic Language Providence Cause and Affect ESSENTIAL QUESTIONS: How important is it to express personal beliefs? What inferences can we make about a culture based upon analysis of primary texts? STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES): Students will be able to: Decode archaic language using context clues. Analyze an author’s diction regarding time period and audience. Make inferences about a culture based upon a primary text. STAGE II – ASSESSMENT EVIDENCE PERFORMANCE TASK: Analyze Bradford’s language in relation to audience, beliefs, etc. FORMATIVE ASSESSMENTS: Short reading check, thumbs up/ down. STAGE III: LEARNING PLAN INSTRUCTIONAL PROCEDURES: Do Now: Collins I: What would you do if you were stranded after a shipwreck/airplane crash? How would you survive? would you put everything on the line for your beliefs? Why or why not? MATERIALS AND RESOURCES: Word Wall INTERVENTIONS: Chunking Material Read aloud modeling. ASSIGNMENTS: Diction handout. Archaic Language handout. Reading precheck Selection postcheck. Mini Lesson: Diction Guided Practice: Read aloud modeling. Independent Practice: Postcheck. Summations/Formative Assessments: See Stage II Reflections: