WOODLAND HILLS HIGH SCHOOL LESSON PLAN: English 10 Advanced
SAS and Understanding by Design Template
Name:
Heidi G. Balas
Date(s): 09/10-?
Edline was updated this week: YES
Length of Unit/Lesson(s): 20+
days
My website was updated this week: YES
Stage 1- Desired Results
UNIT/LESSON(S) TOPIC: Short Stories
BIG IDEAS:
(content standards, assessment anchors, eligible content, objectives,
and skill focus)
Common Core:
1.3 Reading Literature… Students read and respond to works of
literature- with emphasis on comprehension, making connections
among ideas and between texts with focus on textual evidence.
1.4 Writing… Students write for different purposes and audiences.
Students write clear and focused text to convey a well-defined
perspective and appropriate audience.
1.5 Students present appropriately in formal speaking situations,
listen critically, and respond intelligently as individuals or in group
discussions.
PA Assessment Anchors:
R11.A.1.3.1 Make inferences and draw conclusions based on
information from text
R11.A.1.3.2 Cite evidence from text to support assertions
R11.A.1.4.1 Identify and/or interpret stated or implied main ideas and
relevant supporting details from text.
R11.A.1.5.1 Summarize the main ideas/themes and important details
of text
R11.A.1.6.1 Identify the mood of a passage and identify words or
phrases that convey that mood
R11.A.1.6.2 Draw conclusions about the theme or the author’s
purpose in relation to selected text elements, e.g., dialogue,
symbolism, word choice
R11.B.1.1.1 Describe, analyze, and evaluate the relationships among
the following within or across fiction and literary nonfiction texts:
character, setting, plot, theme, topic, tone, style, and content
R11.B.2.1.1 Analyze the effectiveness of simile, metaphor, satire,
personification, imagery, and irony
R11.B.2.2.1Analyze the effectiveness of the author’s use of
foreshadowing and/or flashbacks
R11.B.2.2.2 Analyze the effectiveness of the author’s use of point of
view: first person, third person, limited, and omniscient
PA State Standards:
1.1.11, 1.3.11, 1.5.11, 1.6.11
Big Ideas:
Comprehension requires and enhances critical thinking and is
constructed through the intentional interaction between reader and
text
Listening provides the opportunity to learn, reflect, and respond
Effective speaking and listening are essential for productive
communication.
Information to gain or expand knowledge can be acquired through a
variety of sources.
Effective speaking and listening are essential for productive
communication.
Writing is a means of documenting thinking
UNDERSTANDING GOALS (CONCEPTS):
Students will understand…
The elements of short story (plot, character, conflict, tone,
theme, and irony)
The effect of foreshadowing and flashback in a frame story
The differences between types of characters (static/dynamic,
flat/round)
The types of conflict (man vs. man, man vs. nature, man vs. self)
and their effects on plot development
How language creates the tone and mood of a story
Cause and effect relationships in short stories
ESSENTIAL QUESTIONS:
How does interaction with text provoke thinking and response?
How does productive oral communication rely on speaking and
listening?
What role does writing play in our lives?
How do we develop into effective writers?
To what extent does the writing process contribute to the quality
of writing?
Vocabulary
VOCABULARY:
plot (exposition, rising action, conflict, internal conflict, external
conflict, climax, falling action, resolution), setting, character,
protagonist, antagonist, tone, mood, irony, profuse,
countenance, wanton, spectral, blasphemous, harass, makeshift,
vintage, decapitate, relic, sidle, furtive, oppress, doctrine,
mackintosh, Romance, imminent, moor, duly, self-possessed,
infirmity, interject, mesmerize, vulnerability, eradicate,
testament, predecessor, solace, sedate, imploring, boding,
salutation, profanation, censorship, irreproachable, albeit,
ulterior, staidness, subversive
Weekly Tonal Vocabulary
STUDENT OBJECTIVES (competencies/outcomes):
Students will be able to…
Examine and analyze elements of short story (plot, character,
conflict, tone, theme, and irony).
Analyze the effect of foreshadowing and flashback in a frame
story.
Differentiate between types of characters (static/dynamic,
flat/round).
Analyze types of conflict (man vs. man, man vs. nature, man vs.
self) and their effects on plot development.
Analyze how language creates the tone and mood of a story.
Examine cause and effect relationships in short stories.
Improve vocabulary.
Stage 2- Assessment Evidence
PERFORMANCE TASK: Students are developing a
social media task that will feature both their writing and
their responses to other students' writing. Also,
students will begin the process of writing formal literary
responses.
FORMATIVE ASSESSMENTS: Thumbs up, graphic
organizers, exit tickets, OER’s, etc.
Stage 3- Learning Plan
INSTRUCTIONAL
PROCEDURES:
MATERIALS and
RESOURCES:
Active Engagement
Whole class response,
guided notes, summarizing,
random reporter, etc.
Various active engagement
techniques will be used
throughout the "Short Story"
unit depending on the size of the
class, the individual instructional
needs of the students, and the
demands of the content.
Scaffolding
Build vocabulary, activate
prior knowledge, graphic
organizers, chunking, visual
and audio support, etc.
Various scaffolding techniques
will be used throughout the
"Short Story" unit depending on
the size of the class, the
individual instructional needs of
the students, and the demands
of the content.
Mini-Lessons
As needed
Glencoe Literature The Reader’s
Choice Course 5
“The Masque of the Red Death”
(Poe), “Catch the Moon” (OrtizCofer), “The Book of the Dead”
(Danitcat), “The Open Window”
(Saki), “Everyday Use” (Walker),
“The Californian’s Tale” (Twain),
“Bread” (Atwood), “A Retrieved
Reformation” (Henry), “The
Censors” (Valenzuela)
Warriner’s Handbook Fourth
Course
Supplemental readings
“Ordeal by Cheque” (Crue)
“All Bread” (Atwood)
Mrs. Balas’s website
INTERVENTIONS:
Student Improvement Plans
are being developed and
maintained.
ASSIGNMENTS:
Activities and assignments
focusing on a specific area
of short story analysis (plot,
character, conflict, tone,
theme, etc. ) for different
short stories
Formal and informal writing
activities to determine
cause and effect
relationships and analyze
stories and short story
elements (plot, character,
conflict, tone, theme, etc. )
Literary response to
“Bread” and “All Bread”
Quizzes on reading(s)
Tests on short stories and
short story elements
Class participation grade
for involvement in small
and large group discussions
Vocabulary assignments for
unfamiliar words in text