WOODLAND HILLS HIGH SCHOOL LESSON PLAN: English 10 Advanced
SAS and Understanding by Design Template
Name:
Heidi G. Balas
Date(s): 04/09-?
Edline was updated this week: YES
Length of Unit/Lesson(s): 15+
days
My website was updated this week: YES
Stage 1- Desired Results
UNIT/LESSON(S) TOPIC: Poetry
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.2.1.2 Identify, interpret, describe and/or analyze the author’s
purpose for and effectiveness at using figurative language in text
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): "The Energy
of Everyday," "Love and Losses," and "Issues of Identity"
Students will understand…
The genre of poetry
Various literary elements in poetry
The effect poetic elements have upon the reader
The ways in which poets inspire the reader to share emotion.
Vocabulary
VOCABULARY:
chronic, indifferently, austere, querulous, disgruntled,
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?
STUDENT OBJECTIVES (competencies/outcomes):
Students will be able to…
translucent, flecking, temperate, thee, art, hath, mature, dense,
hogan, relevant, document, sacred, fierce, deferred, fester
simile, metaphor, personification, alliteration, assonance,
onomatopoeia, free verse, ballad, verse paragraph, stanza,
imagery, mood, tone, haiku, rhyme scheme, dialect, etc.
Weekly Tonal Vocabulary
Improve reading proficiency of poetry
Analyze poetry based on form and structure, language, and
sound devices
Gain exposure to a wide variety of poets and their work
Respond to poetry orally and in writing
Write original poems
Demonstrate mastery of paraphrasing and interpreting a poem
Stage 2- Assessment Evidence
PERFORMANCE TASK:
Students will write original poems
throughout the entire unit. Also, students will continue 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 "Poetry" 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
"Poetry" unit depending on the
size of the class, the individual
instructional needs of the
students, and the demands of
the content.
Mini-Lessons
Daily participation activities
that challenge students and
engage them in the unit.
Daily warm-ups, wrap-ups
and check-ups
Glencoe Literature The Reader's
Choice Course 5 text: Unit 5
Poetry
“Three Haiku” by Matsuo Basho
“Woman with Kite” by Chitra
Banerjee Divakaruni
“I Am Offering This Poem” by
Jimmy Santiago Baca
“Ballad of Birmingham” by
Dudley Randall
“Dream Boogie”, “Motto”, and
“Harlem” by Langston Hughes
Holt Elements of Literature
Fourth Course
“Mother to Son” by Langston
Hughes
“The Road Not Taken” by Robert
Frost
“Love Without Love” by Luis
Llorens Torres
“Ex-Basketball Player” by John
Updike
“.05” by Ishmael Reed
“Flying Cat” by Naomi Shihab
Nye
Warriner’s Handbook Fourth
Course
Supplemental readings
Mrs. Balas’s website
INTERVENTIONS:
Student Improvement Plans
are being updated and
maintained.
ASSIGNMENTS:
Write poetry focusing on
figurative language,
imagery, and specific mood
graded with rubrics
Quizzes and tests assessing
students ‘ comprehension
and poetic analysis
Memorize and present a
specific poem
In-class readings and open
forum discussions (class
participation grade)
Scan given poems for
meter and stressed and
unstressed syllables
Essay formatted
evaluations paraphrasing
and interpreting poetry
(assessed with modified
Keystone domain scoring
guide)
Suggested activities and/or
teacher-generated
assessments based on
various assigned readings