Flippedlessonsportfolio

Lesson Plan Template
Savanna Marino-Poulson
May 31st, 2016
Katie Rybakova
Title of Lesson
*Lesson plan based on a 50 minute class.
Purpose/rationale: Students in a 7th grade English class are continuing a unit on narrative writing. This
unit is being done because one of the Florida State Standards for 7th grade is on narrative writing and as
such, students need to learn how to write in this style of writing. Students have already learned about
the elements of plot as well as descriptive and figurative language. Students are now starting to learn
about point of view and dialogue, with point of view being the focus of today's lesson. It is important
for students to learn about point of view not only because it is an important component of narrative
writing, but also because texts incorporate a variety of point of view which can impact the story or
content. As such, it is critical for students to be able to identify which point of view a text is using and
the significance of using a certain point of view over others so that they can successfully analyze texts.
This class is a part of a flipped lesson; flipped lessons are where students learn about a concept outside
of school through some type of technological means (typically through videos or audio recordings) and
then practice the concept in class the next day. This type of instruction method is being used not only
because it encourages students to develop a good work ethic, but also to allow students to have more
time to practice these concepts and work with the teacher. With certain concepts, such as writing
concepts, it can take longer for students to complete assignments that work on developing mastery in
those concepts. Students today have very busy lives and flipped lessons allow them to learn the
concepts ahead of time and gives them the opportunity to have guaranteed devoted time to practicing
those concepts (i.e. getting to practice those concepts during class time). In short, flipped lessons
provides a significant amount of flexibility to help students with their busy lives without sacrificing
learning opportunities (Bergmann & Sams, 2012). As such, this lesson in particular is following the
flipped lesson format because as a key writing concept, students would need more time to work on any
higher-level activities to practice the concept, such as creating stories involving point of view or
evaluating a story's point of view. Prior to this class, students watched a video on point of view
(Appendix A) and completed an activity was included in the video description (see Appendix B) where
they copied the worksheet onto a word document, read short excerpts from texts, labeled the point of
view used, and briefly explained what the point of view revealed about the text. In this class, students
will be practicing the point of view concepts that they learned in the video that they watched prior to
class. The class will start off with a review of the concepts and the activity the students did with the
video so that the teacher can assess students' level of understanding of the concepts as well as check to
make sure the students completed the lesson. Then, the students will spend the bulk of the class period
on an activity where they rewrite a fairy tale to where it takes place in a different point of view. After
that, the teacher will have students read/act out their rewritten fairy tales for the class and will once
again review the concepts as well as connect the concepts to narrative writing.
Florida Standards:
LAFS.7.RL.2.6- Analyze how an author develops and contrasts the points of view of different
characters or narrators in a text.
LAFS.7.W.1.3- Write narratives to develop real or imagined experiences or events using
effective technique, relevant descriptive details, and well-structured event sequences.
LAFS.7.W.4.10- Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.
Objectives:
Students Will Be Able To:
Compose a short story using a specific point-of-view
Evaluate how the point-of-view in a story affects the story.
Infer why an author uses a particular point-of-view.
Differentiate between different point-of-views.
Materials:
Writing notebooks (class set)
White Board
Dry Erase Markers (Two)
Projector
Projector Screen
Fairy Tale List
Fairy Tale Books (Five)
Anticipatory set (10 Minutes):
Students will get out their printed copy of their completed practice activity that they did the previous
night for the flipped lesson while the teacher will go over point-of-view video and activity (Appendix A
and B), checking for students' understanding through asking questions (How do you know that this
question is in ___ point-of-view? (If it's first=I, if it's second=you, if it's third- he, she, they. If it's thirdperson objective then the reader doesn't know the character's thoughts, if it's third omniscient then they
know all characters' thoughts, if it's third limited then they only know one character's thoughts) How do
you know that it is in third-person-____ point-of-view?), go over answers (Appendix C) for activity
and answer questions if needed.
Teaching Strategy/Procedure/Activity:
Time
Student is doing
Teacher is doing
6 minutes (Anticipatory Set) Students will get out their
Teacher will go over point-of-view
printed copy of their
video and activity (Appendix A and
completed point-of-view
B), checking for students
activity that they did the
understanding through asking
previous night for the flipped questions (How do you know that
lesson, listen to teacher, share this question is in ___ point-ofanswers, and ask questions if view? (If it's first=I, if it's
necessary.
second=you, if it's third- he, she,
they. If it's third-person objective
3 minutes
Students will listen to teacher,

get into five groups (four
groups of four, one group of
five) read directions silently,
and ask questions if needed.
21 minutes
Students will quietly discuss

their plans for the activity,
work on and complete the
fairy tale activity, look
through fairy tale books if
necessary, and ask questions
if needed.
then the reader doesn't know the

character's thoughts, if it's third
omniscient then they know all
characters' thoughts, if it's third
limited then they only know one
character's thoughts) How do you
know that it is in third-person-____
point-of-view?), go over answers
(Appendix C) for activity and
answer questions if needed.
Teacher will hand out writing
journals, have students get into
groups, read directions for activity
off of the whiteboard (You will
have about 20 minutes to create a
short story retelling a fairy tale in
another point of view. You must
change both the point of view of the
fairy tale and, if applicable, the
character whom the point-of-view
of the story is in. While it is
encouraged to change the point-ofview entirely, you will be allowed to
change from one type of third
person point-of-view to another type
of third person point-of-view. So,
say if your fairy tale has a third
person objective point-of-view, you
could change it to third person
limited point-of-view. Each group
member must write a portion of the
story. I will have copies of the fairy
tales available at the front of the
room if you need to use them for
reference. After time is up you will
share/act out your stories for the
class. If we run out of time and your
group hasn't presented yet, then you
will not be penalized.), assign fairy
tale roles to groups (Appendix E),
Teacher will monitor class, help
students and provide additional
clarification on activity if needed,
and keep students on task.
17 minutes
3 minutes (Closure)

share/act out their stories,
provide additional
clarification on their writing
choices, listen to other groups
as they present, and ask
questions if needed.
ask questions if needed,
complete exit ticket, and turn
in writing journals and exit
tickets as they leave the
classroom.
Teacher will ask groups to share/act

out their stories, discuss students'
uses of point-of-view (Why did
you use ___ point of view?),
monitor class, keep students on task,
and answer questions if needed
Teacher will tie in activities with
narrative writing (point of view is
an important component in narrative
writing. Not only is it important to
know how to identify which pointof-view is used in books since the
point-of-view can affect the
meaning or how the plot unfolds in
the book, but being aware of the
point-of-view you're using also
helps enhance your narrative
writing!), answer questions when
prompted, prompt students to take
out a sheet of paper and complete an
exit ticket (Write a sentence that
uses a point-of-view of your choice
and label which point-of-view that
you're using.), and prompt students
to turn in writing journals and exit
tickets at the end of class.
Summary/Closure (3 Minutes):
Teacher will tie in activities with narrative writing (point of view is an important component in
narrative writing. Not only is it important to know how to identify which point-of-view is used in
books since the point-of-view can affect the meaning or how the plot unfolds in the book, but being
aware of the point-of-view you're using also helps enhance your narrative writing!), answer questions
when prompted, prompt students to take out a sheet of paper and complete an exit ticket (Write a
sentence that uses a point-of-view of your choice and label which point-of-view that you're using.),
and prompt students to turn in writing journals and exit tickets as they leave the classroom.
Assessment:
Formal assessment: Assess students on video activity for completion and fairy tale story activity
for demonstrating a proper use of point-of-view.
Informal assessment: Assess students on their understanding of point-of-view through
participation and completion of video activity, completion of story activity, completion and
responses in exit tickets, and their usage of point-of-view in the aforementioned activities.
Homework/follow-up assignment:
None.
Accommodations/adaptations:
ELL student (Spanish L1, Alejandro) will be supplied with bilingual dictionary with their L1 for
assistance with the activity and an additional copy of the activity directions in their L1.
ELL student (French L1, Eloise) will be supplied with bilingual dictionary with their L1 for
Student with ADHD (Herbert) will be given subtle cues by the teacher to make sure they stay
on task,will be allowed to stand while working on the activity to help control motor activity,
will be placed in a group with a student who can help keep them on task (and has given
permission to do so), and will be allowed breaks to get out of their seat to help control motor
activity.
Student with mild Autism (Oliver) will be given adequate notice about the change in instruction
(the flipped lesson), will be allowed to use personal computer to complete the video activity and
the writing portion of the fairy tale assignment assignment (student will turn these things in
through the class digital dropbox) OR if a student and Oliver gives permission, then that student
will write down his part of the story for him to accommodate for handwriting deficit, and a
cool down pass will be available for student, which allows them to go out into the hallway
(where the teacher can still see them) when they're overstimulated.
Student with speech impairment (Paten) will be given the appropriate time to complete their
statements, will be placed in a group with a student that knows about their speech impairment
and is patient with them, will be allowed to use sign board to communicate for shorter
statements, and will be allowed to use laptop speech synthesizer if the technology is working
properly for longer statements.
Student with mild Dyslexia (Lya) will be given a simplified version of the activity directions,
will be allowed to use separate sheets of paper for the writing portion of the activity, and will be
given additional time to complete the activity.
Attachments/Appendices:
Lesson Video (Appendix A), Practice Activity Link (Appendix B), Practice Activity Answer Key
(Appendix C), References (Appendix D), Fairy Tale List (Appendix E).
Plan B:
If the activity is too difficult, then the teacher will take additional time to review the concepts and do an
alternative activity where the teacher and the class will write out a revised version of a fairy tale in
another point of view together. If some students were not able to access the video, the teacher will
allow them time to watch it on the classroom computers. If the video wasn't able to load at all for any
students, then the teacher will have the lesson be done in class and have the students do the story
activity the next day. If the class finishes early, the teacher will preview the next lesson for the class.
Appendices
A:
Lesson Video
https://www.youtube.com/watch?v=6OGMlrRSALY
B:
Practice Activity Link
http://www.ereadingworksheets.com/point-of-view-worksheets/point-of-view-worksheet.htm
C:
Video Activity Answer Key
1. Sideways Stories from Wayside School by Louis Sachar
Leslie sat in front of Paul. She had two long, brown pigtails that reached all the way down to her waist. Paul
saw those pigtails, and a terrible urge came over him. He wanted to pull a pigtail. He wanted to wrap his fist
around it, feel the hair between his fingers, and just yank. He thought it would be fun to tie the pigtails together,
or better yet, tie them to her chair. But most of all, he just wanted to pull one.
Narrative Perspective: Third-Person Limited

If it is third-person, which character's thoughts are revealed? Paul's thoughts are revealed.
2. Invitation to the Game by Monica Hughes
And we scrounged. Next to survival, scrounge was probably the most important word in our new vocabulary.
We found a store that was throwing out water-damaged mattresses. Getting them home was a problem, since we
had to make two trips, leaving Brad and Katie, armed with sticks to guard over the remained. I truly expected
them to be challenged by some gang boss, but they said that the only person who came by was a scrawny little
rat of a girl living alone. We let her have one of the mattresses.
Narrative Perspective: First-Person

If it is third-person, which character's thoughts are revealed?
3. Tuck Everlasting by Natalie Babbitt
At dawn, Mae Tuck set out on her horse for the wood at the edge of the village of Treegap. She was going there,
as she did once every ten years, to meet her two sons, Miles and Jesse, and she was feeling at ease. At noon
time, Winnie Foster, whose family owned the Treegap wood, lost her patience at last and decided to think about
running away.
Narrative Perspective: Third-Person Omniscient

If it is third-person, which character's thoughts are revealed? Mae's and Winnie's thoughts are revealed.
4. Curious George and the Pizza by Margret Rey
At the pizza place, Tony the baker was getting the pizzas ready for baking. He flattened out a ball of dough into
a large pancake and tossed it in the air. He spread tomato sauce on it, sprinkled it with cheese, and shoved it in
the over. Then the telephone rang. "A fellow from the factory wants a large pizza delivered in a hurry," Tony's
wife called. "OK, I'll get my coat," said Tony.
Narrative Perspective: Third person objective

If it is third-person, which character's thoughts are revealed? No character's thoughts are revealed.
5. The Baffled Parent's Guide to Great Basketball Drills by Jim Garland
Before each practice begins, make sure you check the court and remove any debris from the playing
surface. When your players arrive, check that they have the proper footwear and that they've removed
any jewelry, which could injure the player wearing the jewelry or another player. Always carry a list of
emergency phone numbers for your players, and know where the nearest phone is located. You should
also have a first-aid kit, and you might want to take a first-aid course.
Narrative Perspective: Second-person
6. The Ninja Housewife by Deborah Hamlin
After dropping her son off at school, Sara sat at a traffic light and waited. She was on her way to her
office job as a secretary in a law office. It was mainly paperwork with very little time to interact with
other people, but Sara had gotten used to that. It also gave her plenty of time to daydream, something
she had also gotten quite used to. She was a woman in her mid-30s, married 13 years, with one child.
If it is third-person, which character's thoughts are revealed? Sara's thoughts are revealed.
7. The Patchwork Girl of Oz by Lyman Frank Baum
Unc Nunkie, Margolotte and the Magician all stood looking at the marvelous Powder, but Ojo was
more interested just then in the Patchwork Girl's brains. Thinking it both unfair aand unkind to deprive
her of any good qualities that were handy, boy took down every bottle on the shelf and poured some of
the contents in Margolotte's dish. No one saw him do this, for all were looking at the Powder of Life;
but soon the woman remembered what she had been doing, and came back to the cupboard.
If it is third-person, which character's thoughts are revealed? Ojo and the woman's thoughts are
revealed.
8. How to grill by Steven Raichlen
Once you have your grill assembled, the next thing to decide is where to put it. A grill puts out a lot of
heat, so you should position it several feet away from the side of the house or any plants or shrubbery.
You'll have an easier time with a spot that is sheltered from the wind. When positioning a grill on a
wooden deck, remember that sparks and live embers can fall from a charcoal grill.
Narrative Perspective: Second-person
9. Anne of Green Gables by L. M. Montgomery
Marilla's lips twitched understandingly. She had expected Mrs. Rachel to say this; she had known that
the sight of Matthew jaunting off so unaccountably would be too much for her neighbor's curiosity. If
Marilla had said that Matthew had gone to Bright River to meet a kangaroo from Australia Mrs. Rachel
could not have been more astonished. She was actually quiet for five seconds. It was unsupposable
that Marilla was making fun of her, but Mrs. Rachel was almost forced to suppose it.
If it is third-person, which character's thoughts are revealed? Marilla and Mrs. rachel's thoughts are
revealed.
10. Alice's adventures in Wonderland by Lewis Carroll, John Tenniel
Alice was beginning to get very tired of sitting by her sister on the bank, and of having nothing to do:
once or twice she had peeped into the book her sister was reading, but it had no pictures or
conversations in it, "and what is the use of a book," thought Alice, "without pictures or conversations?"
So she was considering, in her own mind whether the pleasure of making a daisy-chain would be
worth the trouble of getting up and picking the daisies, when suddenly a White Rabbit with pink eyes
ran close by her.
Narrative Perspective: Third-person limited
If it is third-person, which character's thoughts are revealed? Alice's thoughts are revealed.
11. Shiloh by Phyllis Reynolds Naylor
The day Shiloh come, we're having us a big Sunday dinner. Dara Lynn's dipping bread in her glass of
cold tea, the way she likes, and Becky pushes her beans over the edge of her plate in her rush to get
'em down. Ma gives us her scolding look. We live high up in the hills above Friendly, but hardly
anybody knows where that is. Friendly's near Sistersville, which is halfway between Wheeling and
Parkersburg. Used to be, my daddy told me, Sistersville was once of the best places you could live in
the whole state.
Narrative Perspective: First-Person
12. The Skull of Truth: A Magic Shop Book by Bruce Coville, Gary A. Lippincott
To his astonishment, Charlie found himself standing next to his bicycle, back where he had entered the
swamp. That was bizarre and upsettingbut not as bad as the realization that he was still holding the
skull. He thought he had dropped it before he raced out the door. He certainly hadn't intended to steal
the thing. He didn't even really want it!
Narrative Perspective: Third-person limited
If it is third-person, which character's thoughts are revealed? Charlie's thoughts are revealed.
13. From the Mixed-up Files of Mrs. Basil E. Frankweiler by E. L. Konigsburg
Claudia knew that she could never pull off the old-fashioned kind of running away. That is, running
away in the heat of anger with a knapsack on her back. She didn't like discomfort; therefore, she
decided that her leaving home would not be just running from somewhere but would be running to
somewhere. To a large place, a comfortable place, an indoor place, and preferably a beautiful place.
And that's why she decided upon the Metropolitan Museum of Art in New York City.
If it is third-person, which character's thoughts are revealed? Claudia's thoughts are revealed.
14. White Fang by Jack London
They spoke no more until camp was made. Henry was bending over and adding ice to the bubbling pot
of beans when he was startled by the sound of a sharp snarling cry of pain from among the dogs.
Henry grunted with a tone that was not sympathy, and for a quarter of an hour they sat on in silence,
Henry staring at the fire, and Bill at the circle of eyes that burned in the darkness just beyond the
firelight.
Narrative Perspective: Third-Person Objective
If it is third-person, which character's thoughts are revealed? No character's thoughts are revealed.
15. Mary Poppins by P. L. Travers, Mary Shepard
They found themselves in bed and watching, by the dim light from the night-light, the rest of Mary
Poppin's unpacking being performed. From the carpet bag she took out seven flannel nightgowns, four
cotton ones, a pair of boots, a set of dominoes, two bathing-caps and a postcard album. Jane an
Michael sat hugging themselves and watching. It was all so surprising that they could find nothing to
say. But they knew, both of them, that something strange and wonderful had happened at Number
Sevennteen, Cherry-Tree Lane.
If it is third-person, which character's thoughts are revealed? Jane and Michael's thoughts are revealed.
D:
References
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every
day. Eugene, Or.: International Society for Technology in Education.
E:
Goldilocks and the Three Bears
The Three Little Pigs
Jack and the Beanstalk
Fairy Tale List

Little Red Riding Hood
Cinderella
May 31st, 2016
Katie Rybakova
Rhetorical Appeals
Purpose/rationale: Students in a 10th grade English class are starting a unit on persuasive writing. This
unit is being done in order to prep students for a future unit on argumentative writing, which is under
one of the Florida State Standards for 10th grade for writing. From a pre-assessment, it was made aware
that this class had difficulties identifying and using concepts involved in effective argumentative and
persuasion writing. As such, scaffolding is being used to better prepare students for the argumentative
writing unit since the two writing genres are very similar. Students have already been introduced to the
general concept of persuasive writing including the structure of a persuasive essay. For this lesson,
students will be learning about the three rhetorical appeals. It is important for students to learn about
the three rhetorical appeals not only because it is a major component in persuasive and to an extent,
argumentative writing, but also due to the frequency of the rhetorical appeals appearing in our every
day lives. In other words, it is also important for students to learn this concept as it will help them
become aware of the strategies that are used by society and can help them become unbiased and critical
thinkers. This class is a part of a flipped lesson; flipped lessons are where students learn about a
concept outside of school through some type of technological means (typically through videos or audio
recordings) and then practice the concept in class the next day. This type of instruction method is being
used not only because it encourages students to develop a good work ethic, but also to allow students to
have more time to practice these concepts and work with the teacher. With certain concepts, such as
writing concepts, it can take longer for students to complete assignments that work on developing
mastery in those concepts. Students today have very busy lives and flipped lessons allow them to learn
the concepts ahead of time and gives them the opportunity to have guaranteed devoted time to
practicing those concepts (i.e. getting to practice those concepts during class time). In short, flipped
lessons provides a significant amount of flexibility to help students with their busy lives without
sacrificing learning opportunities (Bergmann & Sams, 2012). As such, this lesson in particular is
following the flipped lesson format because as a key writing concept, students would need more time to
work on any higher-level activities to practice the concept, such as creating stories involving point of
view or evaluating a story's point of view. Prior to this class, students watched a video on point of view
(Appendix A) and completed an activity where they viewed a compilation of commercials and
identified the rhetorical appeals used. In this class, students will be practicing the point of view
concepts that they learned in the video that they watched prior to class. The class will start off with a
discussion of the concepts and the activity the students did with the video so that the teacher can assess
students' level of understanding of the concepts as well as check to make sure the students completed
the lesson. Then, the students will spend the bulk of the class period forming debates in groups
around assigned topics, using the three rhetorical appeals to support their stance and to try and
convince the audience to agree with them. After that, the teacher will have groups present their
debates for the class and will once again review the concepts as well as connect the concepts to
persuasive writing through a class discussion.
Florida Standards:
LAFS.910.SL.1.3- Evaluate a speakers point of view, reasoning, and use of evidence and
rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
LAFS.910.SL.1.1- Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts,
and issues, building on others ideas and expressing their own clearly and persuasively.
Objectives:
Identify the rhetorical appeals being used in a variety of texts.
Evaluate how the rhetorical appeals influence the rhetor's persuasion attempt.
Create rhetorical appeals in order to persuade.
Materials:
White Board
Dry Erase Markers (Three)
Computers (Class Set)
Teacher will go over point-of-view video and activity (Appendix A), checking for students
understanding through asking questions and facilitating discussion(How do you know that this ad uses
a ___ appeal? Do you think the ad also uses other rhetorical appeals? How do you think the appeal used
affects how the audience perceives it?), and answer questions if needed.
Time
Student is doing
Teacher is doing
6 minutes (Anticipatory Set) Students will get out their
Teacher will go over point-of-view
completed rhetorical appeals
video and activity (Appendix A),
practice activity that they did checking for students understanding
the previous night for the
through asking questions and
flipped lesson, listen to
facilitating discussion(How do you
teacher, share answers,
know that this ad uses a ___ appeal?
participate in discussion, and
Do you think the ad also uses other
ask questions if necessary.
rhetorical appeals? How do you
think the appeal used affects how
the audience perceives it?), and
answer questions if needed.
4 minutes
Students will listen to teacher, Teacher will have students get into
get into groups of five (one
four groups (three groups of five
group of four) and ask
one group of four), hand out
debate topics/stances (Appendix
B), read directions for activity off of
the whiteboard (You will be given
topics to talk about. Your job is to
persuade your audience to agree
with your stance for the topic. Using
the computers and your electronic
19 minutes
16 minutes
5 minutes (Closure)
Students will quietly discuss

their plans for the debate,
research their position on said
subject (using computers for
research if necessary), come
up with rhetorical appeals
based on that research, form
their debate points, and ask
present their debates,
provide additional
clarification on their
statements if needed, listen to
other groups as they present,

participate in discussion, and
ask questions if needed.
devices, you will research your

topic in order to help form your
debate. You must include all three
rhetorical appeals in your debate;
ethos, logos, and pathos. After time
is up, you will return to your desks
and the first two groups will present
their debates for their stance on the
topic.), and answer questions if
needed.
Teacher will have two opposingstance groups present their

debates, prompt students if they
need assistance (If a student/group
has forgotten to mention one of the
appeals the teacher could say
something like Well what about
___? Using clue words
(ethos=ethics, pathos=sympathy,
logos=logic) to prompt students and
to have them access their prior
knowledge), monitor class, keep
students on task, and answer
questions if needed
Teacher will tie in activities with
persuasive writing through
discussion asking students
positives about what groups did
right in their debates such as
using the rhetorical appeals
correctly, mentioning a certain
appeal being particularly
strong/convincing, asking students
why they think the rhetorical
appeals are important for them to
know as humans, mentioning the
importance both in the content area
and every day life (the rhetorical
appeals strengthen argumentative
essays and persuasive essays. In life,

you will be presented with so much
information and try to be persuaded
from many different sources (such
as ads, news stories, TV shows,
politicians, etc.) and you need to be
able to identify and be aware of
these sources using rhetorical
appeals in order to form as unbiased
of opinions/views as possible.),
Teacher will tie in activities with persuasive writing through discussion asking students positives
about what groups did right in their debates such as using the rhetorical appeals correctly, mentioning
a certain appeal being particularly strong/convincing, asking students why they think the rhetorical
appeals are important for them to know as humans, mentioning the importance both in the content area
and every day life (the rhetorical appeals strengthen argumentative essays and persuasive essays. In
life, you will be presented with so much information and try to be persuaded from many different
sources (such as ads, news stories, TV shows, politicians, etc.) and you need to be able to identify and
be aware of these sources using rhetorical appeals in order to form as unbiased of opinions/views as
possible.), and answer questions if needed.
Assessment:
Formal assessment: None.
Informal assessment: Assess students on their understanding of the rhetorical appeals through
participation and completion of video activity, completion of debate activity, and their usage of
the three rhetorical appeals in the debate activity.
None.
Student with ADHD (Herbert) will be given subtle cues by the teacher to make sure they stay
on task,will be allowed to stand while working on the activity to help control motor activity,
will be placed in a group with a student who can help keep them on task (and has given
permission to do so), and will be allowed breaks to get out of their seat to help control motor
activity.
(the flipped lesson), will be excused from participating in the presentation if they become
overstimulated/upset, and a cool down pass will be available for student, which allows them
to go out into the hallway (where the teacher can still see them) when they're overstimulated.
statements, will be placed in a group with a student that knows about their speech impairment
and is patient with them, will be allowed to use sign board to communicate for shorter
statements, and will be allowed to use laptop speech synthesizer if the technology is working
properly for longer statements.
will be placed in a group with a student (who has given permission) to help them read the
research information that they find if needed, and will be given additional time to complete the
activity.
Lesson Video (Appendix A), Activity Topics/Stances (Appendix B), References (Appendix C).
Plan B:
alternative activity where the teacher and the class will view political ads from a previous election and
will identify the appeals and how/why they're used. If some students were not able to access the video,
the teacher will allow them time to watch it on the classroom computers. If the video wasn't able to
load at all for any students, then the teacher will have the lesson be done in class and have the students
do the story activity the next day. If the class finishes early, the teacher will extend the end class
discussion, asking students about their own experiences seeing the appeals being used in their every
day lives and how that may have affected their own decision making.
Appendices
A:
Lesson Video
https://www.youtube.com/watch?v=WIe5snaMJZw
B:
Topics/Viewpoints
Should school start later? (One group for it starting later, one group against it).
Should students be required to wear uniforms? (One group for it, one group against it).
C:
References
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every
day. Eugene, Or.: International Society for Technology in Education.
May 31st, 2016
Katie Rybakova
Title of Lesson
Purpose/rationale: Students in a 7th grade English class are starting a unit on narrative writing. This
unit is being done because one of the Florida State Standards for 7th grade is on narrative writing and as
such, students need to learn how to write in this style of writing. Students have already learned about
the elements of plot as well as descriptive language, and are now starting to learn about figurative
language. It is important for students to learn about figurative language not only because it is an
important component of narrative writing, but also because many texts use figurative language and as
such it is critical for students to be able to identify and comprehend figurative language so that they can
successfully analyze texts. This class is a part of a flipped lesson; flipped lessons are where students
learn about a concept outside of school through some type of technological means (typically through
videos or audio recordings) and then practice the concept in class the next day. This type of instruction
method is being used not only because it encourages students to develop a good work ethic, but also to
allow students to have more time to practice these concepts and work with the teacher. With some
concepts, more time may be needed to practice those concepts, especially when a concept has a lot of
information to digest, such as figurative language. When there is so much to practice, homework
assignments can actually impede on students' development on gaining mastery in a concept; since
students are practicing concepts at home, they don't have access to their teacher to further explain
something that they do not understand and they will not know for sure if they are understanding the
concept correctly until the next day. Prior to this class, students watched a video on figurative language
and completed an activity where they wrote down the definitions of each type figurative language and
found examples of each in a song that was included in the video (see Appendix A). In this class,
students will be practicing the figurative concepts that they learned in the video that they watched prior
to class. The class will start off with a class discussion and review of the concepts and the activity the
students did with the video so that the teacher can assess students' level of understanding of the
concepts as well as check to make sure the students completed the lesson. Then, the students will spend
the bulk of the class period on an activity where they create comics using figurative language. After
that, the teacher will allow students to share their finished products and will once again review the
concepts as well as connect the concepts to narrative writing.
Florida Standards:
LAFS.7.L.3.5- Demonstrate understanding of figurative language, word relationships, and

nuances in word meanings.
LAFS.7.W.4.10- Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.
Objectives:
Compose a short graphic story using figurative language.
Distinguish similes from metaphors.
Appraise words and/or phrases based on what type of figurative language best fits the
word/phrase.
Materials:
White computer paper (Two quires)
Color Pencils (A bucketful)
White Board
Dry Erase Markers (Two)
Projector
Projector Screen
Teacher will go over figurative language video and the activity that went along with it (Appendix A),
checking for students understanding of the concepts through asking questions (What is a simile? Can
someone give me an example of personification that they found in the song? What is the difference
between a simile and a metaphor? And etc., just ask questions on the definitions of each type of
figurative language (Appendix B) and ask students to provide examples!), and answer questions if
needed.
Time
10 minutes (Anticipatory
Set)
5 minutes
Student is doing
Teacher is doing
Students will get out their

figurative language video
activity that they did the
previous night, listen to
teacher, share answers, and
ask questions if necessary.
Teacher will go over figurative

language video and activity
(Appendix A), checking for students
understanding through asking
questions (What is a simile? Can
someone give me an example of
personification that they found in
the song? What is the difference
between a simile and a metaphor?
And etc., just ask questions on the
definitions of each type of
figurative language (Appendix B)
and ask students to provide
examples!), and answer questions if
needed.

read directions silently, and
ask questions if needed.
Teacher will hand out sheets of

paper, read directions for activity
off of the whiteboard (You will
have 25 minutes to create a short
comic. It can be about whatever
you'd like as long as it is school
appropriate and contains an
example of each type of figurative
language covered in the video! You
don't have to be a great artist, but
you should put some effort into it!
The examples from former students
will be available to look at on my
desk if you need to look at them.),
show examples from former
students, and answer questions if
needed.
25 minutes
10 minutes (Closure)
Students will grab paper and

color pencils, work on and
complete the comic activity,
look at examples if needed,


share their comics, participate
in discussion, elaborate on
responses if needed, ask
questions if needed, turn in
video activity papers and
comics, get out a sheet of
paper, complete 3-2-1 tickets,
turn in 3-2-1 tickets, and
return color pencils and
unused paper.
Teacher will ask for volunteers to

share their comics, project the
volunteer comics on the projector,
discuss students' uses of figurative
language in comics (Were all
figurative language terms used?
Were they used correctly?), tie in
activities with narrative writing
(figurative language is an
important component in narrative
writing. Not only is it important to
know how to identify figurative
language in books in order to figure
out the meaning of a book,
figurative language also helps
enhance your narrative writing!),
answer questions when prompted,
prompt students to take out a sheet
of paper and complete a 3-2-1 ticket
(Write 3 things you've learned, 2
things you found interesting, and 1
question you still have), and
prompt students to turn in papers
and 3-2-1 tickets and return color
pencils and unused paper.

Teacher will ask for volunteers to share their comics, tie in activities with narrative writing (figurative
language is an important component in narrative writing. Not only is it important to know how to
identify figurative language in books in order to figure out the meaning of a book, figurative language
also helps enhance your narrative writing!), answer questions when prompted, prompt students to take
out a sheet of paper and complete a 3-2-1 ticket (Write 3 things you've learned, 2 things you found
interesting, and 1 question you still have), and prompt students to turn in papers and 3-2-1 tickets and
return color pencils and unused paper.
Assessment:
Formal assessment: Assess students on video activity for completion and comic activity for
demonstrating a proper use the seven figurative language terms.
Informal assessment: Assess students on their understanding of figurative language through
participation in class discussion, completion of video activity, completion of comic activity,
completion and responses in 3-2-1 tickets, and their usage of figurative language in the
aforementioned activities.
None.
Student with ADHD (Herbert) will be given subtle cues by the teacher to make sure they stay on
task,will be allowed to stand while working on the activity to help control motor activity, and
will be allowed breaks to get out of their seat to help control motor activity.
(the flipped lesson), will be allowed to use personal computer to complete the video activity and
the writing portion of the comic assignment (student will turn these things in through the class
digital dropbox), will be given additional assistance for figurative language, and a cool down
pass will be available for student, which allows them to go out into the hallway (where the
teacher can still see them) when they're overstimulated.
statements, will be allowed to use sign board to communicate for shorter statements, and will be
allowed to use laptop speech synthesizer if the technology is working properly for longer
statements.
will be allowed to use separate sheets of paper for the writing portion of the activity, and will be
given additional time to complete the activity.
Lesson Video (Appendix A), Figurative Language Definitions (Appendix B).

Plan B:
alternative activity where the teacher and the class will write out a short story using all of the figurative
language terms together. If some students were not able to access the video, the teacher will allow them
time beforehand to watch it on the classroom computers. If the video wasn't able to load at all for any
students, then the teacher will have the lesson be done in class and have the students do the comic
activity the next day. If the class finishes early, the teacher will preview the next lesson for the class.
Appendices
A:
Video Link
https://www.youtube.com/watch?
v=a2rUMTqJGmg&list=PLwoGGh2IDDRX9_MqbEs6mCXvMGWzJ_aa3&index=1
B:
Types of Figurative Language
Figurative Language: Words used in a special way to create a special effect or meaning.
Simile: Comparing two unlike things by using the words like or as.
Metaphor: Comparing two unlike things (Metaphors are like similes except they don't use like or
as).
Personification: A sentence or a phrase that gives human characteristics to nonhuman things.
Hyperbole: An exaggeration that cannot be true.
Onomatopoeia: Words that imitate a sound.
Alliteration: A sentence or phrase that contains two or more words that start with the same letter or
sound.

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Lesson Plan Template

Students will listen to teacher,

Students will quietly discuss

then the reader doesn't know the

Students will listen to teacher,

Teacher will ask groups to share/act

Narrative Perspective: Third-Person Limited

Narrative Perspective: First-Person

Narrative Perspective: Third-Person Omniscient

Narrative Perspective: Third person objective

Fairy Tale List

Students will quietly discuss

Students will listen to teacher,

devices, you will research your

Teacher will have two opposingstance groups present their

essays and persuasive essays. In life,

LAFS.7.L.3.5- Demonstrate understanding of figurative language, word relationships, and

Students will get out their

Teacher will go over figurative

Students will listen to teacher,

Teacher will hand out sheets of

Students will grab paper and

Teacher will monitor class, help

Students will listen to teacher,

Teacher will ask for volunteers to

Summary/Closure (10 Minutes):

Lesson Video (Appendix A), Figurative Language Definitions (Appendix B).

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