Standards-Aligned Lesson Plan Template

Subject(s): English Language Arts Grade: 7th

Teacher(s): Amanda Newcomb & Eunice Hooker School: Costa Mesa Middle School Date:
March 28, 2017
Part I GOALS AND STANDARDS (TPE3.1)
1. Common Core Learning Standard(s) Addressed:
CCSS.ELA.RL.7.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal
aspects of a character, or provoke a decision.
CCSS.ELA.RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or
allusions to other texts.

2. State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and
Performing Arts):
N/A

3. ELD Standard Addressed: (include Part I, II; Communicative Modes A. Collaborative, B. Interpretive, C.
Productive; and Proficiency Level addressing Emerging, Expanding, Bridging)
ELD.A.7.1.Ex: Exchanging information/ideas: Contribute to class, group, and partner discussions by following turn-taking rules,
asking relevant questions, affirming others, adding relevant information, and paraphrasing key ideas.

4. Learning Objective: (What will students know & be able to do as a result of this STUDENT-FRIENDLY
lesson?) TRANSLATION
Students will be able to identify figures of speech in the novel, Walk Two Moons by Today I will learn how to read as an
Sharon Creech, and examine the effect that figurative language has on writing. author and find words or phrases
that make the text more exciting to
read.
5. Relevance/Rationale: (Why are the outcomes of this lesson important in the STUDENT-FRIENDLY
real world? Why are these outcomes essential for future learning?)(TPE1.3) TRANSLATION
Analyzing figurative language will help the students understand their reading
more deeply, and help them to become more effective writers and This is important to learn because
communicators. it will help me become a better
writer.
6. Essential Questions (TPE1.5):
Why did the author choose to use these figures of speech in her writing? What do these figures of speech add to the
readers understanding of the story?

Part II STUDENTS INFORMATION (TPE1.1,3.2)

7. Class Information:

a. Total number - 35
b. English Learners/Standard English Learners 7/28
c. Students with Special Needs 11, Autism and specific learning disabilities
d. Academic language abilities, content knowledge and skills in content area - Most of the students
in this class are comfortable with beginning academic language, but some might need definitions reiterated
several times. The reading levels in this class range from 1st-11th grades.

e. Linguistic background English, Spanish, Vietnamese, Mandarin

f. Cultural background (home/family) American, Hispanic, Vietnamese, Chinese
g. Health considerations (if any) There are no health considerations known at this time.
h. Physical development factors that may influence instruction in this academic content area At
this time, there do not appear to be any physical development factors that may influence instruction in this
content area.

i. Social development factors that may influence instruction in this academic content area Some
of the students are uncomfortable working in partners or speaking in front of the class. Some of the
students have the opposite problem; they talk so much, it might be a hindrance to their productivity.

j. Emotional development factors that may influence instruction in this academic content area
Similar to the social development factors, some of the students are shy and might have difficulties in
working with their peers during the activity.
 k. Interests/Aspirations (relevant to this academic area) Many of the students enjoy the book they are
reading, which might help keep them engaged during this activity.

8. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the
content? Please specify anticipated difficulties for English Learners, Standard English Learners, and/or students with
special needs. )):
For Standard English learners, some difficulties might be in writing why they think the author used a figure of speech
or writing about what a particular figure of speech contributes to the story.
For English learners, some difficulties might be in categorizing the examples of figurative language and then finding
examples in the book. They also might have difficulty with the writing portion of the assignment.
For the students with special needs, some difficulties might be in the categorizing the examples of figurative
language and then finding examples in the book. They also might have difficulty with the writing portion of the
assignment.

Part III - LESSON ADAPTATIONS (TPE3.5,4.4)

9. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the
anticipated difficulties? Ex:) Please specify modifications/accommodations for English Learners, Standard English
Learners, and/or students with special needs. )
For English learners, I can provide sentence stems to give them direction in their writing. I can also pair them with
stronger ELs so that they can work together and have the option of using their home language if they need to.
Students with special needs will have access to an aide, and I can pair them with an average student to help them
make connections with their peers as they learn.

10. 21st Century Skills Circle all that are applicable

Communication Collaboration Creativity Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson
(TPE1.5,3.3):
Students will use collaboration and communication skills when categorizing the examples of figurative
language in their partner groups. They will also communicate with the teacher when explaining their choices
for categorizing the examples in certain ways. They will use critical thinking skills when exploring how figures
of speech contribute to the meaning of a story, and they will use creativity when selecting a figure of speech
and writing about it.
11. Technology - How will you incorporate technology into your lesson? (TPE4.4, 4.8)
I will use a PowerPoint presentation and a projector to introduce/ refresh the students knowledge of figurative
language.

12. Visual and Performing Arts How will you provide the students with opportunities to access the
curriculum by incorporating the visual and performing arts? (TPE1.7)
I will incorporate visual examples in my presentation to give the students another way of processing the
information.

Part IV - ASSESSMENT OF STUDENT LEARNING (TPE1.8,5.1)

13. Assessment Criteria for Success: (How will you & your students know if they have successfully met the
outcomes? What specific criteria will be met in a successful product/process? What does success on this lessons
outcomes look like?)

a. Formative:
I will walk around the room and monitor the students progress while they are categorizing the examples as
an informal assessment. For a formal formative assessment, I will be collecting their work, in which they will
have found examples of each figure of speech I the text and written at least three sentences about what
each one means and how it contributes to the story.

b. Summative (if applicable):

c. (Attach rubric here, if applicable):

d. How do you plan to involve all students in self-assessment and reflection on their learning goals
and progress? (TPE5.3)

Part V - INSTRUCTIONAL PROCEDURE

 14. Instructional Method: Circle one Direct Instruction Inquiry Cooperative Learning

15. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
Walk Two Moons by Sharon Creech
Computer with internet access
Powerpoint
Projector
Pen/pencil and paper
16. Procedure (Include estimated times. Please write a detailed procedure, including questions
that you are planning to ask.):
OPEN:
At the beginning of class, I will give each partner group (the students are seated in twos, so that is the group they
will be in) an envelope containing three examples each of a simile, metaphor, idiom, personification, and hyperbole. I
will not tell the students what they are, but ask that they categorize the items however they want to. As they are
doing this, I will walk around the room, listening to the students conversations and monitoring their progress. When
the students are done, I will call on groups randomly and ask them to share how they categorized their items and
why. Then, I will explain that what they have in front of them are examples of simile, metaphor, idiom,
personification, and hyperbole. I will go over each one on a PowerPoint slide with a definition and example. In
between introducing a new figure of speech, I will instruct the students to go back to the examples and try to
categorize them according to the new criteria. I will walk around the room, monitoring the students progress. When
they are done, I will call on students and ask them to paraphrase the definition and example of simile, metaphor,
idiom, personification, or hyperbole. (20 minutes)

BODY:
I will give each student a copy of Walk Two Moons and a worksheet on which they will write one example each of
simile, metaphor, idiom, personification, and hyperbole that they will find in the book. They will have to write an
example and page number, as well as what the example means. They must include what they think the character or
the author means by using that example of figurative language. I will model the expectations for the activity, finding
an idiom from the book, writing the page number and what the idiom means. At the end of the worksheet is a
reflection in which they must write 4-5 sentences on why figurative language is important in understanding writing
and why people should use it when they write. As the students work on their worksheets, I will be walking around the
classroom, monitoring their progress and offering support if needed. If any students are struggling, I will bring them
back to whole group so that I can figure out how they are doing, and we can go over more examples. (20 minutes)
CLOSE:
I will collect the worksheets and textbooks. If students have not completed their worksheets, it will be due at the
start of next class. I will end class by asking why they think figurative language is important to a story and reminding
them to try to incorporate figurative language into their own writing. (5 minutes)

Part VI REFLECTION (TPE6.1)

1. Please include your rubric data here. Include 5 student work samples low, medium, high, EL, & Student with
Special Needs
The worksheet I gave the students required that the students find one example each of simile, metaphor, idiom,
hyperbole, and personification. They had to write it, the page number, and what they thought it meant. At the end, I
asked them to write three to five sentences about why figurative language is important to use in writing. Each
question was worth five points, with the reflection question at the end being worth ten points.

2. Were the students successful at achieving the lesson objective?

a) If so, explain which areas in which students were successful, according to your data analysis.

Some students were successful in achieving the objective. Most of them were able to find appropriate
examples of each, as well as write what they thought it meant.

b) If not, explain which areas in which students were not successful, according to your data analysis. Why do
you think they were not able to achieve the lesson objective in these areas?

Many of the students were confused between metaphors and similes, metaphors and idioms, and about
what personification is. Some of them also forgot to include the page number. Many students did not finish
in time, but my master teacher advised me to not allow them to take the worksheet for homework.

3. What instructional strategies did you use to help students achieve the lesson objective? Which subject-specific
pedagogical skills did you employ to help students be successful? (Reference TPE Part 2: Subject-Specific
Pedagogy)

After going through each figure of speech on a powerpoint presentation, I asked the students to give me
examples of each from the slips of paper I had given them. We went over several examples. Then, for the
book, I modeled an example of an idiom and then guided them through an example of a simile. As they were
 working on their worksheets, I walked around the classroom, monitored their progress, and answered
questions. If they needed help, I went over more examples.

4. What would you change about the lesson and why (according to your data analysis)?

After the first time I taught this (I taught it four times), I realized that I needed to narrow the area of the book
the students should look in because they seemed a little overwhelmed by looking through the whole book for
an example, so I told them to look in the first five chapters, and then the first three, because I knew that they
could find all five in the first three chapters. If I were to teach this again, I might take idiom off the list, because
it was too easy to get confused by. I also considered maybe giving them a list of quotes from the book and
having the students classify them as each figure of speech.

Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student
work related to this lesson. Make copies of student work for levels of high, middle, low, EL, and Student with Special
Needs, and write your comments on the copies.