Beruflich Dokumente
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Materials/Texts:
Prezi (Copies)
How it Feels to Be Colored Me- audiobook(Youtube)
Projector
Marker
How It Feels To Be Colored Me- Zora Neale Hurston
Lesson Component What will you do? / What will students do?
TEKS 11.6.A Analyze how rhetorical techniques (e.g., repetition, parallel structure, understatement,
What Language Arts and Reading overstatement) in literary essays, true life adventures, and historically important speeches influence the
Standards does this lesson address? reader, evoke emotions, and create meaning
How do you know the students need
this lesson?
Fig. 19.B Make complex inferences (e.g., inductive and deductive) about text and use textual evidence to
Unpack the standard(s) by identifying
support understanding.,
the strategy(ies) or skill(s)
ELPS
1.H. develop and expand repertoire of learning strategies such as reasoning inductively or deductively,
looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level
learning expectations.
4.A. learn relationships between sounds and letters of the English language and decode (sound out) words
using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes,
roots, and base words;
4.J. demonstrate English comprehension and expand reading skills by employing inferential skills such as
predicting, making connections between ideas, drawing inferences and conclusions from text and graphic
sources, and finding supporting text evidence commensurate with content area needs;
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Lesson Objective (C.1, A.3) SWBAT identify usage of figurative language within a text and analyze the purpose and intended impact on
Objectives must be the reader, using textual evidence to support a claim.
specific-(clearly defined learning)
measureable-(assess student
ELLs objective/SPED objective - SWBAT identify the usage of figurative language within the text
achievement)
aligned (with the TEKS)
Because the original objective is broad and can be challenging for ELL learners, we modified the objective for
rigorous (written with verbs for them to master the first part before moving onto second part of the objective.
expectations of high rigor)
posted shared aloud with
students
Assessment (B.1, B.2,C.1, C.2) Exit Ticket:
How will students demonstrate their 1. What type of figurative language is used in line 105?
mastery of the objective?
What evidence will you collect to I feel like a brown bag of miscellany propped against a wall.
assess understanding?
Are assessments differentiated for A. Metaphor
diverse learners?
How will the data inform tomorrows B. Personification
lesson?
C. Simile
D. Hyperbole
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3. What is the purpose of the personification in lines 74-77?
A. To show a connection between the narrators primordial self and the wildness of the music.
B. To illustrate the way the white man feels about listening to the jazz music.
C. To contrast the type of music Hurston likes with the type of music her white friend likes.
D. To demonstrate that wild men who cant control their instruments are playing the music.
A. Not only did I enjoy the show, but I didnt mind the actors knowing that I liked it. (15-16).
B. There is no great sorrow dammed up in my soul, nor lurking behind my eyes. (38-39).
C. It is quite exciting to hold the center of the national stage, with the spectators not knowing whether
D. When I set my hat at a certain angle and saunter down Seventh Avenue, Harlem City, feeling as
snooty as the lions in front of the Forty-Second Street Library, for instance (92-93).
A. To demonstrate how Hurston feels her colored-ness compared to her white companion.
B. To explain that Hurston and her white friend are from two different continents.
C. To show that Hurston and her friend have different taste in music.
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Modification for ELLs and/or SPED: Answer questions 1, 2 & 4. Questions 3 & 5 ask students to infer purpose, which
is not included in todays ELPS and ELL objective.
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Teacher Modeling (A.1, A.2, B.1, B.2, Teacher action:
C.1, C.3, D.1, D.2, D.3) Create anchor chart with Figurative language definitions (have a Spanish teacher or Spanish speaker do it along
A brief teacher directed lesson aligned with you in Spanish), use videos to show examples of figurative speech to ELLs and SPED students
to the objective. Review definitions of metaphor, simile personification and hyperbole show video examples of these to ELLs,
Model thinking using think- let them watch with caption (UDL by giving them video which is for visual learners and auditory learners)
alouds. https://www.youtube.com/watch?v=D--OnJsD6AA ---> hyporbole video for ELLs
Engage students using turn and https://www.youtube.com/watch?v=lEK1SKbEn8M ---> Metaphor for ELLs ( UDL Multiple Means of
talk or other student response Representations )
checks to monitor Model reading text to the end of line 16
understanding. Show students a picture of a proscenium box and ask for guesses of what it could be used for
Utilize organizational tools Who likes to go to the mall and watch random people?
(anchor charts, process charts, Why do you enjoy people watching?
graphic organizers) when Thats what Mrs. Hurston was doing here. The people who passed her were the actors and they
appropriate. were giving her a show. Why might this metaphor be significant?
Cold call student to read aloud lines 1-3
Modification:
(be respectful and culturally aware of ELL students who might be at a beginning or intermediate level. Do
not cold call these students, CFU individually)
Prompt students to highlight the hyperbole (provide synonym - exaggeration for ELLs)
Student action:
1. Brainstorm definitions for anchor chart
2. Track passage
3. Highlight the figurative language example
4. Complete graphic organizer
Modifications:
Beginner and intermediate proficiency ELLs do just do one, two, and three
Accommodations
Print out copy of presentation for students who have a difficulty seeing the prezi
Play the audiobook for the first 16 lines with the captions so that ELLs can see and hear how the words should
sound (ELPs 4.A)
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Guided/Collaborative Practice (A.2, Teacher action:
B.1, B.2, C.1, C.2, C.3, D.1, D.2, D.3) Assist students who are stuck in furthering their analysis
Identify guided practice needed before Questions
releasing students to practice on their
What figurative language did you find?
own
Consider
What is she comparing?
Cooperative groupings Help ELLs with finishing Graphic Organizer
Conceptual difficulties that might
arise and how will you address Student action:
them Reread lines 1-3 and find the example of a hyperbole. Highlight the example in yellow, then explain
How students can initiate its significance.
discussion Modification for ELLs/SPED: they will be required to just find example and highlight it. They do not
How tasks are differentiated need to explain its significance
How the tasks advance students
Fill out graphic organizer under hyperbole
understanding and learning
Ways to check for understanding
Exemplar: I am the only Negro in the United States whose grandfather on the mothers side
or need for further support was not an Indian chief
Work in pairs to find and analyze examples of each type of figurative language within the text.
Students will highlight 3 examples of figurative language within the poem and analyze its
meaning.
Students will transfer their highlighted examples onto their graphic organizers
Strategy : Grouping (for ELLs): In this turn and talk activity we will specifically group ELLs with
beginner and intermediate proficiency level with those on advance and advance high, so that
they can help each other
Modifications: ELL students will highlight 3 examples of each type of of figurative language but are not
assessed on analyzing meaning. (ELPS 1.H., 4.J.)
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Independent Practice (A.1, A.2, A.3, Student action:
B.1, C.1, C.2, C.3) Independently reread the passage and find two additional examples of figurative language and explain its
What opportunities will students have significance.
to use the new skills/concepts in a Students will transfer their highlighted examples onto their graphic organizers
meaningful way?
How will students demonstrate their Modification: ELL students will highlight 2 additional examples of figurative language but are not assessed on
mastery of the objective? analyzing meaning. (ELPS 1.H., 4.J.)
Teacher action:
Circulate to identify students who are still struggling
Students who are still struggling with vocabulary should be prompted to the language coach activity
Language coach
Prompt student to focus on line 57
Ask student to identify words that are in the sentence that help them come to that definition
Accommodation: Allow ELL students to use list of cognates or define words using cognates they can identify in the
passage.
Closure (A.3, B.1, D.1, D.2, D.3) Kahoot!! Using computers and Phones
Assessment of student learning Accommodations: Put the answers in Spanish for ELLs.
including student reflection on what
was learned which may include one or Student Expectations: Students are silently and independently completing their exit tickets for 10 min.
more of the following:
Connections to previous learning Review objectives and ELPS for todays lesson.
A review of the objective and if it
what achieved Celebration of learning: Students share an example of their own figurative language in English and native languages!
An exit slip or other means of
informal assessment
Student sharing and peer
feedback
Celebration of learning
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