USD Daily Lesson Plan

Teacher Candidate: Tim Bleakley Cooperating Teacher: Charisa Childress

Lesson Date: 12/6/17 School: Arroyo Vista Charter
Grade: 7 Subject: English
Lesson/Unit Title: Literary Structure Unit (Short animated film mini-unit)

CCSS and CA SS /Standards: Agenda: Welcome students/explain shift in focus from

CCSS.ELA-LITERACY.RL.7.2 American Born Chinese to animated short Feral as
Determine a theme or central idea progression from solely-text to a visually based medium
of a text and analyze its (while still maintaining thematic relevance). Pass out
development over the course of the Freytags pyramid worksheets and play 11:20 minute-long
text; provide an objective summary Feral. Task groups with analyzing/filling out sheet in table
of the text. groups. Watch video again before 9:00. Task table groups
CCSS.ELA-LITERACY.RL.7.3 with new discussion topic, What happened to the boy during
Analyze how particular elements of his night in the cage? Allow students to discuss and come to
a story or drama interact (e.g., how a consensus at their table, have them sign their names to an
setting shapes the characters or exit slip with their answer to the question, share out if any
plot). extra time.
CCSS.ELA-LITERACY.RL.7.5
Analyze how a drama's or poem's
form or structure (e.g., soliloquy,
sonnet) contributes to its meaning
Lesson Objective: Students will gain further experience in interacting with a piece of visual art,
identifying its technical pieces and connections to literature.

Essential Question(s): How are metaphors conveyed via a medium without words?
Key vocabulary and phrases: Metaphor, symbol, figurative language, animated short, structure, color
scheme
Context of Lesson (what happened previous to lesson and how does this lesson build on that):
Upon finishing the novel unit, I wanted to give the students a change of pace and introduced them to
collaborative google-doc shared writing. An entire week was spent crafting their own narratives with
anonymous partners, and I had planned on utilizing those narratives as the source material for the
students own mini-graphic novels. Unfortunately, I did not effectively teach American Born Chinese, a
fairly straightforward text that I thought would serve as a solid base for their own projects to be built upon,
and so I am amending my schedule to fit in 1-2 more days of connecting visual representations of
figurative language to the text-based ones the students became familiar with through the novel unit. It is
my hope that by this weeks end, Ill be able to spend the first two days of my final week on the students
creative projects, and the last two days on a bit of fun (watching the movie version of Mrs. Peregrines
Home for Peculiar Children).
 TIME INSTRUCTIONAL SEQUENCE FORMATIVE Materials/
ASSESSMENT Technology

Get started/Drill/Do Now: Welcome in, get sat, reference Worksheets

3-5 Freytags pyramid sheets on their tables, explain shift from
min American Born Chinese to animated short Feral

Engage/Motivation: Pose essential question to lesson, Brief Laptop,

3-5 How can a metaphor be conveyed through a medium which question/answer overhead
min doesnt utilize words? projector

Whole Group Instruction: Play animated short, Feral Freytags pyramid Overhead
10- worksheet projector,
12 worksheets
min

Group Practice/Small Group Instruction: Task groups Monitor groups Worksheets

5-7 with filling out Freytags pyramid worksheets discussions,
min worksheets

Whole Group Instruction: Replay Feral cage scene, then Monitor group
10- entire animated short again on lower volume as tables discussions
12 discuss new topic, What happens to the boy in the cage
min overnight? Remind students of essential question, How are
metaphors conveyed via a medium without words?
Evaluate Understanding/Assessment: Assign exit slip: Exit slips
each table group will come to a consensus as to what
3-5 happened to the boy in the cage, as well as how metaphors
min are conveyed wordlessly. If time allows, some answers will
be shared out. Slips collected at door.

1-2 Closing Activities/Summary: Collect slips Exit slips

min

ELL Strategies/Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the

needs of all learners, including IEP, 504 plans, high ability learners, etc.?) ADD ROWS AS NEEDED.

STUDENTS WITH IEP/504 PLANS

IEP/504 PLANS: CLASSIFICATIONS/NEEDS NUMBER OF SUPPORTS, ACCOMODATIONS, MODIFICATIONS, PERTINENT
STUDENTS IEP GOALS
ADHD 1 Active classroom environment, group work
Sensitive Mental Health Issues 1 Prescreened classroom material

STUDENTS WITH SPECIFIC LANGUAGE NEEDS

LANGUAGE NEEDS (ELL) NUMBER OF SUPPORTS, ACCOMODATIONS, MODIFICATIONS
STUDENTS
Near fluent 1 None needed

STUDENTS WITH OTHER LEARNING NEEDS

OTHER LEARNING NEEDS (High ability, struggling NUMBER OF SUPPORTS, ACCOMODATIONS, MODIFICATIONS
readers) STUDENTS
High ability 1 Increased attention