SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC LESSON PLAN TEMPLATE Revised 1.4.17

For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.
Name CWID Subject Area

Brandi Malavenda 889857728 English

Class Title Lesson Title Unit Title Grade Levels Total Minutes

Analyzing meaning and

English tone and word choice Poetry with Meaning 10 60
in poetry.

CLASS DESCRIPTION (including specific special needs and language proficiencies)

There are 27 students in the class. The students range in a variety of Gate students, ELL and
striving readers. The class is located in a lower socio-economic area. 16 boys, 11 girls

STANDARDS, OBJECTIVES, & ACCOMODATIONS

Content Objective(s) SDAIE (Integrated ELD) Strategies

CCSS Math, CCSS ELA & Literacy History/Social Studies, Science and
(cognitive, psychomotor, for developing knowledge in the
Technical Subjects, NGSS, and Content Standards
affective) content area
 Unit Goal: The students
• RL.9-10.1 — Cite strong will know how to find
elements of tone and
and thorough textual theme in poetry. Lesson
Objective #1.Students
evidence to support analysis will be able to discuss
of what the text says ideas and determine how
specific language affects
explicitly as well as poetry.
Audience: Students
inferences drawn from the Behavior: Read and
annotate Langston
text. Hughes poems.
• writing activities
Condition: Working
preceded by prewriting
independently.
• vocabulary emphasis •
Degree: List 2 out of 5
use of cooperative
• RL.9-10.2 — Determine a possible themes in the
learning groups •
poems.
theme or central idea of a tapping prior
Lesson Objective #2
knowledge/ personal
Using Langston Hughes
text and analyze in detail its poem, “The Weary
application •
appropriate pacing •
development over the course Blues”, students will be
modeling of activities
able to identify at least 2
of the text, including how it different tones that
contribute to the meaning
emerges and is shaped and of the poems.
Audience: Students
refined by specific details; Behavior: Work in small
provide an objective groups to discuss certain
elements. Condition:
summary of the text. Small groups Degree:
describe how at least two
specific word choices
contribute to the meaning
of the poems.

Tier II (General Academic) Vocabulary Tier III (Domain Specific) Vocabulary

Mood, Tone, Diction, Theme Syncopated, Crooned, Weary

Disciplinary Language SDAIE Strategies for developing

English Language Development Standards (ELD)
Objective(s) knowledge of disciplinary English
 1.Students will be
able to orally
justify why the
word of their
ELD.P1.9-10.A.1.Em choice contributes
Exchanging information and ideas with to the tone of the
others through oral collaborative poem.
discussions on a range of social and 2. Students will
academic topics record ideas in a
1)Graphic Organizer
graphic organizer.
ELD.P1.9-10.B.5.Em 2)Audio of readings
Listening actively to spoken English in a 3. Peer to peer 3)Short video on
range of social and academic contexts interaction will theme/tone/mood
help them to think,
pair, share and
generate/validate
their ideas on
meaning/tone in
the poems.

Additional Student Accommodations (Behavioral, Cognitive, & Physical)

Specific Needs Specific Accommodations

Students with special needs will benefit

by working with other students around
them in small groups. These students My students with 504 or IEP will be offered
will also benefit by watching the video preferential seating and extended time as
in class. Using many different sources needed.
throughout the lesson, will further
enrich their learning.

STUDENT ASSESSMENT

Type Purpose/Focus of Assessment Implementation Feedback Strategy How Informs Teaching


Essential Question
EL
Quickwrite/Class discussion
Group discussion on findings
teacher gives to students at Sees what students already
while engaging and promoting
the beginning of class know about poetry.
a deeper level of thinking.

teacher gives out after short

Graphic Organizer will be Helps teacher to plan next
video clip. Teacher models
PM Graphic Organizer Exit Ticket collected to monitor progress lesson and what area the
example of expectations by
and provide feedback. students need more work in.
filling out first example.

Summative test will be given at

Identify tone/mood formal
S re teach lesson in a more
assessment
end of Unit to check for overall
understanding of tone/mood.
This summative assessment
will be done with one of
Langston Hughes poems (I’ve
included a few to choose
The summative assessment will
from). Students will highlight, Teacher will comment on tests
give teacher the opportunity to
annotate the entire poem for students so that they know
independently. They will what they still need to work
meaningful way at a later time
answer on a separate sheet of on.
as necessary.
paper and identify tone/mood
and how certain word choices
contributed to the tone/mood
of the poem. This will be done
in a complete paragraph and
assessed through using the
attached rubric.

INSTRUCTION

Lesson Introduction/Anticipatory Set

Time Teacher Does Student Does

While taking attendance

students will do a quick write
I will write literal definitions of
and answer the Essential
diction and tone on the board
Question, “How can poetry
for the students to have a visual
impact the way we feel about
5 min
representation and something
ourselves and our own culture”
to refer to throughout the
which helps to build on Funds of
lesson.
Knowledge and also gives
insight to Hughes views.

Lesson Body

Time Teacher Does Student Does

 After quick-write students will engage in class discussion with
5 minutes: I will discuss Essential Question as a whole
their responses.

group asking for students to share their responses by

raising their hands. I will first provide an example

response that could be something like, “ Poetry can

impact the way we feel about ourselves and our own

culture by helping to create a sense of identity and

adding to a sense of self worth.The words (diction) that

are used in poetry are very important so that we as

readers can connect.”

4 minutes: After whole group discussion on Essential

Question, I will introduce assignment for today while Students will watch video and engage after video by asking
questions which will further check for understanding.
distributing the two handouts and going over agenda

(noted in objectives). I will ask the students if they

have any prior knowledge of mood and tone and guide

them to observe the definitions written on the board of

the literal meanings of the words. Handouts are: 1)

Langston Hughes poem 2) Graphic organizer

35 min
8 minutes: Show short Animoto video to class with Key

Vocab. Check for understanding after video by asking

for questions and calling on students which encourages

interaction.

5 minutes: Read poem together as a class (using text-

to-speech audio) asking students to highlight and

identify any word choices, themes, mood and tone that Students will follow along with reading while listening to the
audio read aloud. They will highlight as necessary.
they identify in the piece that is important while they

are listening to audio and following along.

10 minutes: Students will then group into small groups of 4 to

discuss their findings. Teacher will walk around and listen to

students to monitor for progress and understanding.

3 minutes: I will bring class together to model a different

Students will get into groups of 4and discuss what they found in
poem.
poem on the overhead projector in regards to mood/tone and

diction. I will show students how to fill out the graphic

organizer by providing one example for students to follow.

Students watch teacher model a different poem and graphic
organizer. Students will label one side of the graphic organizer with
tone and the other side with diction (word choice).
Lesson Closure

Time Teacher Does Student Does

Students will pass up their

graphic organizers when they
provided at least 3 of their own
examples to the front of their
rows for me to collect, upon
them exiting the class. Before
students leave, I will debrief on
the lesson (2 min) and relate
the Essential Question to
13 min
Hughes poem. Accuracy for
mood and tone will briefly be
discussed, and students will
know that another Hughes
poem will be given the following
lesson to ensure mastery of the
subject before a summative
assessment is given at the end
of the unit.
Students will then fill out
graphic organizer with shoulder
partners based on Langston
Hughes poem, "The Weary
Blues” and turn in as an exit
ticket (formative assessment)
for teacher understanding
review. This will help students
feel more comfortable with the
assignment by being able to
collaborate with their peers.

Instructional Materials, Equipment, and Multimedia

Graphic organizer, Langston Hughes poem printout, short video clip on key
vocab https://animoto.com/play/vE1lQhDWNYD2ZYEZdX12Vw

Co-Teaching Strategies

X☐One teach, one observe ☐One teach, one assist ☐Station teaching ☐Parallel teaching
☐Supplemental teaching ☐Differentiated teaching ☐Team teaching ☐Not applicable

CO-PLANNING NOTES