Student Teaching edTPA Lesson Plan Template

Subject: Reading Central Focus: Figurative Language

Essential Standard/Common Core Objective: 3.RL.4: Determine the meaning of words and Date submitted: Date taught: 3/18/14 phrases as they are used in a text, distinguishing literal from non-literal language. Daily Lesson Objective: After reading three poems, students will identify what type(s) of figurative language were used for each poem and identify where it was used with an accuracy of at least a 4 out of 5. 21st Century Skills: Academic Language Demand (Language Function and Critical Thinking and Problem Solving, Vocabulary): Communication and Collaboration Analyze Prior Knowledge: Students must have an understanding of the different types of figurative language and know some examples of each type. Activity Description of Activities and Setting The teacher will have a brief review of the types of figurative language. For this lesson, the teacher will focus on similes, onomatopoeias, metaphors, personification, and alliteration. The teacher will ask the students if they can name a type of figurative language. The teacher will call on students to provide their answers along with a definition of the word and an example to go with it. If the students struggle to come up with a definition or an example, they will be allowed to call on another student to help them explain. If the students do not remember a specific type, the teacher will give the students an example of the word and have the students guess what type of figurative language was used. After reading and discussing three different poems from the book Poetry Speaks to Children, you will identify the different types of figurative language that is present in three different poems that I will provide to you on a worksheet with an accuracy of at least a 4 out of 5. The teacher first reads the poem Mrs. Mitchells Underwear by Dennis Lee. The teacher shows the students the picture first and then begins to read. First the teacher reads the entire poem once without stopping. Then the teacher tells the students that she is going to go back and determine the parts where she or he saw figurative language being used. The teacher will read, Mrs. Mitchells underwear is dancing on the line. The teacher will then say, I have never seen a pair of underwear dancing before, but I have seen a towel once getting blown around by the wind. To me, it kind of looked like it was dancing. I wonder if that is what the author is trying to say and used figurative language to say it in a more creative way. Now what type of figurative language gives objects human traits? I remember now, personification. The teacher will continue to look at the poem and read, Mrs. Mitchells underwear is prancing on the line. The teacher will think out loud again to find out what type of figurative language is being used. Underwear does not really prance. I have seen a horse prance before so I think that the type of figurative language that was used here is personification again because it is giving the object an animal trait. The teacher will read, Mrs. Mitchells underwear is like a frilly zoo! The teacher will think out loud, Can a piece of underwear really be a zoo? No, I dont think that is what the author is trying to say. I remember during our review that someone said there was a type of figurative language that used like or as when comparing something to something else. What was the name Time 5 minutes

1. Focus and Review

2. Statement of Objective for Student

10 minutes

3. Teacher Input

4. Guided Practice

5. Independent Practice

6. Assessment Methods of all objectives/skills:

of that type of figurative language? Oh yes, this is an example of a simile because it is comparing the underwear to a zoo and it is using like or as. Similes are different from metaphors because metaphors compare two things without using like or as. That is how I can distinguish the two types of language. The teacher will then read one more poem to demonstrate how to find figurative language within a poem. The teacher reads the poem Gas by C.K. Williams. The teacher first reads the entire poem through once without stopping and then goes back to find the figurative language used by the author. The teacher reads, Farting is forbidden here and thinks out loud about what type of figurative language this could be. The teacher explains to the students that the sounds at the beginning of the words are very similar. There was a type of figurative language that had a definition that said the sounds are similar between the words or between the phrases. Thats right, it was alliteration. This is an example of alliteration because the words in the poem start with the same sound. The teacher will also use this poem to provide the students with examples of rhyming schemes that can be seen in a poem as a review from a previous lesson. The teacher will read the poem The Tale of Custard the Dragon by Ogden 10 Nash. The teacher will tell the students that he or she will read the poem to minutes them and that they need to listen for examples of figurative language. Once the teacher is done reading the poem, he or she will ask the students what types of figurative language was seen in the poem. This poem has examples of similes, metaphors, personification, and an example of onomatopoeia. The teacher will give appropriate wait time to allow all of the students to formulate an answer and then call on a student and have them identify where they saw the figurative language. An example of a students response can be, I saw an example of a simile in the poem. It was when the poem said Belinda was as brave as a barrel full of bears. The part that says as brave as a barrel full of bears is a simile because it is comparing to things using like or as. Another example of a students response would be, I saw onomatopoeia when the poem talked about how the mouse giggled. It said and Blink said Weeck! which is giggling for a mouse. Weeck is an example of a onomatopoeia word. One more example that a student to give is, I saw a metaphor in the poem when it said chimney for a nose. I know this is a metaphor because it is comparing two things but it is not using like or as, which means it has to be a metaphor. Once the students have provided their answers, the teacher will help them find any types of figurative language that was missed by rereading certain parts of the poem and guiding them through questioning specific phrases. The teacher will hand out the worksheet to the students with the three poems 15 on them. The teacher will tell the students that they are to complete this minutes worksheet on their own without any help from their peers. The teacher tells the students, You are expected to find the different types of figurative language that are used in these poems. You then need to highlight, underline, or circle the phrases or words that represent a type of figurative language and write the type of figurative language used next to the word or phrase. The teacher will ask the students if they have any questions and then tell them to begin. The worksheets will be taken up from the independent practice and graded on accuracy. If the students receive a 4 out of 5 they will have meet the standard. An informal assessment will be taken of the students during the focus and review section and the guided practice as the students answer the questions asked.

5 minutes 7. Closure The teacher will end the lesson with a brief review of what they have learned for the day. The teacher will ask the students if they can come up with a phrase that represents a specific type of figurative language and have the other students try to guess what type of language is being used.

8. Assessment Results of all objectives/skills:

All of the students failed the assessment. The highest score was a 3 out of 5. The majority of the class made a 1 out of 5. Student/Small Group Modifications/Accommodations For students who struggle with reading: the teacher can pair that student with a partner and allow the partner to read the passage with the student without telling each other the answers. For early finishers: the teacher will ask the students to create their own poem using at least one type of figurative language. They may provide an illustration for their poem.

Targeted Students Modifications/Accommodations For students who have ADHD: they will be moved to a desk at the back of the room where they can work without being distracted by their peers or any activity that is going on outside the hallway.

Materials/Technology: Poetry Speaks to Children, assessment worksheet Reflection on lesson:

CT signature: ________________________ Date: ______ US signature: ____________________________Date: ______

Name:
Directions: Highlight, circle, or underline the figurative language that is in each poem. Write what type of figurative language is used next to your selection.

Ive Got a Dog by Anonymous Ive got a dog as thin as a rail, Hes got fleas all over his tail; Every time his tail goes flop, The fleas on the bottom all hop to the top.

Weather by Anonymous Whether the weather be fine Or whether the weather be not, Or whether the weather be hot, Well weather the weather Whatever the weather, Whether we like it or not. The March Wind by Anonymous

I come to work as well as play: Ill tell you what I do; I whistle all the live-long day, Whoo-oo-oo-oo! Woo-oo! I toss the branches up and down And shake them to and fro, I whirl the leaves in flocks of brown, And send them high and low. I strew the twigs upon the ground, The frozen earth I sweep; I blow the children round and round And wake the flowers from sleep.

Reflection: This lesson went really great until I got to the assessment portion of the lesson. A minute after passing out the assessment, I realized that the students were not going to be able to complete it and I had made it to

challenging for them. The start of the lesson went wonderfully. The students were able to provide me with all of the different types of figurative language that we would be talking about that day and they could also provide me with really good examples. Most of them struggled with coming up with a definition for the words, but after enlisting the help of their peers, they were able to come up with a definition for each word. After the focus portion of the lesson, I was feeling great. During the teacher input, the students sat quietly and were very attentive. They loved listening to the poems and not a single one of them talked. When I went over the poem again to pick out the figurative language, many of the students were able to provide input and tell me that they found the figurative language in the poem when I was reading it. The students were able to tell me what they thought the author was trying to say in the poem when they used the figurative language and how the use of figurative language added to the poem. My second poem was a hit. This poem was not my first pick for the lesson, but the teacher suggested me to use it because she knew her students would love it and they did. They laughed and got so excited when I was reading the poem. You could tell that all of the students were really enjoying the lesson and I was getting more confident the longer I was up there. I hit my first bump when we got to the guided practice portion of the lesson. I picked a poem that had a lot of figurative language within it so that I could get more students involved with the poem. After I read the story to the students, I asked if they had seen any figurative language being used within the poem. A few hands shot up immediately but I waited a little while longer to allow the other students to form an answer. When I finally called on a student, the majority of the students had their hands raised. The student that I called on said that he saw figurative language within the poem. I asked him what type and he said he heard a simile. I then asked him what the text said and that is when I realized the mistake I had made. I did not think about how the students would not be able to answer my questions during the guided practice without the text right in front of them. I should have typed the poem up and provided each student with a copy to highlight and make notes on. This would have increased their learning tremendously by giving them a visual of the material that we were covering. I was so mad at myself for not thinking about this before the lesson, but I knew I could not do

anything about it at the moment so I improvised. I decided to read each stanza to the students and then have them tell me if there was figurative language present. If they said yes, I would go back and read each sentence slowly. When they heard figurative language, they had to raise their hands and then we would discuss what type of figurative language was used. This seemed to work well with the students and they were able to find all of the examples within the poem. If I were to do this lesson again, I would have a print out of all of the poems that I would be going over with my students so that they would be able to follow along and take notes as we talked about the poem. My next bump was a big one. It pretty much brought my lesson down from being a great lesson to the worst experience of my student teaching so far. I handed out the assessment to the students and told them that they would be doing exactly what we did for the poems that we just went over. They were going to read the poems and then identify the types of figurative language used in each poem. I thought that this assessment was going to go great and the students would really enjoy highlighting their answers, but I was wrong. A minute after I passed out the assessment, almost everyones hand went up and I knew that I had messed up. I went to each student and they all told me the same thing. They could not remember the names of the types of figurative language that we went over. They also could not remember what each type meant so they could not find any examples in the poems. I was shocked. I thought that they would do so well with this assessment especially after watching them during the focus and review and guided practice portion of the lesson. I honestly had no idea what went wrong and I did not know what I was going to do. I tried to help the students by recalling some of the examples that were said during the focus and review and the guided practice portion of the lesson, but it did not help. It was like the students had forgotten everything we just did. I realized then that I should have put a word bank on the worksheet. I think the reason that the students froze up was because I was asking them to do to much with the worksheet and without a word bank, the assessment looked very intimidating. I talked to the teacher after the lesson and she said that the students will do that sometimes and I should not let it upset me. During the lesson it will seem like they understand the topic really well and then you give them the assessment and they all fail it. She said that next time I could put the word bank on the board or give them a worksheet that

allowed them to match each type of figurative language with an example. They were still learning this topic so it was to early to expect them to complete an assessment like the one I made for them. I believe that when I am a teacher, I will be able to handle these kinds of situations better because I will know what to expect from my students. I also will know what they have learned and what they have not learned. It is very difficult to go into a classroom in the middle of the year and start teaching, but I enjoyed my experience and learned a lot from it. This was the first lesson that I taught and I believe that I did a good job aside from the assessment. I know now how to handle myself if I am faced with a situation like that again and I will not freak out because I know that it happens sometimes. The more I teach, the more I learn and this experience has provided me with a lot of great feedback for what to do next year during my student teaching.

Cooperating Teacher Lesson Feedback Form Note: A complete lesson plan should be provided by the teacher candidate prior to observation. To be completed by the teacher candidate prior to observation

Preservice Teacher: Dr. Vintinner Date: 3/18/14 Time: 11:00 AM

Observer: Catherine Perez School: Torrence Creek Elementary Grade: 3rd

3. What are your goals and objectives for this lesson? My goals for this lesson are to have the students understand each type of figurative language and be able to identify the figurative language used in a poem. I want students to understand that figurative language is used by the authors to convey a specific meaning and I want the students to be able to figure out what that meaning is. 2. What are some specific things you would like observed? I would like you to observe my confidence during this lesson. Figurative language is not my strongest topic so I want to know if I conveyed the information to the students effectively. Also, I want to know how I did with reading the poems to the students and going back over the poem. Did I spend enough time on this? Did I go into enough detail with each poem?

To be completed by the Observer: 3. Strengths to continue to build on: You are very good at reading to the students. You did great with the poems and the students were attentive and engaged. You were confident with your lesson. I didnt feel like you were on unfamiliar territory. I think that is because you did a good job planning your lesson and thinking your lesson through. You worked hard circulating and helping the students. You were calm and pleasant.

4. Suggestions for future lessons: I think the worksheet was not the best choice for this activity. A different worksheet or activity for independent practice would have made a big difference for the end of this lesson.

Student Teaching edTPA Lesson Plan Template Subject: Reading Central Focus: Comprehension and making inferences about

the text to answer questions Essential Standard/Common Core Objective: CCSS.ELA-LITERACY.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Date submitted:

Date taught: 3/18/14

Daily Lesson Objective: After reading the excerpt from The Dutch Twins: Market Day with Father by Lucy Fitch Perkins, students will be able to answer questions that relate to the text that they read with an accuracy of at least a 4 out of 5. 21st Century Skills: Academic Language Demand (Language Function and Critical Thinking and Problem Solving, Vocabulary): Communication and Collaboration Analyze Prior Knowledge: Students need to know how to read a text and take notes while they are reading. Students also need to know the different types of character trait questions: character motivation, character feeling, and character action. Activity 1. Focus and Review 2. Statement of Objective for Student Description of Activities and Setting The teacher will ask the students what the three different types of character questions are. The students will name the types and give an example of each. After reading and discussing the excerpt from The Dutch Twins: Market Day with Father, you will be able to answer the questions at the end of the story with an accuracy of at least a 4 out of 5. The teacher will first tell the students, The first thing you do before you begin reading the passage is number your passages so that you can reference them easier when you are answering the questions. The teacher will number her passages while the students number theirs and then they will compare their numbers. If a student has to many or not enough, go over their work and help them fix the problem. The teacher then says, The next important step to do before reading the passage is to read the questions that come after the passage. This will allow you to determine what the questions are asking you and you can label each question so that you know what type of answer you will be looking for. The teacher will read the first question to the students. She will think out loud and say, The question says why did Father take the twins to the market? I wonder what type of character questions this is. It does not sound like it is asking about how the father feels, I think it is asking the reader what made Father want to take the twins to the market, so that means that this is a character motivation question. The teacher will write character motivation next to the question and instruct the students to do the same. The teacher will then complete guided practice Step 1 to allow the students to practice labeling the questions with the teachers assistance. Once all of the questions have been labeled, the teacher will turn back to the first page and tell the students that the next step is to read the story all the way through one time and then go back and make notes about the story. The teacher will read the entire story to the students while they read along silently. The teacher Time 3 minutes

15 minutes

3. Teacher Input

4. Guided Practice

will read the entire passage once without stopping and then go back and read the passages more slowly to the students. During the first five paragraphs, the teacher will think out loud and say things like this, In paragraph 2 it says the sun is almost up. I wonder what time of day that is when the sun is almost up. It cant be nighttime because the sun is not up at all at night and it cant be afternoon because the sun is going down during that time. I think it means that this story is taking place at dawn or in the early morning. I am going to write get up at down under that paragraph. Another example would be in paragraph 3, the teacher will say, The passage says the twins bounce out like two rubber balls. I am going to underline that because the author is comparing the twins to two bouncing balls using the word like so I know it is a simile. I am also going to write simile above the words so that I do not forget it. I can also infer that the twins are excited because you would not be bouncing around if you were sad or tired. The teacher writes these notes next to her passage and has the students do the same. The teacher does this for all five paragraphs. When she is finished, she moves on to Step 2 in guided practice. Step 1: The teacher will then read the next question out loud. She will 20 ask the students, This question says how the twins felt so what type minutes of character question do you think that could be when it is asking you about how the characters felt during a particular moment in the story. The students will answer, character feeling and write it next to the question. The teacher will continue to do this for the remaining questions. If the students get to a question that they do not agree, have them put character and a question mark next to the question to show that they are unsure. Step 2: The teacher will then go over each passage with the students. She will read each passage and then discuss with the students what they believe they should underline or note about the passage. The teacher will ask the students, Is there anything we can infer or guess about from reading this passage? Is there anything that tells us how the characters feel or why they are doing what they are doing? The students will discuss with each other what they believe should be noted and the teacher will contribute her thoughts as well to guide their thinking. For example, when the teacher reads passage 8, she will ask the students, Do you see any figurative language being used here? Are there any words that confuse you? The students should answer that there is figurative language within the passage and they should underline it and label the type of figurative language used. Some of them may say that laborers is a word that they do not know. Tell the students to circle the words that they do not know when they are reading. Tell them that they may not need them to understand the story and answer the questions, so they should not waste time trying to dissect their meaning. If they are unable to answer these questions, guide the students by reading the passage again and emphasizing specific parts. Provide them with examples so that they can relate the information to the text. The teacher will continue to do this for the entire passage. Once done, she will guide the students through the questions. She will have one student read the question out loud and then

5. Independent Practice 6. Assessment Methods of all objectives/skills: 7. Closure

have the students silently look at the answer choices. The teacher will remind them of the type of character trait that they have labeled the question. The teacher will show the students how to look for the answers within the text. The teacher should say things like this, For question number 3 it says to look in paragraph 17. Since we labeled all of our paragraphs we can easily find paragraph 17. This is also a character motivation question so we are looking to find out why the Father in the story told Kit and Kat to sit very still in the boat. The teacher will read the passage out loud to the students. The teacher will then say, From looking at the paragraph and looking at the notes that we took, we can infer that they had to sit very still because the boat was small and could tip over if they moved to much. Lets see if that is one of the answers. It is so I am going to circle that one. The teacher will allow the students to do the same thing for the other questions. The students can work together and the teacher will offer her input when needed as well. There is not independent practice during this group exercise. The students work together during the entire lesson.

0 minutes

The students are informally assessed. The teacher will take note of who is participating and offering good questions and notes and who is not participating as much and struggling to come up with good, solid notes for the passage. The teacher will ask the students what the steps to take are when you are completing a reading assignment that has questions about the passage at the end. 3 minutes

All of the students in my group passed this lesson. They participated in the lesson 8. Assessment Results of and were able to provide good notes when they worked together. all objectives/skills: Targeted Students Modifications/Accommodations Student/Small Group Modifications/Accommodations

This lesson targets students who struggle with For students who struggled with reading: the teacher reads reading assessments. These students have ADHD all of the information to the students to allow them to and need extra help focusing so this activity took focus on the content so that they can take good notes. place in a separate room that was away from the class and allowed the students to focus on the passage. Materials/Technology: Excerpt from The Dutch Twins: Market Day with Father by Lucy Fitch Perkins reading assessment Reflection on lesson:

CT signature: ___________________ Date: ______ US signature: _________________________Date: ____

Reasoning Behind this Lesson: For my small group lesson, the teacher asked me to work on a passage with a group of students who struggle with the reading assessments given in the school. The teacher wanted me to work with the students on the steps to take when taking a reading assessment. She waned me to show them the importance of each step and that you should follow the steps in order, no skipping. The teacher wanted me to teach the students to number each paragraph, decide what type of character trait each question was, read the passage to the students once without stopping, go back over the passage more slowly and take notes and make inferences about the paragraphs, and then finally answer the questions. These students needed this practice for the reading assessments because if they did not pass the test, they would have to go to summer school so this was a very important activity. The students struggled with focusing in the classroom so I took them to a tutor room to get rid of any distractions. Intended Outcome: With this assignment, I hoped to allow the students to really focus on the steps to take when taking a test without having the pressure to pass. These students have taken many reading assessments and they stress them out, especially when they take them in the classroom. I wanted to give the students the opportunity to take the test together without the pressure that a normal assessment put on them and show them that they had the power to pass the assessments. Reflection: This small group activity went very well. The students were not excited when they saw that they had to take another test, but when I told them that we would be doing it together, they got excited. All of the students participated in the discussions and bounced ideas off of each other. The students became very excited when they would suggest a note and all of the other students would write it down along with me. The students would beam with pride when they saw that their note had been a good one. There were some problems with conduct, but that ended at the beginning of the activity. The students tested me and acted out by talking and interrupting, but once they saw that I meant it when I said that they were

only allowed to talk when it was their turn, they stayed quiet. I told the students that if they could not respect their classmates enough to be quiet while they talk, then they would not get to participate in the activity. One boy decided to take a chance and continued to talk and I made him be quiet for five minutes. There were no problems after that. When we were finishing up the passage, the students were coming up with notes without my help. When we got to the questions, they all could answer the questions quickly and they answered them all right. I still made them go through the passage and have them check their answers, but they were so excited that they were finally able to complete an assessment and pass. After this activity, the students seemed to do much better on their reading assessments. Many of them received passing grades on the majority of the assessments that I saw. I think that this small group activity really helped the students understand that the assessments did not have to be scary or intimidating. As long as you follow the steps and take your time, the assessments become much more easier to handle. If I performed this small group activity again, I would have each student make a note card that stated the steps to take when completing the reading assessment. They could not look at the card when they were taking the real assessment, but they could look at the card before the assessment started to refresh their memory. I would also have the students work in pairs instead of as a group when reading and taking notes on the passage. I would have the pairs work together to read the passage the second time and take notes. Once each pair is done, I would have them compare their notes so that they could get a different perspective on how to view the passage. I think this would help them when making inferences about the passage. Since this activity was a sample of a real assessment, I was not able to get a copy of a clean assessment. The teacher informed me that day that I would be teaching that small group activity and I did not have time to copy the paper before the lesson that is why my sample has writing on it. The students worksheets looked identical to mine.