NEVADA STATE COLLEGE

TEACHER PREPARATION PROGRAM

LESSON PLAN FORMAT

Description of Classroom:
6th grade reading.
Mixed age and gender.
Completely pretend.

Background:
The beginning of our unit on Literary Devices.

Content Objective(s):
To further understanding of the literary devices, as well as encourage student autonomy and
multitasking skills.

Language Objective(s):
The students will be reading aloud from a text, while marking their individual texts as instructed.
Requiring them to read, listen and write at once.
Grades based on participation and the marked-up handout.

Common Core State Standards (Math & ELA Content) and/or Nevada Power
Standards (with standard numbers referenced):
CCSS.ELA-LITERACY.RL.6.1 - Discussion of the text will occur after reading, as well as analysis of
meaning.
CCSS.ELA-LITERACY.L.6.3 - Review and practice of Literary Devices to improve writing.
CCSS.ELA-LITERACY.L.6.4 - Vocabulary seeking, and defining.
Key Vocabulary:
Simile, Metaphor, Hyperbole, Personification, Imagery. In terms of our literary devices.

Tumultuous, Savored, Resilient in terms of vocabulary in th text.

Best Practices: (put an X next to those that you address in your lesson)
Preparation Scaffolding Grouping Options
■ Adaptation of content Modeling ■ Whole Class
Links to background ■ Guided practice Small groups
■ Links to past learning Independent practice Partners
Strategies incorporated ■ Verbal scaffolds Independent
Procedural scaffolds
Integration of Processes Application Assessment
■ Listening ■ Hands-on Individual
■ Speaking Authentic (Meaningful) Group
■ Reading ■ Linked to objectives Written
■ Writing ■ Promotes engagement Oral
Teaching Strategies:
N\A

Cooperative learning?

Warm Up Activity:
Class will begin with a group review\re-write of the four Literary Devices we're targeting with this
assignment. Simile and Metaphor, Hyperbole, Personification and Imagery.

Lesson Sequence:
After review (See warmup), the text will be passed out while the assignment is explained.
I will turn on some setting-appropriate background noise. (Rain sounds in a story with rain as a heavy
element.)
I read the first paragraph and then from there, the students pick up. Taking turns until the text is
completely finished. They are instructed to, while they read, UNDERLINE 3 vocabulary words they do
not know for later definition as well as number (1-4) lines that contain any of the aforementioned
literary devices.
As the story is finished, we will briefly discuss how the class felt about the story - and then begin
review of the literary devices.
Accommodations:
None of the students have learning challenges.

Supplementary Materials:
Text handout containing the story, and their own notes on the devices.

Review/Assessment:

Reflection:

Form: 005
JDC 4/22/08
 NEVADA STATE COLLEGE
TEACHER PREPARATION PROGRAM
EXPLANATION OF LESSON PLAN COMPONENTS

Description of Classroom:
(e.g., grade level, type of class, demographics, age range, gender)

Background:
The context of how this lesson fits into the curriculum in which you are teaching. (e.g., beginning of a
unit of ___________; a review at the end of a unit on ______). Number of days of lesson. Students’
stage of learning relative to the content (i.e., acquisition, proficiency, maintenance, generalization)
Content Objective(s):
What will you teach? Include the 3 components of an objective (student, behavior/skill, and criteria).

Language Objective(s):
How will the students show you they learned it (listening, speaking, reading, writing? Tip: effective
lessons integrate reading and writing.)

Common Core State Standards (Math & ELA Content) and/or Nevada Power
Standards (with standard number):

Refer to *CCSS,** CEF, ***Nevada Power Standards and Benchmarks, Syllabi

*Common Core State Standards need to be used for Math, ELA, and ELA standards within
History, Social Studies, Science, and Technical Subjects. (www.corestandards.org)

**Curriculum Essentials Framework

(http://sekids.ccsd.net/teacherresourceswebsite/curriculum/curriculumessentialframework.htm)

***Nevada Power Standards and Benchmarks can be used to support history, social studies, science,
and technical subject content (http://doe.nv.gov/standards.html).
CCSS is used to support ELA within the content area. Teachers in these areas will use one of each
standard (CCSS and Nevada Power Standards).

Key Vocabulary:
What are the powerful words that will help students understanding of content?
 EXPLANATION OF LESSON PLAN COMPONENTS (CONTINUED)
Best Practices: (put an X next to those that you address in your lesson)
Preparation Scaffolding Grouping Options
Adaptation of content Modeling Whole Class
Links to background Guided practice Small groups
Links to past learning Independent practice Partners
Strategies incorporated Verbal scaffolds Independent
Procedural scaffolds
Integration of Processes Application Assessment
Listening Hands-on Individual
Speaking Authentic (Meaningful) Group
Reading Linked to objectives Written
Writing Promotes engagement Oral

Teaching Strategies:
(e.g., KWL, reciprocal teaching, cooperative learning, mapping, mnemonics, Blooms Taxonomy,
questioning.) List all the strategies you use in your lesson sequence below.

Warm Up Activity:
Anticipatory Set

Lesson Sequence:
Presentation, guided practice, application, informal assessments/progress monitoring.
Your strategies may be executed in the form of activities.

Supplementary Materials:
What materials will support the lesson and increase students’ understanding?

Accommodations:
What accommodations are needed to support students with learning challenges or students who require
advanced instruction?
 EXPLANATION OF LESSON PLAN COMPONENTS (CONTINUED)

Review/Assessment:
Rubrics, feedback to students, observations, surveys, ticket out the door, student reflections, student
response journals, quizzes, tests. How did your assessment measure your objective?

Reflection:
How did your lesson go? What worked? What did not work well? What will you do differently next time
How will your assessment data affect subsequent planning?

Form: 005
JDC 9/3/13