Task A-2

Lesson Plan
Intern Name: Monica Cole
# of Students: __19___
Age/Grade Level: ___6___

Date: September 29, 2014

# of IEP Students: __4___

# of GSSP Students ____ # of LEP Students: _______

Subject: ___Language Arts___

Unit Title: Narratives/A Long Walk to Water

Cycle: __________

Major Content: _____________

Lesson Title: Connotation/Denotation/ LWTW Reading

Context

Identify the unit topic and the unit objective(s) addressed by this lesson.
The unit topic is the narrative writing A Long Walk to Water, which encompasses student learning
about writing their own narratives. The unit objectives for this lesson are:
1. Students will describe how a particular storys or dramas plot unfolds in a series of
episodes as well as how the characters respond or change as the plot moves toward a
resolution.
2. Students will distinguish among connotations and denotations of similar words.

Describe the students prior knowledge or the focus of the previous lesson.
The previous lessons have asked students to look at plot and how the character changes. These
lessons will culminate into the unit of narrative writing. Students have been asked to use a plot
diagram to chart a moment in their life and that has been a practice/pre-write activity for narratives,
but other than a 3-2-4 outline (3 sentences setting, 2-character, and 4- plot and dialogue), students
have not written their narrative. A Long Walk to Water will serve as the anchor to the narrative unit.

Describe generally any critical student characteristics or attributes that will affect student learning.
Generally these students are hard working and great listeners. One student in this class causes some
behavioral disruptions, which can disrupt other students learning. These students are eager to ask
questions and be involved in the lesson, regardless of their understanding of the content.

Lesson Objective(s)
State what students will demonstrate as a result of this lesson. Objective(s) must be student-centered,
observable and measurable.
1. After completing the lesson, students will be able to distinguish meanings between similar words
(connotation and denotation).
2. After completing the lesson, students will be able to summarize the main ideas of the 5th and/or 6th
chapter of A Long Walk to Water.
Connections
Connect your goals and lesson objective(s) to appropriate Kentucky Core Content and/or Program of Studies.
Use no more than two or three connections, and if not obvious, explain how each objective is related to the
Program of Studies and/or Core Content.
CC.L.6.5c Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
c. Distinguish among the connotations (associations) of words with similar denotations (definitions).
CC. RL. 6.3 Describe how a particular storys or dramas plot unfolds in a series of episodes as well as
how the characters respond or change as the plot moves toward a resolution.

Assessment Plan
Objective/Assessment Plan Organizer
Objective Number
2. After completing the
lesson, students will be
able to summarize the
main ideas of the 5th
and/or 6th chapters of A
Long Walk to Water.

1. After completing the

lesson, students will be
able to distinguish
meanings between
similar words
(connotation and
denotation).

Type of
Assessment

Description of
Assessment

Formative

Q & A with class,

class discussion

Formative

Exit Slip: Word

meanings
worksheet
deciphering the
differences and
tone between words
like cheap or
inexpensive

Depth of
Knowledge
Level
Bloom: #1
Comprehension

Adaptations
and/or
Accommodations
Helpful cueing to
students that need
refocusing

Bloom: #3
Application

Allow students to
work in the groups
at their table to
help struggling
students.

Resources, media and technology

List the specific materials and equipment needed for the lesson. Attach copies of printed materials to be
used with the students.
Computer with internet access, Apple TV, iPad, classroom copy of the book A Long Walk to Water

If appropriate, list technology resources for the lesson including hardware, software and Internet URLs, and
be sure to cite the sources used to develop this lesson. (If your committee thinks the technology observed in
the lessons does not fairly represent your use of technology, provide additional documentation in your
Component 1 exhibits. See Standard 6.)
Flocabulary video link, Flocabulary assignment sheet, ALL compiled on teacher created website

Procedures

Activities
Introduction10 minutes (12:55- 1:05)
1. Students copy and write their Agenda
and Quickwrite as soon as they enter the
classroom. (BELL RINGER)
2.
When students finish their QW
(quickwrite), they can get out their
workbooks for A Long Walk to Water. The
workbook is where they will take their
notes for connotation and denotation.
Activating Prior Knowledge5 minutes
(1:05-1:10)
3. Introduce lesson by asking students to
share about their ideas for the
quickwrite.

Differentiation Strategies
I will prompt students to work through
the checklist of tasks to complete, as
well as help students that are not
focused by giving helpful reminders to
stay on task.

Give my examples first to loosen the

class up and to students struggling with
the topic and idea of what to think of.

4. Review where we are in the story and

the journey of both Nya and Salva.
Presentation & Activity
minutes (1:10- 1:20)

Reading10

I will pause and stop to check for

5. With the context and setting in mind, comprehension, focus, and attentiveness
we will read chapters 5 and/or 6 of A every so often.
Long Walk to Water.
Presentation
&
Activity
(connotation/denotation) 20 minutes
Offer movement breaks for those who
(1:20- 1:40)
need it.
11. With teacher-led instruction, we will
have
a
mini-lesson
to
introduce
connotation and denotation.
12. Allow students to move to the front
of the room so they are able to see the
projector. Play the Flocabulary video.
(approximately 3 minutes)
13. Review as a class connotation and
denotation.

Students will turn in assignment as an

exit slip.

14. Have students work on the

connotation/denotation handout. Each
table will answer a few questions.
Closure-- 5 minutes
15. In the last five minutes, have
students check around themselves to
make sure all work has been turned in.

Offer individual binder checks for

students that fall behind and looked
unfocused during lecture. Make sure