Student Teaching edTPA Lesson Plan Template

Subject: Reading Central Focus: Figurative Language

Essential Standard/Common Core Objective: CCSS.ELA-Literacy.L.3.5.a Date submitted: 3/19/14 Date taught: 3/20/14 Distinguish the literal and nonliteral meanings of words and phrases in context Daily Lesson Objective: Review Figurative Language 21st Century Skills: Critical Thinking and Problem Academic Language Demand (Language Function and Solving, Communication Vocabulary): Predict appropriate figurative language and then orally explain/argue their choices Prior Knowledge: the students will need to know the types of figurative language including: simile, metaphor, idiom, onomatopoeia, alliteration, and personification. Activity 1. Focus and Review 2. Statement of Objective for Student 3. Teacher Input Description of Activities and Setting The teacher will ask the students what they can remember about figurative language, which types they can remember and what some examples are. Today we will be reviewing figurative language and identifying parts of figurative language in different poems (all poems in lesson provided by cooperating teacher). The teacher will review the definition of each part of figurative language and give examples of each. The teacher will say, Lets read this poem and while we do we can look for figurative language. Then we will discuss the figurative language we found as well was the literal meaning. Then the teacher will review the meaning of literal with the class. The class will look at two different poems together. They will have 5 minutes per poem to identify as much figurative language as they can. The students will each be given a poem to read over. They will be partnered up and have 8 minutes to underline the figurative language, tell which type it is and the literal meaning of it Time 2 min 1 min

3-5 min 12 mins

4. Guided Practice

8 min

5. Independent Practice

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

The teacher will collect the poems that the students worked on in independent practice to assess their ability to identify different types of figurative language as well as their ability to distinguish between the literal and non-literal meaning of the language.

We will have a class discussion. Students will give examples of the figurative 5 min language they found in their poems and what the literal meaning was. All of the students were able to identify different types of figurative language and explain 8. Assessment Results of why it was the type of figurative language that it was. Also, they were able to distinguish all objectives/skills: between the literal and non-literal meaning. Everyone met the objectives. Targeted Students Modifications/Accommodations Student/Small Group Modifications/Accommodations Students that are struggling can work with other Students will be paired based on their ability to identify students who have a better grasp. Students that finish figurative language and distinguish between the literal and nonearly can make up their own figurative language literal. examples. Materials/Technology: promethean board, print outs of poems Reflection on lesson: I think the lesson went really well. However, I did struggle with handling poor behavior during this lesson. More than once a few students were entirely off task and I did not notice, my cooperating teacher wrote it down on

my feedback form, but they were really excited about working with figurative language. The students have been working with figurative language for a while so this was a review lesson but I still had to explain some stuff again anyways. I feel like this lesson went well because I was well prepared and had multiple activities to keep the students engaged. However, if I were to do this lesson again I would try to handle calling out better and award positive behavior in order to try to avoid poor behavior. Also, my co-op teacher mentioned that I could have used more higher order thinking questions so I would try to incorporate that as best as I could.