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Grade: 6
I. Objectives
How does this lesson connect to the unit plan?
This lesson is an introduction to poetry and figurative language. We will talk about what poetry and figurative language are. These
are the main topics of the unit, so this will be a basis for future lessons. We will also begin learning about the different types of
figurative language, which will prepare them to do some more activities about figurative language in the next lesson and identify
figurative language when we do poetry.
cognitiveR U Ap An E C*
physical
development
socioemotional
RU
RU
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Common Core standards (or GLCEs if not available in Common Core) addressed:
ELA L.6.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
Outline assessment
activities
(applicable to this lesson)
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There is little prerequisite knowledge needed for this lesson since it is an introduction to the unit. I do
assume that students have some sort of minimal experience with or knowledge of poetry they can draw
on for my opening activity, which will help put what we learn about poetry in context. I do not assume
that students know anything about figurative language or the figurative language devices, although
some may and this will be an advantage to them. I also assume they have basic reading, and
comprehension skills.
Pre-assessment (for learning): At the beginning of class students will be listing out some of their
experiences with or thoughts about poetry and some of the qualities they think are important to poetry
before I tell them anything about poetry. This will set a baseline for what they know and help me
know how well they already know poetry.
Formative (for learning): No formative assessment for learning is directly incorporated in this lesson.
Formative (as learning): Students will write down notes on the six main elements of poetry I want them
to know, and will fill out their figurative language charts as we go through the different figurative
language devices. I will be watching to make sure each student is writing down notes. Tomorrow they
will do more activities where I will be able to evaluate their understanding.
Summative (of learning): Summative assessment is not a part of this lesson directly since they are just
learning the content.
Provide Multiple Means of
Representation
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
9-15-14
My students are set up in groups of four. They will be able to discuss in these groups. If the
groups need to be evened out better I will move students around at the start of class. I will be
at the front writing on my chart on the board or using the projector. This setup will work for
the whole lesson.
Components
8:25
8:30
Motivation
(opening/
introduction/
engagement)
8:35
8:40
Development
(the largest
component or
main body of
the lesson)
8:45
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9:00
Closure
(conclusion,
culmination,
wrap-up)
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
This lesson went fairly well! I was hesitant to have a day with a lot of note-taking, because they arent as actively engaged in it and I
dont really like talking in front of the whole class for that much of the class period anyway, but as it was the first day of the unit I
had to give them a lot of the basic information I want them to know for future activities. Even though there was a lot of note-taking,
the students seemed fairly engaged and all of them were writing notes the whole time they were supposed to be. I am glad I had them
go up and write on the chart on the board at the beginning as well, the substitute who observed me teaching this lesson said he
thought this was good because it got some movement and interaction into the lesson even when it wasnt an easy lesson to do that.
They seemed to have less prior knowledge of poetry and figurative language than I was expecting, they seemed to struggle with the
questions I asked them and when I asked if they had heard of certain figurative language devices before I saw a lot of nos around the
room. One thing I might have been able to do better is formulate exactly what Im going to say when I ask them to discuss questions
as a group (when I asked them to talk about their expectations and thoughts on poetry and then what they thought made a poem a
poem) so that I am as clear as possible about what they are supposed to be doing. I also could improve the overall flow of my lessons
transitioning between activities, but I think I will learn to do that as I spend more time leading the whole class.
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