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Running head: ASSIGNEMENT 7:1

Maria Andrade
PPE 310: Health Literacy for Schools
Assignment 7:1
Jessica Skipper
October 11, 2015

Running head: ASSINGMENT 7:1

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Teacher(s):

Subject:

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Ms. Andrade
Standard(s):

Language Arts

Common Core State Standards:

4.L.5 Vocabulary Acquisition and Use
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
Objective/Sub-Objectives: SWBAT (Sequenced from basic to complex)

How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How are the objective(s) relevant to students, their lives, and/or the real world?
SWBAT review types of figurative language by playing a game that demonstrates their
understanding of figurative language usage.
SWBAT identify figurative language usage in the book, Love That Cat.
SWBAT analyze what emotions or reasons did the figurative language usage have on the
reading.
Evidence of Mastery (Measurable):

Include a copy of the lesson assessment (if applicable).

Provide exemplar student responses with the level of detail you expect to see.
SWBAT state 8 figurative language examples found in the book, Love that Cat.
Safety Management Strategy:

What precautions will be used to ensure student safety?

What classroom management strategies will be used to promote on-task behaviors?
How will students be redirected for unwanted behaviors?
The class will make a huge circle in the center in the room, as a precaution I will have
rearranged the tables to create more space for students to safely create a large and spaced out
circle. I will have the students quietly get up from their seats, push in their chairs and without
running or making any noise they will come to the center of the room and create a circle. I will

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then explain the rules and expectations of the game to the students. If student are unable to
follow the rules first time around, I will have them go back to their seats and in a safely and
quiet manner have them come to the center and create the circle once again. If students are not
complaint with the rules and expectation set forth them they will be given a verbal warning, after
that they will lose a dojo point for not following directions and or disrespect.
Differentiation/Modification:

What accommodations/modifications will you include for student with cognitive delay?
What accommodations/modifications will you include for student with physical
handicap?
I have rearranged the tables to create more room in the center of the class, that way students can
maneuver their way to the front safely and quietly. Students who have a cognitive disability will
be assigned a buddy to help them read off their card and help them throughout the game
whenever it is their turn to have the stack of cards. I will also be standing behind the student to
provide added support. Students who have a physical disability will be allowed to sit in a chair
when we are making our circle or may have a peer hold their cards and read it to them if they are
either incapable of using their arms or are hard of hearing.
Key Vocabulary:

Materials:

Figurative Language:
Note Cards with answers and questions for
Metaphor
the game
Simile
Hyperbole
Love that Cat book
Personification
Alliteration
Language Arts Folders
Onomatopoeia
Repetition
Rhyme
Opening (state objectives, connect to previous learning, and make relevant to real life):

How will you activate student interest?

How will you connect to past learning?
How will you present the objective in an engaging and student-friendly way?
How will you communicate its importance and make the content relevant to your
students?

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Boys and girls it is time to play the figurative language game. As I state a sentence raise your
hand and say what figurative language I used. I was so hungry I could eat a horse! StudentsHyperbole. The sun wrapped its warmth onto the Earth. Students-Personification. Sally sells
seashells by the seashore. Students-Alliteration. Ding, Ding, Ding, the doorbell made.
Students- onomatopoeia. Her speed was that of a cheetah. Students- Metaphor. The boy is as
brave as a lion. Students- Simile. Now that we have reviewed the use of these different types of
figurative language you will now be playing the game. Best of luck to you all!
During Instructional Input Teacher Will:
During Instructional Input Student Will:
How will you model, explain and/or
demonstrate all knowledge/skills
required of the objective?
What types of visuals will you use?
How will you address
misunderstandings or common
student errors?
How will you check for
understanding?
How will you explain and model
behavioral expectations?
Is there enough detail in this section
so that another person could teach it?
I will explain the rules of the game. As the
deck of cards is being passed around there
are different questions that students will need
to answer. The card that reads, This
sentence is an example of what figurative
language? Students will read the sentence
below it and only their designated group will
answer the question. If needed the answers
are in the back for assistance.
(Make clear that all students when their
turn can answer the question)
The second type of question is to provide the
definition to the figurative language written
on the card. For example, What is the
definition of Hyperbole? Students from the
appropriate team will respond. If needed the
answer is in the back as well.
The third type of question is a challenge to
the person who receives this question, as it
reads, Create your own sentence using the

What will students be doing to actively

capture and process the new material?
How will students be engaged?

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figurative language listed on the card and
have your team guess what figurative
language was used.
The rounds will last a minute and the rule of
the game is to not have the stack of cards in
your hand when the timer goes off.
Whichever team has the stack of cards in
their hands the other team will be awarded
the point.
After explaining the rules, have a couple
students summarize what is expected of
them. What type of questions is there, how
much time will be given, and what happens
if you have the cards in your hand when the
timer goes off?
If students become too noisy and or are
being rude to their teammates they will
return back to their seats and they will begin
their worksheets immediately.
During Guided Practice Teacher Will:
How will you ensure that all students
have multiple opportunities to
practice new content and skills?
What types of questions can you ask
students as you are observing them
practice?
How/when will you check for
understanding?
How will you provide guidance to all
students as they practice?
How will you explain and model
behavioral expectations?
Is there enough detail in this section
so that another person could facilitate
this practice?
(Physical Activity)
Students will begin playing the game. I will
label the groups as Stickies vs NonStickies.

During Guided Practice Student Will:

How will students practice all
knowledge/skills required of the
objective, with your support, such that
they continue to internalize the subobjectives?
How will students be engaged?
How will you elicit student-to-student
interaction?
How are students practicing in ways that
align to independent practice?

Students will play the figurative language game.

Depending on what team they are they can all
provide a response to their peers question.
Students must follow the expectation set forth
such as keeping the noise level down and being

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I will carry around a timer to let students
know when the time is up and who attained
the point.

good team players.

I will be circulating through the circle

providing guidance to students who are
having trouble understanding what to do.
Rounds will go around until everyone in the
circle has had an opportunity to go.
During Independent Practice Teacher Will:
How will you plan to coach and
correct during this practice?
How will you provide opportunities
for remediation and extension?
How will you clearly state and model
academic and behavioral
expectations?
Did you provide enough detail so that
another person could facilitate the
practice?
After the game, students will be redirected
back to their seats where they will begin
finding figurative language in the story,
Love that Cat.
Students will write their responses on their
language arts journals.

During Independent Practice Student Will:

How will students independently practice
the knowledge and skills required by the
objective?
How will students be engaged?
How are students are practicing in ways
that align to assessment?
How are students using self-assessment
to guide their own learning?
How are you supporting students giving
feedback to one another?

Students will look through the book and find the

different types of figurative language used in the
story. They must provide the type of figurative
language along with the page number.

Students will also have to explain how the

use of figurative language was used in the
sentence. What meaning was it able to
convey to the audience/readers.
Closing/Student Reflection/Real-life Connections:
How will students summarize and state the significance of what they learned?
Why will students be engaged?

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As a class we will go over what types of figurative language were found in the story and have a
class discussion of why the author incorporated that type of figurative language particularly.
What feelings did it create as you were reading it?

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Reflection
What went particularly well in my activity was students engagement and
participation in the activity. The conversion of reviewing figurative language from a
discussion to a game was quite exciting for them. Students noise levels were at an
appropriate range and their team participation was great as well. Students were not seen
arguing with their peers whenever they got it wrong or were not fast enough to answer
the question. My expectations were received very well as students got from their seats in
a quiet manner and safely came to the center of the room with their chairs pushed in.
However, due to a technical issue my mentor teacher exited out of the video and was
unable to capture me giving the students safety directions.
What will be changed next time in this activity will be to have questions fair to all
students learning levels. In some of the cards the instructor wanted to challenge students
own thinking by having them create their own sentences, however, students who attained
this question found it quite difficult to answer, causing the circulating of cards to come to
halt. Making the questions easier to be answered will be something the teacher can
change next time the activity is implemented again. The feedback attained from the
mentor teacher was to model throughout and constantly. The instructor only explained
two out of the three types of questions which are why the students were confused with the
question that asked them to create their own sentence. This was a big reason why students
were having a difficult time and why the circulation came to a halt. Modeling is an
important factor for students understanding as they can visually see how the game will
be played. The instructor needs to improve and practice on her modeling.

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The transition to the start of the game had the students confused as they were
unclear as what to say or read. After explaining that they needed to read the sentence on
the card they quickly picked it up and handed it to the next student and so on until the
round ended. However, some of the questions on the card made it quite difficult for some
students to think on the spot so the instructor gave them a freebie and changed their card,
due to the time constraint limit. Things the teacher could have done to improve the
response latency in the activity would have been to just remove those cards and have the
students focus on the other two types of questions that the instructor has addressed to
them. This would have made the transitions gone more smoothly.
Teacher movement was seen throughout the video as the instructor was seen in the
center of the circle circulating to each student and providing guidance and support if they
were seen stuck on a question. The instructor was never outside the circle where students
were unable to get a hold of her. Whenever the deck of cards was passed the teacher
would also follow. Managing student behavior was great. Students noise levels were
appropriate to the game and there were no problems or conflict with other students. In the
start of the video the instructor warns students that if the noise level got too high or if
students were not playing appropriately with one another, they would quickly go back to
their seats and they would start their independent work. Students seemed to have
responded well with the instructors rules as they followed the rules accordingly caused
by their main interest of playing the game.
The improvement of this physical activity, when compared to session six, was the
improvement of safety. Students were in one spot when compared to session six physical
activity where students were walking around carelessly and not being mindful to where

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they were going. Tables were rearranged in order to give students more room to create a
spaced out circle for easy movement. The difference, however, was the decrease in
movement when compared to session six physical activity. Students in this activity were
up, but there was less movement going on. However, students found the review game
enjoyable. They were excited when they found out the review game had them up and
creating a circle. Rather, than the traditional review game where students are at their seats
this activity allowed students to physically get up and enjoy the game which they found
meaningful.

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Video Link:
https://www.youtube.com/watch?v=bVox7BMxVVk

Criteria

Exemplary (5)

Integrati Instructional plans

on of
include:
physical
All learning
activity
objectives and
Standards
state content
and
standards are
Objective
explicitly
s (S&O)
communicated
Presenting
and not altered

Proficient (3)
Instructional plans
include:
Most learning
objectives and
state content
standards are
communicated
and are only
slightly altered

Unsatisfactory (1)
Instructional plans
include:
Few learning
objectives and
state content
standards are
communicated
and are
drastically

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Instructio
nal
Content
(PIC)
Activities
and
Materials
(A&M)
Teacher
Content
Knowledg
e (TCK)

Score: x1

with the
integration of
physical activity.
(S&O-TAP)
Lesson activities
include integration
of physical
activity
component in at
least two parts of
the lesson plan
Integration of the
physical activity
component does
not detract from
the academic
content
Teacher regularly
implements a
variety of subjectspecific
instructional
strategies to
enhance student
content
knowledge.
(TCK-TAP)
Activities and
materials include:
(A&M-TAP)
o Sometimes
activities are
game-like,
involve
simulations,
require
creating
products, and
demand selfdirection and
selfmonitoring.
Presentation of
content always
includes (In Video
as well): (PIC-

with the
integration of
physical activity.
(S&O-TAP)
Lesson activities
include integration
of a physical
activity
component in at
least one part of
the lesson plan
Integration of the
physical activity
component
slightly detracts
from the academic
content
Teacher
sometimes
implements
subject-specific
instructional
strategies to
enhance student
content
knowledge.
(TCK-TAP)
Presentation of
content most of
the time includes
(In Video as well):
(PIC-TAP)
o Concise
communicatio
n of
expectations
for student
performance
of the physical
activity
component.
o Modeling by
the teacher to
demonstrate
his or her
performance

altered with the

integration of
physical
activity. (S&OTAP)
Lesson
activities
include
integration of a
physical
activity
component in
only one part of
the lesson plan,
nor not at all
Integration of
the physical
activity
component
significantly
detracts from
the academic
content
Teacher rarely
implements
subject-specific
instructional
strategies to
enhance
student content
knowledge.
(TCK-TAP)
Presentation of
content rarely
includes (In
Video as well):
(PIC-TAP)
o Concise
communica
tion of
expectation
s for
student
performanc
e of the
physical

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Modificat
ions for
safety &
classroo
m
managem
ent and
for
children
with
special
needs
Expectati
ons (Exp)
Environm
ent (Env)
Instructio
nal Plans
(IP)
SCORE:
x1

TAP)
o Concise
communicatio
n of
expectations
for student
performance
of the physical
activity.
o Modeling by
the teacher to
demonstrate
his or her
performance
expectations.
Safety issues for
integrating
physical activity
are well thought
out and described
in the lesson as
well as
demonstrated in
the Video
Classroom
management
techniques are
clearly defined
and demonstrated
in the Video
Instructional plan
include: (IP)
o Evidence
that plan is
appropriat
e for the
age,
knowledge
, and
interests of
all learners
and;
o Evidence
that the
plan
provides

expectations.

Safety issues for

integrating
physical activity
are somewhat
thought out and
described in the
lesson as well as
demonstrated in
the Video
Classroom
management
techniques are
somewhat defined
and demonstrated
in the Video
Instructional plan
include: (IP)
o Evidence
that plan is
appropriat
e for the
age,
knowledge
, and
interests of
most
learners
and;
o Evidence
that the
plan

activity.
o Modeling
by the
teacher to
demonstrat
e his or her
performanc
e
expectation
s.

Safety issues
for integrating
physical
activity are not
thought out
and/or not
described in the
lesson as well
as
demonstrated
in the Video
Classroom
management
techniques are
vague and
somewhat
demonstrated
in the Video
Instructional
plan include:
(IP)
o Little
evidenc
e that
plan is
appropri
ate for
the age,
knowle
dge, and
interests

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15

regular
opportuniti
es to
accommod
ate
individual
student
needs...to
include
one
modificati
on to
accommod
ate
students
with
cognitive
disabilities
and one
for
students
with
physical
disabilities
Teacher creates
learning
opportunities
where all students
can experience
success. (ExpTAP)
The classroom is
arranged to
promote
individual and
group learning.
(Env-TAP)

provides
some
opportuniti
es to
accommod
ate
individual
student
needs, to
include
one
modificati
on to
accommod
ate
students
with
cognitive
disabilities
or one for
students
with
physical
disabilities
Teacher creates
learning
opportunities
where most
students can
experience
success. (ExpTAP)
The classroom is
arranged to
promote
individual and
group learning.
(Env-TAP)

of most
learners
and;
o Little
evidenc
e that
the plan
provide
s some
opportu
nities to
accomm
odate
individu
al
student
needs,
and
does not
include
one
modific
ation to
accomm
odate
students
with
cognitiv
e
disabilit
ies or
one for
students
with
physical
disabilit
ies
Teacher creates
an environment
where mistakes
and failure are
not viewed as
learning
experiences.
(Exp-TAP)
The classroom

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16
is not arranged
to promote
group learning.
(Env-TAP)

Video of
Video presentation of
Video presentation most
Video presentation of
Presentin content includes:
of the time includes:
content rarely includes:
g
visuals that
visuals that
visuals that
Instructio
establish: purpose
establish: purpose
establish:
nal
of the lesson,
of the lesson,
purpose of the
Content
preview the
preview the
lesson, preview
organization of the
organization of the
the
SCORE:
lesson, and
lesson, and
organization of
x1
include internal
include internal
the lesson, and
lesson summaries
summaries of the
include internal
lesson
summaries of
submitted to
the lesson

examples,
YouTube Unlisted
examples,
or another secure
illustrations,
option agreed with
analogies, and
illustrations,
your instructor
labels for new
analogies, and
concepts
and
ideas
labels for new
examples,
concepts and
modeling by the
illustrations,
ideas
analogies, and
teacher to
modeling by
labels for new
demonstrate
concepts
his/her
the teacher to
performance
demonstrate
modeling by the
expectations
his/her
teacher to
performance
submitted to
demonstrate
expectations
his/her
YouTube Unlisted
concise
performance
or another secure
expectations
option agreed
communication
upon and shared
concise
logical
with your
communication
sequencing and
instructor
segmenting
logical sequencing

logical
sequencing

all essential
and segmenting
and segmenting
information
all essential

all
essential
no irrelevant,
information
information
confusing, or
no irrelevant,
no irrelevant,
non-essential
confusing, or nonconfusing,
or
noninformation
essential
essential
no submission
information
information
through
YouTube
Unlisted or any

Running head: ASSINGMENT 7:1

17
other secure
option agreed
with your
instructor

Selfreflection

SCORE:
x1

Self-reflection
was well thought
out and included
at least 6 specific
examples from
the teaching
experience on: (a)
what went
particularly well,
(b) what you will
change next time,
and (c) the
feedback you
received from
your mentor
teacher; (d)
managing
classroom
behavior, (e)
teacher
movement, (f)
response latency,
(g) using student
names, and (i)
providing positive
praise
Self-reflection
was the
appropriate length
(1-2 pages), in
APA and in third
person
Rubric was
attached at the end
Title page was
used
Appropriate
highlighting was
used

Self-reflection
was somewhat
thought out and
included 4-5
specific examples
from the teaching
experience on: (a)
what went
particularly well,
(b) what you will
change next time,
and (c) the
feedback you
received from
your mentor
teacher; (d)
managing
classroom
behavior, (e)
teacher
movement, (f)
response latency,
(g) using student
names, and (i)
providing positive
praise
Self-reflection
was the
appropriate length
for the assignment
(1-2 pages)
Not in third
person
Rubric was
attached but not at
end
Highlighting was
not correct

Self-reflection
was not well
thought out and
included less
than 3 specific
examples from
the teaching
experience on:
(a) what went
particularly
well, (b) what
you will change
next time, and
(c) the
feedback you
received from
your mentor
teacher; (d)
managing
classroom
behavior, (e)
teacher
movement, (f)
response
latency,
(g) using
student names,
and (i)
providing
positive praise
Self-reflection
was too short
for the
assignment and
not in third
person
Rubric was not
attached
No title page

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18

was found
No highlighting
was found.