PLP-IEP Gifted Lesson Plan

EDUC 2232

Teacher Name: M. Unwin

Lesson Plan Title/Time Duration: The Authors Tricks of the Trade/2
Weeks
Is it part of a unit? How do authors use figurative language to evoke
emotion or convey meaning?
Grade Level(s): 6th
ALIGNMENT:
STUDENT PROFILE SUMMARY:
Student: Katy
Grade: 6
Age: 11
Gifted Eligibility areas: [check all that apply] X Cognitive X Critical
thinking
X Creativity X Academic: Math X Academic: Reading X Academic:
Writing
List if this student has a diversity issue: None
Present levels of Performance [PLP]:
Katys strengths are her problem solving skills and creativity. She
scored a 96/100 on a recent presentation of local Native American
Pueblos. Katy went above the requirements for the project and created
a website with tourist information. In class, Katy supports her peers
and works cooperatively with them. Katys teacher notes that she
does well in classroom debates, and classroom discussions adding
informative and thoughtful responses. Katy is preparing for the Mock
Trials in December and is planning on being the key witness for the
case. Her teachers also stated that Katy has done especially well in
orchestra, making first chair in Violin.
Katys parents note that she is self-driven, determined and are really
impressed with Katys transition to middle school. They have had to
minimally check in with Katy, as she has been very responsible for
completing all assignments and homework. Katys science teacher
reports that she has especially done well in his class and has delved
right into the content with enthusiasm and has used her critical
thinking skills. Katy has expressed to the Science teacher of
eventually becoming neuroscientist and would like to learn more about
social interaction and how the brain works.

PLP-IEP Gifted Lesson Plan

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IEP Goal:
In the next year with intellectual peers, Katy will use various reading
and written language strategies to generate ideas, use critical thinking
to interpret information, record data, participate in discussions, and
use creativity to write for different purposes using a variety of reading
materials and topics, complete tasks and projects and solve problems,
individually and in the small group setting, that are at an exemplary
level or grade equivalent of A- as assessed by rubrics, teacher
observation and reporting of student work.

CONTENT/CONCEPTS:
Common Core Content State Standards/2 CCSS:
1. CCSS.ELA-LITERACY.L.6.5
Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
2. CCSS.ELA-LITERACY.L.6.5.A
a. Interpret figures of speech (e.g., literary, biblical, and
mythological allusions) in context.
Content Concepts/2 Generalizations:
Strand VI: Thinking Skills
The student will use thinking skills to interpret and analyze figurative
language in a given text.
Strand IV: Creativity
The student will apply Fluency, flexibility and risk taking when
generating new ideas and products.
1. Understanding/ connotations of vocabulary in a given text,
2. Create meaning through drawing conclusions
3. Synthesize and analyze authors intent
4. Critical reading, metacognition, thinking about what is read
5. Critical listening, listening to other students presentations
6. Critical writing, produce new and unique ideas

PLP-IEP Gifted Lesson Plan

EDUC 2232

Generalizations
To identify the modes and means of figurative language in a text in
which a student can identify authors meaning and emotion
To integrate understanding of authors purpose and make connections
through a variety of creative processes.
Materials needed:
Technology, Internet Access resources, SCAMPER model, Brainstorm
graphic organizer, paper, pencils, markers, colored pencils, iPod/cd
player.
PROCESS/PRODUCT:
The student will select poetry or a short story provided by the teacher,
and identify figurative language (metaphors, similes, personification,
alliteration, etc.). The students will create an artistic product and
interpret authors meaning, by creating a painting, a postcard, a mask
and or moving performance dance.
Students must first complete authors synthesis where they must
recognize any social, political or impact the writing takes place and the
effectiveness of techniques used to convey meaning using figurative
language and they will present their findings in a short presentation
utilizing their artistic products.
Process/Activities/:[2 Gifted Proven Strategies]
Strategy 1: Brainstorming
Students will complete a brainstorming assignment, especially
since Katy qualified in creativity. Using the brainstorming activity
will support Katys divergent thinking as well as organizing
abstract and concrete ideas to evaluate. This will also support her
creativity eligibility where she is employing problem solving skills,
creative thinking and abstract expressiveness. (10 points)
Strategy 2: Independent Project
Students will complete a Product Proposal of what their
presentation will look like. This will allow students to discover
independent projects based on their own individuality. The will

PLP-IEP Gifted Lesson Plan

EDUC 2232

have to use creativity and critical thinking skills to explore and

make new connections through expression. (10 points)
Students will present their final presentation to the class. Katy will
use listening skills, oral and written skills as well as discussion
skills for her project. This will support her critical thinking skills to
develop a cohesive presentation. She will employ logic,
reasoning, planning and decision making skills for her final
product. (100 points)

Gifted Strand and How addressed/minimum of 1:

Creative Thinking: People use acquired and/ or innate skills to express
creativity

Generate a variety of ideas (fluency)

Move easily from one thought to another giving consideration to
information from different perspectives (flexibility)
Produce new and or/ unique ideas (originality)
Add detail to ideas or products (Elaboration)
Use a variety of creative processes

Environment:
MILEAU (physical, cultural, social, familial, etc.)
English Language Arts classroom (18 student desks), Diverse
population, Ages 11-13
PERSONS (parents, teachers, peers, mentors, etc.)
Teacher and students/peers
PROVISIONS (programs, activities, services, etc.)
English Language Arts
EVENTS (encounters, awards, accidents, etc.)
Present final products to family at Student Led Conferences
Grouping
Students will be grouped with their intellectual gifted peers to challenge

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EDUC 2232

the proposals and creatively and respectfully critique each others work.
Product/4 Assessments:
2 Formative: [type/when?] : Students will complete the
S.C.A.M.P.E.R assessment at the end of the first week.
Strategy 2 will be employed and assessed through the two
weeks.
Strategy 1: Performance Tasks: Using the SCAMPER model, the
student will employ already known background knowledge. Analyze if
there is a need for change and create a final product to exhibit their
understandings.
Substitute
What can you substitute? What can be used instead? Who else instead? What other
ingredients? Other material? Other process? Other power? Other place? Other
approach? Other sounds? Other forces?
Instead of ... I can ...

Combine
What can you combine or bring together somehow? How about a blend, an alloy, an
assortment, an ensemble? Combine units? Combine purposes? Combine appeals?
Combine ideas?
I can bring together ... and ... to ...

Adapt
What can you adapt for use as a solution? What else is like this? What other idea
does this suggest? Does past offer a parallel? What could I copy? Who could I
emulate?
I can adapt ... in this way ... to ...

Modify
Can you change the item in some way? Change meaning, color, motion, sound,
smell, form, shape? Other changes?
Also: Magnify: What can you add? More time? Greater frequency? Stronger? Higher?
Longer? Thicker? Extra value? Plus ingredient? Duplicate? Multiply? Exaggerate?

PLP-IEP Gifted Lesson Plan

EDUC 2232

And: 'Minify': What can you remove? Smaller? Condensed? Miniature? Lower?
Shorter? Lighter? Omit? Streamline? Split up? Understate?
I can change ... in this way ... to ...

Put to other uses

How can you put the thing to different or other uses? New ways to use as is? Other
uses if it is modified?
I can re-use ... in this way ... by ...

Eliminate
What can you eliminate? Remove something? Eliminate waste? Reduce time?
Reduce effort? Cut costs?
I can eliminate ... by ...

Rearrange
What can be rearranged in some way? Interchange components? Other pattern?
Other layout? Other sequence? Transpose cause and effect? Change pace? Change
schedule?
I can rearrange ... like this ... such that ...

http://creatingminds.org/tools/scamper.htm
Strategy 2:
QUESTION STEMS:
I believe that author is ___________ because _____________.
I anticipate the author will _________________ because
_______________.
The author conveys emotion by ___________________ in this
part of the story/poem.
Pick out an important word or phrase that the exhibits the
tone/emotion of this poem/story and explain why you
chose it.
2 Summative [type/when?]: Rubric for Research Paper and
Presentation/End of two-weeks
Strategy 1:
PRODUCT PROPOSAL RUBRIC:

PLP-IEP Gifted Lesson Plan

EDUC 2232

The student will complete aProduct Proposal that is scored

by a rubric. Student will show exemplary learning when the
show evidence of identifying the figurative language and
proposes a product to exhibit understanding. The teacher will
be looking for keywords and terms discussed in resources and
evidence of understanding.
Strategy 2:
PRODUCT PRESENTATION ASSESSMENT:
The student will be assessed on whether the present for the
entire allotted time. The students product is relevant to the
chosen text with pictures, artwork or moving expression. The
product must convey students understanding of figurative
language, motive of the author and or identify symbolism in the
text and how it relates to their final product. The student will
also be scored on whether the audience could see, hear and
understand the presentation. And lastly, how well they critique
their partners final product.

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EDUC 2232

VALIDATION AND CITATIONS:

Justification Statement:
Katy has superior abilities in Reading, Math, Written Language, Critical
Thinking and Creativity. She requires services with her intellectual
peers in a small group setting with a specially trained teacher. She also
requires opportunity for enrichment, acceleration and creative problem
solving.
Citations/Resources/Technology:
Creative Tools: SCAMPER. (n.d.). Retrieved from
http://creatingminds.org/tools/scamper.htm
Debi Hines Director of Special Education. (n.d.). APS Gifted Handbook. Retrieved from
http://www.aps.edu/aps/gifted/handbook.pdf
Figurative Language Poem. (n.d.). Retrieved from
http://www.ereadingworksheets.com/figurative-language-worksheets/figurativelanguage-poem-1-sketch-by-carl-sandburg.pdf
Identifying Figurative Language. (n.d.). Retrieved from
www.ereadingworksheets.com/figurative-language-worksheets/identifyingfigurative-language-1.pdf
Joyce VanTassel-Baska, Ed.D. (n.d.). Running head: Program Services and Curriculum
for the GiftedProgram Services and Curriculum for the Gifted:What are the NonNegotiables? Retrieved from https://learn.cnm.edu/bbcswebdav/pid-4121596-dtcontent-rid-22556994_1/courses/EDUC-2232_77928.201570/DEV-EDUC2232rstevenson6-FAL2014_ImportedContent_20140624030213/Program%20Svcs

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%20%26%20Curr%2C%20Non-Negotiables.pdf
Only through a thoughtful implementation of a. (n.d.). Retrieved from
http://www.aps.edu/aps/gifted/curriculum.htm
Sample Question Stems. (n.d.). Retrieved from
http://www.uri.edu/artsci/ecn/mead/GE_Guide/Blooms_Question_Stems.pdf
Sandy Lethem, APS Gifted Task Force. (2002). Math Journals. Retrieved from
http://www.aps.edu/aps/gifted/mathjournals.html