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CCSS.ELA-LITERACY.SL.11-12.3- Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.


CCSS.ELA-LITERACY.SL.11-12.4- Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that

listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.


CCSS.ELA-LITERACY.W.11-12.3.A- Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

II. Objective/Target and I can Statements

I can name and identify each element of SOAPSTone

I can identify each within a piece of spoken word poetry

I can listen critically and think on my feet in order to identify SOAPSTone

III. Lesson Management: Focus and Organization

IV. Introduction: Creating Excitement and Focus for Lesson Target

● Notes on SOAPSTone using the four square and one diamond technique

● Ask students what they know and have them help explain what each element may be

● Once I have given them the definition and an example, ask students for other examples

● Introduce the rest of the lesson by using Spoken Word Poetry that is

relevant to them. Hype it up and get excited because it is watching videos and much different than what is normally done

V. Input: Setting up the Lesson for Student Success

A. Task Analysis

1. The learner needs to know and understand the elements of SOAPSTone and how to identify them

2. Some learners are already minimally familiar, other will be learning by taking notes and then watching videos to begin identification practice

3. Once notes are taken on the four square notes, the same sheets are used to identify SOAPSTone within each spoken word poem that was viewed

4. After each poem was played students are asked to identify each element and express all ideas towards each element

5. I will follow up each element with positive feedback and my own thoughts on the element itself

6. The entire lesson I will be repeating the elements and how to identify them within a piece of writing or speaking

B. Higher Level Thinking - Questions to engage student thinking

1. Can I recall each element of SOAPSTone?


Can I identify each element of SOAPSTone in writing and speaking?

3. Do I understand what SOAPSTone is and how I can identify it and use it to help create my own writing and speaking?

C. Accommodations - differentiating to meet students’ needs

1. Students who need extra help will be able to watch each spoken word poem and then discuss with their table members about each element. They will then have the opportunity to think about the elements and gain an understanding through group conversation and discussion.

2. Students who need an extra challenge will be asked to SOAPSTone two

videos the following day that were much more difficult to identify because the topics are much stronger.

D. Methods, Materials and Integrated Technology

1. Using note paper and pen or pencil to take SOAPSTone notes

2. Lecturing the notes but engaging students by asking them what they think each means before I give away the answers. Following up with asking for student examples

3. Get students excited by using spoken word poetry videos

4. Using the computer and overhead projector to play and watch videos


Modeling: ”I DO”

A. SHOW/TELL (Visual/Verbal Input)


1. SHOW: Watch the first video and I do most of the SOAPSToning after

2. TELL: Walk students through how I identify each element of SOAPSTone after or while watching the video




1. HOW: How do I identify each element of SOAPSTone while watching these videos? How can I use this while I am writing my argument paper?

2. WHAT: After each video give students a moment to gather their thoughts and think about SOAPSTone then ask for call outs with each element. Ask students to explain their reasoning.


Checking for Understanding


After each video student input is observed and paid attention to. I will reiterate what students say and give my own thoughts as to solidify their knowledge




Guided Practice: “WE DO”


This is SOAPSToning each spoken word poem as we watch them


Collaborative (“YOU DO TOGETHER”) and/or Independent Practice (“YOU DO”)


This is SOAPSToning each spoken word poem as we watch them





can name and identify each element of SOAPSTone


can identify each within a piece of spoken word poetry


can listen critically and think on my feet in order to identify SOAPSTone

A. Collecting notes to be sure that students have completed them and have gained an understanding of what SOAPSTone is



A. How well did the students perform/respond? How did students show they were engaged?

B. What evidence do you have?

C. What will you do to extend the learning for those students who met target?

D. Were there any surprises? What would you do if you taught this lesson again?