STEPP Lesson Plan Form Teacher: Bethany Eagan School: Wellington Middle School Title: Matching Imagery Grade

Level: 6 Date: 2/19/2014 Content Area: ELA Lesson #:_1_ of _8_

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard) Acquire and use general academic, as well as domain specific, words (CCSS) Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard) How can I mod my life story using limited words and then share it with the world? How does figurative language communicate a theme and help the reader make a personal connection? Concepts and skills students master: (Understandings, Big Ideas, Unit objectives) I will be able to define figurative language vocabulary. I will be able to identify figurative language in poems others have written. I will be able to interpret figurative language. I will be able to apply my interpretation of figurative language to the overall meaning of the poem. Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives) Given class time, every sixth grade student will be able to match figurative language vocabulary terms with their definitions with 80% accuracy. Assessment of Evidence Outcomes: (How will you assess the selected lesson objectives (general explanation, you will go into more detail at the end of the lesson plan) I will randomly call on students at the end of the lesson to provide definitions for the vocabulary they have learned, in order to determine how well they have retained the information.

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STEPP Lesson Plan Form

Planned Lesson Activities

Activity Name Should be a creative title for you and the children to associate with the activity. Matching Imagery How long do you expect the activity to last? 76 minutes

Approx. Time

Anticipatory Set (30 -Students will take a pre-test to determine their initial comprehension. min) -We will discuss as a class the essential questions listed above and the 4 goals listed above.

Teaching/ Presentation (30 min): (Select the most appropriate teaching model.) -direct instruction -presentation model -concept teaching -cooperative learning -inquiry

1. Input: Students will take notes in their interactive notebooks (ISNs) about figurative language vocabulary 2. Modeling: I will show students how to cut their blank pieces of paper into 11 squares in order to play our memory game. 3. Checking for Understanding: Students will play memory game with their vocab terms in order to practice their understanding. 4. Questioning Strategies: I will call on random students to explain to me the definitions theyve been learning.

Teaching Strategy: Guided Practice & Differentiation Teaching Strategy: (Independent Practice)

As students play their memory game, I will roam the room observing their progress. They will work in groups of 3, which provides differentiation and peer support without teacher attention. However, I will be able to re-focus students who are off-task and to clarify questions. Students may play the memory game as many times as they can. They will monitor their own understanding and complete repetition. This allows students who understand quickly to cement their understanding, while allowing others to practice at a slower pace.

Closure

I will instruct students to keep their memory cards in a pocket folder. I Page 2

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STEPP Lesson Plan Form will quiz students orally to determine their understanding.

Materials

Blank pieces of colored paper for memory game (70 pieces), ISNs, ISN notes on Smartboard, table of contents sheets, objective logs, pre-test copies

Accommodations & Modifications

Assessment

If some students need more time to copy down notes, they can continue to do so while others begin the review game. When they finish, they can pair up with others who took more time. Playing the memory game in groups of 3 allows students who understand quickly to cement their understanding by repetition, while allowing others to practice at a slower pace. I can spend time with individual students who need more assistance, while independent workers are playing on their own. Instead of writing the terms and definitions, students could draw pictures on the memory cards. I will observe students level of success while playing the review game. I will quiz students orally at the end of the lesson to find out their proficiency at providing definitions for vocab terms. The results of this quiz will give me insight into the next days lesson, when I will provide examples and additional explanation for each vocab term.

Reflection This lesson addresses the standard of acquiring domain specific vocabulary terms. The review game requires students to re-write the definitions and to practice rote memorization through the writing. The playing of the game reinforces this memorization. The pre-test will give assessment data for me to evaluate their proficiency by the end of the unit. The assessment and notes took much longer than I had anticipated. We did not actually get to the review game, so I saved it for another day. I am learning the value of going deep on one topic, rather than cramming in lots of shallow information. I also learned that taking a test really de-motivates students. It saps their energy. I must use this skillfully, to choose the appropriate level of energy for the days plans. I am glad, however, that I included the pre-assessment because it gives me objective baseline data. I did realize, though, that students must be given the same amount of time on the preassessment as the final assessment. If the students dont have time to finish the pre-assessment (which is what happened to some students this time), then their growth results will not be reliable.

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STEPP Lesson Plan Form Teacher: Bethany Eagan School: Wellington Middle School Title: What Am I Like? Grade Level: 6 Date: 2/20/2014 Content Area: ELA Lesson #:_2_ of _8_

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard) -Demonstrate understanding of figurative language, word relationships, and nuances in word meanings (CCSS) -Write routinely in shorter time frames (CCSS). Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard) How can I mod my life story using limited words and then share it with the world? How does figurative language communicate a theme and help the reader make a personal connection? Concepts and skills students master: (Understandings, Big Ideas, Unit objectives) I will be able to define figurative language vocabulary. I will be able to identify figurative language in poems others have written. I will be able to interpret figurative language. I will be able to apply my interpretation of figurative language to the overall meaning of the poem. Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives) Given class time, every sixth grade student will be able to write original examples of each of the first 5 figurative language vocabulary terms. Assessment of Evidence Outcomes: (How will you assess the selected lesson objectives (general explanation, you will go into more detail at the end of the lesson plan) Students will fill out poetry feedback sheets for each other, which ask them to identify and interpret the examples of figurative language in each others work. For the final assessment, this poem will be one option students may select to include. At that point, I will formally evaluate their work.

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STEPP Lesson Plan Form

Planned Lesson Activities

Activity Name Should be a creative title for you and the children to associate with the activity. What Am I Like? How long do you expect the activity to last? 76 minutes -I will take attendance by asking each student to share one vocabulary term along with its definition from yesterdays notes. I will call attendance in alphabetical order, and students must share terms in the order of the notes. This way, every student must be following along and reading the definition as we go.

Approx. Time

Anticipatory Set

Teaching/ Presentation (Select the most appropriate teaching model.) -direct instruction -presentation model -concept teaching -cooperative learning -inquiry

1. Input: Students will take notes in their interactive notebooks (ISNs) about figurative language vocabulary. 2. Modeling: I will show students how to generate visual reminders for the vocab terms by doing the first with them. 3. Checking for Understanding: Students will write a poem utilizing the terms theyve learned. 4. Questioning Strategies: Students will fill out feedback forms for each other, which utilize various creative questions.

Teaching Strategy: Guided Practice & Differentiation

I will guide students as a group through taking notes in their ISNs. They will practice semi-independently by creating their own visual memory aides for each term. After finishing notes, students will work together in groups to create a class What Am I Like? poem. Group work inherently allows differentiation because group members to participate as they feel comfortable. The use of visual memory aides appeals to different types of learners because it accesses the understanding from a different viewpoint. Peer-to-peer feedback can also be less intimidating than formal grading, and this can allow students to explore and experiment freely with writing. If individual students need more time to copy notes, they may use a neighbors notes during group time. After writing a poem as a group, students will write their own poems on the application (left hand) side of their ISNs. Page 5

Teaching Strategy: (Independent Practice)

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STEPP Lesson Plan Form

Closure

Students will write poems that include the 5 elements. I will give them a practice grade for using writing time well. At the end of the lesson, I will ask students to rate themselves from 4-1, showing how confident they feel using the elements. We will share our poems if we have time.

Materials

Prompts for What Am I Like? poem, ISNs, Homework! Oh Homework! poem copies, feedback sheet copies, craft bins, notes on doc cam

Accommodations & Modifications

Assessment

If some students need more time to copy down notes, they can continue to do so while others begin the group poem writing process. When they finish, they can easily join in. During note taking, I will need to check in frequently with the students I know get off track. During attendance taking, if I discover than many did not complete the notes from yesterday, I will ask each one what their plan is to get the notes. I will have them write their name and their plan in a corner of the board. When they accomplish it, they can erase it. Students who are more advanced can generate their own questions instead of using the pre-made poem prompts. They can also write longer poems and can go ahead and include elements from the next days notes. Students will keep their poems in their ISNs, and the feedback sheets clipped into their binders. These poems will be formally assessed during the final assessment. Students will earn a work habits grade for writing during class, which I will mark as I walk around the class and observe.

Reflection Standards were addressed as students demonstrated their understanding of vocab through responding to attendance questions, through creating visual symbols to represent definitions, and through writing their own poems. Students also wrote over shorter time frames by writing poems. The attendance check-in questions were boring but fairly effective at accessing prior knowledge from the day before. I decided to call names in an order other than alphabetical so that students would have to pay attention the whole time instead of knowing when their name was coming up. I was surprised by how much the students enjoyed taking notes. They wrote more slowly than I expected, but they were eager to create visual symbols and to share these with the group. I discovered that sharing stories that exemplify the types of figurative language keeps students fully engaged, and they often remember Colorado State University College of Applied Human Sciences Page 6

STEPP Lesson Plan Form detailed facts from my stories. I would like to incorporate stories into my teaching more often. If I were to change something from this lesson, I would leave more time at the end for writing their own poems. I would also give them vision from the beginning about the final product we are aiming for with their poems.

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STEPP Lesson Plan Form Teacher: Bethany Eagan School: Wellington Middle School Title: Number Poems Grade Level: 6 Date: 2/21/2014 Content Area: ELA Lesson #:_3_ of _8_

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard) -Demonstrate understanding of figurative language, word relationships, and nuances in word meanings (CCSS) -Write routinely in shorter time frames (CCSS). Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard) How can I mod my life story using limited words and then share it with the world? How does figurative language communicate a theme and help the reader make a personal connection? Concepts and skills students master: (Understandings, Big Ideas, Unit objectives) I will be able to define figurative language vocabulary. I will be able to identify figurative language in poems others have written. I will be able to interpret figurative language. I will be able to apply my interpretation of figurative language to the overall meaning of the poem. Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives) Given class time, every sixth grade student will be able to write original examples of each of the last 6 figurative language vocabulary terms. Assessment of Evidence Outcomes: (How will you assess the selected lesson objectives (general explanation, you will go into more detail at the end of the lesson plan) Students will write poems that include the 6 elements. I will give them a practice grade for using writing time well. At the end of the lesson, I will ask students to rate themselves from 4-1, showing how confident they feel using the elements. At a later date, students will fill out poetry feedback sheets for each other, which ask them to identify and interpret the examples of figurative language in each others work. For the final assessment, this poem will be one option students may select to include. At that point, I will formally evaluate their work.

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STEPP Lesson Plan Form

Planned Lesson Activities

Activity Name Should be a creative title for you and the children to associate with the activity. Number Poems How long do you expect the activity to last? 76 minutes -I will take attendance by asking each student to share one vocabulary term along with its definition from yesterdays notes. I will call attendance in nonalphabetical order, and students must share terms in the order of the notes. This way, every student must be following along and reading the definition as we go.

Approx. Time

Anticipatory Set

Teaching/ Presentation (Select the most appropriate teaching model.) -direct instruction -presentation model -concept teaching -cooperative learning -inquiry

1. Input: Students will take notes in their interactive notebooks (ISNs) about figurative language vocabulary. 2. Modeling: I will show students how to generate visual reminders for the vocab terms by doing the first with them. 3. Checking for Understanding: Students will write a poem utilizing the terms theyve learned. 4. Questioning Strategies: As we take notes, I will ask students to make connections between the terms. I will also ask them to work with examples and to explain why these terms are effective.

Teaching Strategy: Guided Practice & Differentiation

I will guide students as a group through taking notes in their ISNs. They will practice semi-independently by creating their own visual memory aides for each term. After finishing notes, students will work together in groups to create a class Numbers poem. Group work inherently allows differentiation because group members to participate as they feel comfortable. The use of visual memory aides appeals to different types of learners because it accesses the understanding from a different viewpoint. The use of structured prompts allows students who do not feel confident with writing to utilize more scaffolding, while more advanced writers can springboard off the prompts and create their own. If individual students need more time to copy notes, they may use a neighbors notes during group time. After writing a poem as a group, students will write their own poems on the application (left hand) side of their ISNs. Page 9

Teaching Strategy: (Independent

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STEPP Lesson Plan Form Practice)

Closure

Students will write poems that include the 6 elements. I will give them a practice grade for using writing time well. At the end of the lesson, I will ask students to rate themselves from 4-1, showing how confident they feel using the elements. We will share our poems if we have time.

Materials

Prompts for Numbers poems, paper slips for Numbers poems, Road Not Taken poem copies, ISNs, notes & Numbers & timer on Smartboard

Accommodations & Modifications

Assessment

If some students need more time to copy down notes, they can continue to do so while others begin the group poem writing process. When they finish, they can easily join in. During note taking, I will need to check in frequently with the students I know get off track. During attendance taking, if I discover than many did not complete the notes from yesterday, I will ask each one what their plan is to get the notes. The poem prompts give low-level writers a starting place, removing the ability for them to make excuses about not knowing what to write. It also allows them to feel encouraged because their final product will sound more advanced than they could have made it on their own. Students who are more advanced can generate their own questions instead of using the pre-made poem prompts. They can also write longer poems and can go ahead and include elements from the next days notes. Students will write poems that include the 6 elements. I will give them a practice grade for using writing time well. At the end of the lesson, I will ask students to rate themselves from 4-1, showing how confident they feel using the elements. At a later date, students will fill out poetry feedback sheets for each other, which ask them to identify and interpret the examples of figurative language in each others work. For the final assessment, this poem will be one option students may select to include. At that point, I will formally evaluate their work.

Reflection Standards were addressed as students demonstrated their understanding of vocab through responding to attendance questions, through creating visual symbols to represent definitions, and through writing their own poems. Students also wrote over shorter time frames by writing poems. This time, I asked attendance questions out of alphabetical order, which resulted in students being much more engaged. Once again, students were highly engaged in my storytelling. I realized, in practice, that the students cannot manage building elements of figurative language into their poems Colorado State University College of Applied Human Sciences Page 10

STEPP Lesson Plan Form during their first drafts. I decided mid-class to grade students simply on using their work time and to come back to the poems later to insert figurative language techniques. During this class, I discovered that displaying an example of the kind of poem I want them to write on the board is crucial to students understanding of what they are supposed to write. Looking back, I see that I needed to clarify the poem template even more than I did because many students did not follow the pattern, though they obviously had the ability to do so.

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STEPP Lesson Plan Form Teacher: Bethany Eagan School: Wellington Middle School Title: Picture What I Mean Grade Level: 6 Date: 2/24/2014 Content Area: ELA Lesson #:_4_ of _8_

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard) Analyze technical, connotative, and figurative meanings (CCSS). Use diverse formats and media (CCSS). Integrate info presented in different media or formats as well as in words to develop a coherent understanding (Integrated Standards). Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard) How can I mod my life story using limited words and then share it with the world? How does figurative language communicate a theme and help the reader make a personal connection? Concepts and skills students master: (Understandings, Big Ideas, Unit objectives) I will be able to define figurative language vocabulary. I will be able to identify figurative language in poems others have written. I will be able to interpret figurative language. I will be able to apply my interpretation of figurative language to the overall meaning of the poem. Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives) Given class time, every sixth grade student will be able to explain with proficiency how the meaning of a poem is conveyed through the connotation and denotation of figurative language. Assessment of Evidence Outcomes: (How will you assess the selected lesson objectives (general explanation, you will go into more detail at the end of the lesson plan) Students will rate themselves twice: 1) 4-1 on how well they conveyed their ideas using connotation/denotation in your figurative language on your original What Am I Like? poem and 2) 4-1 on how well you are able to convey your ideas using the connotation/denotation in your figurative language after the lesson and peer evaluation. Students also took and turned in a quiz on figurative language vocabulary terms. These quizzes will be graded and returned by the next day so that students Colorado State University College of Applied Human Sciences Page 12

STEPP Lesson Plan Form may have feedback about what to study before the test. At a later date, students will take a formal, paper assessment on these skills.

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STEPP Lesson Plan Form

Planned Lesson Activities

Activity Name Should be a creative title for you and the children to associate with the activity. Picture What I Mean How long do you expect the activity to last? 76 minutes -Students will take a pre-test to determine their initial comprehension. -Announce assessment on Wednesday -Take quiz -Finish labeling rhyme scheme on Road Not Taken -Review ISN notes on denotation/connotation 1. Input: I will explain the connotation & denotation of my childhood toy. 2. Modeling: I will show (using visuals on the Smartboard) the connection between pictures and the descriptions in Ars Poetica by Archibald MacLeish. I will also use a graphic organizer to demonstrate the connection between figurative language and connotation/denotation and theme. 3. Checking for Understanding: Students will work in groups to brainstorm connotative/denotative images to match the diamante poem. 4. Questioning Strategies: I will sketch their brainstorm images on the board. I can then ask students what details could make their image more powerful.

Approx. Time

Anticipatory Set

Teaching/ Presentation (Select the most appropriate teaching model.) -direct instruction -presentation model -concept teaching -cooperative learning -inquiry

Teaching Strategy: Guided Practice & Differentiation

As I give the new information, I have the presentation broken down into phases. After each phase, students will work with a partner, rate themselves, or work with a group to interact with the information being presented. As they are working together, I can circulate the room and offer additional support to individual students. Students will fill out feedback sheets for each other on the poems they wrote last week. These forms require them to interact with connotation/denotation, figurative language, and overall meaning of the poem. Independently, they will evaluate their work.

Teaching Strategy: (Independent Practice)

Closure

Students will rate themselves twice: 1) 4-1 on how well they conveyed their ideas using connotation/denotation in your figurative language on your original What Am I Like? poem and 2) 4-1 on how well you are able to convey your ideas using the connotation/denotation in your Page 14

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STEPP Lesson Plan Form figurative language after the lesson and peer evaluation.

Materials

Smartboard presentation, childhood toy, ISNs, feedback sheet copies

Accommodations & Modifications

Assessment

This lesson includes lots of visuals, like the concept map and the images representing figurative language from the poems. These techniques provide a more accessible jumping off point for those students who have difficulty with advanced language. The pair and group work during the presentation will allow more advanced students to explore complex ideas with each other. Also, these students may make unlimited revisions to their original poems. Students will rate themselves twice: 1) 4-1 on how well they conveyed their ideas using connotation/denotation in your figurative language on your original What Am I Like? poem and 2) 4-1 on how well you are able to convey your ideas using the connotation/denotation in your figurative language after the lesson and peer evaluation. Students also took and turned in a quiz on figurative language vocabulary terms. These quizzes will be graded and returned by the next day so that students may have feedback about what to study before the test. At a later date, students will take a formal, paper assessment on these skills.

Reflection My Smartboard presentation addressed standards by incorporating different modes to analyze connotation and denotation by matching images with poetic devices. I picked photos that matched the word imagery in Ars Poetica by Archibald MacLeish. I also displayed a graphic organizer to increase comprehension. I was proud of the graphic organizer I created on the Smartboard, which showed how connotation and denotation reveal meaning in figurative language. I did not measure how it increased/decreased student understanding, but I designed it with an English Language Learner in mind. Our whole class discussion of the denotation and connotation of images proved helpful because I was able to coach students to higher level observations. Students really enjoyed getting to give detailed input to class discussion. I was not satisfied with the depth of information students provided on their feedback sheets for each others poems. It was shallow and confused. I think, in order to get deeper responses, I needed to model filling out one of the feedback sheets on the board. I do not think I gave them enough scaffolding to understand how to fill it out adequately, since they had never used that format before.

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STEPP Lesson Plan Form Teacher: Bethany Eagan School: Wellington Middle School Title: Review What You Knew Grade Level: 6 Date: 2/25/2014 Content Area: ELA Lesson #:_5_ of _8_

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard) Acquire and use general academic, as well as domain specific, words (CCSS) Analyze technical, connotative, and figurative meanings (CCSS). Interpret words and phrases (CCSS). Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard) How can I mod my life story using limited words and then share it with the world? How does figurative language communicate a theme and help the reader make a personal connection? Concepts and skills students master: (Understandings, Big Ideas, Unit objectives) I will be able to define figurative language vocabulary. I will be able to identify figurative language in poems others have written. I will be able to interpret figurative language. I will be able to apply my interpretation of figurative language to the overall meaning of the poem. Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives) Given class time, every sixth grade student will understand the definitions of100% of figurative language vocab terms, how to identify any figurative language examples in a poem, and how to explain the meaning of any figurative language vocab term. Assessment of Evidence Outcomes: (How will you assess the selected lesson objectives (general explanation, you will go into more detail at the end of the lesson plan) Students will rate themselves after each segment of the lesson, in order to determine how well they can achieve each of the three parts of the objective. They will also draw our figurative language analyzer chart on their own sheet of paper, which I will walk around and observe.

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STEPP Lesson Plan Form

Planned Lesson Activities

Activity Name Should be a creative title for you and the children to associate with the activity. Review What You Knew How long do you expect the activity to last? 76 minutes -In groups, students will receive slips of paper containing commonly made mistakes on the quiz from yesterday. They will correct the mistakes in their groups, and each group will present their corrections on the board. Before each group presents, they will give their peers 30 seconds to figure out the problem on their own. -Rate their understanding of corrections. 1. Input: I will explain the memory game for reviewing figurative language vocab terms. 2. Modeling: I will show on the board how their papers should look as they set up their game. 3. Checking for Understanding: After playing the game, students will rate their understanding of figurative language terms. 4. Questioning Strategies: Students will play game in pairs, and will be able to question each others decisions in this way.

Approx. Time

Anticipatory Set

Teaching/ Presentation (Select the most appropriate teaching model.) -direct instruction -presentation model -concept teaching -cooperative learning -inquiry

Teaching Strategy: Guided Practice & Differentiation

I will display the poem A Scientific Investigation by Leslie Hall. Mention the concept of mot juste. As a class, we will use the analyzer chart on the Smartboard to brainstorm other options to replace Halls choice of using a mirror as a simile for the moon. Then we will fill out the chart for the word choice of whistle. Then I will ask for an example from the class, from one of their own poems, of figurative language to use with the analyzer chart. Students will draw the chart on the bottom of their feedback sheet from yesterday and complete the chart for one example of figurative language from their own poem.

Teaching Strategy: (Independent Practice)

Closure

I will walk around and observe the charts they are filling out. I will have students rate their understanding of the meaning behind intentional choices in figurative language. I will have them rate their confidence in Page 17

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STEPP Lesson Plan Form their own ability to make these choices in their own writing.

Materials

Smartboard notes, construction paper, accommodations for memory game, craft boxes, glue, copies of common mistakes, ISNs

Accommodations & Modifications

Assessment

I have provided an accommodation for the vocab memory game. For those students who struggle with handwriting, I have a handout that they can cut and glue onto the game pieces. This will allow them to have more time learning from playing the game, and less time struggling with writing. Those students who are more advanced can make more advanced editing choices on their own poems. They may also play the game more times, practicing their memorization for the test. Students will rate themselves after each segment of the lesson, in order to determine how well they can achieve each of the three parts of the objective. They will also draw our figurative language analyzer chart on their own sheet of paper, which I will walk around and observe. Ultimately, they will be assessed on the test tomorrow.

Note: We did not finish the entire lesson planned for this day. Some of the activities will carry over into the next day. Reflection The standards for today were the same we have been working toward over the past few days. The review game provides a summative review on understanding of figurative language. The word choice worksheet provides a practice assessment on their understanding of connotation versus denotation. I was pleasantly surprised at how much students enjoyed playing the game. However, we ran out of time to complete the game and the notes during the class period. Some students finished in time, but many needed more time. I decided to have students who had not finished creating their game pair up with students who had finished because this modification allowed them to practice memorizing even if they had not finished. For the third class, I asked students to work in pairs to create one game between the two of them. While this change meant that not every student would have their own game to take home and study with, I believe that realistically most students would not study at home. Still, this modification also cut memorizing/writing time in half. Nicole and I decided during debriefing that it would probably be helpful to create a teacher set of the game to be able to give to students who needed more time because this would increase their playing/memorizing time. I also got to tangibly assess their understanding by having them fill out a word choice worksheet that I created. This worksheet used a formula sentence to help students connect connotation to overall meaning. If I were to use this worksheet again, I would add an extra step after the formula to have them prove their ability to make connections between theme and connotation. The formula statement was Colorado State University College of Applied Human Sciences Page 18

STEPP Lesson Plan Form the first step in the process, and I would like to have them end up with higher level understanding than they did this time.

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STEPP Lesson Plan Form Teacher: Bethany Eagan School: Wellington Middle School Title: Concerning Connotation Grade Level: 6 Date: 2/26/2014 Content Area: ELA Lesson #:_6_ of _8_

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard) Acquire and use general academic, as well as domain specific, words (CCSS) Analyze technical, connotative, and figurative meanings (CCSS). Interpret words and phrases (CCSS). Determine central ideas and themes, analyze their development, and summarize (CCSS).

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard) How can I mod my life story using limited words and then share it with the world? How does figurative language communicate a theme and help the reader make a personal connection? Concepts and skills students master: (Understandings, Big Ideas, Unit objectives) I will be able to define figurative language vocabulary. I will be able to identify figurative language in poems others have written. I will be able to interpret figurative language. I will be able to apply my interpretation of figurative language to the overall meaning of the poem. Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives) Given class time, 100% of sixth grade students will be able to choose one word with a particular connotation and justify how their choice supports the theme of their poem. Assessment of Evidence Outcomes: (How will you assess the selected lesson objectives (general explanation, you will go into more detail at the end of the lesson plan) Students will fill out a figurative language and meaning worksheet on their What Am I Like? poems. I will grade these worksheets, which will show me their level of understanding.

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STEPP Lesson Plan Form

Planned Lesson Activities

Activity Name Should be a creative title for you and the children to associate with the activity. Concerning Connotation How long do you expect the activity to last? 76 minutes Students will take an assessment on their ability to define figurative language vocabulary, to give examples of figurative language, and to identify figurative language in a poem.

Approx. Time

Anticipatory Set (30 min)

Teaching/ Presentation (Select the most appropriate teaching model.) -direct instruction -presentation model -concept teaching -cooperative learning -inquiry

1. Input: I will explain the phrase mot juste. I will also share the poem A Scientific Investigation by Leslie Hall. 2. Modeling: I will show on the board how the author chose to create a simile comparing the moon to a mirror instead of some other shiny object. I will fill out the figurative language brainstorm chart on the Smartboard in order to demonstrate this. 3. Checking for Understanding: I will ask the students to guide me through the process of filling out the same chart for the authors choice of the word whistle. 4. Questioning Strategies: During the modeling and checking understanding portions, I will ask students questions about non-examples. I plan to ask, Why did the author NOT choose ______ instead of whistle? Sometimes by asking about non-examples, I can help students access the key understandings.

Teaching Strategy: Guided Practice & Differentiation

Students will fill out a handout that has the brainstorm chart on it. They will use the handout to analyze one specific word choice they have made in their What Am I Like? poems. I will circulate during this activity to offer assistance. If students need more of a challenge, they can divide their brainstorm chart into two parts and analyze two word choices instead of just one. They can also add a paragraph on the back explaining in more depth the effect of connotation on the overall meaning of the poem. If students need more assistance, they can simplify their brainstorm chart by only generating two (instead of five) alternative word choices. Students will exchange their What Am I Like? poems with a neighbor. Each student will underline and label 5 different examples of figurative language in their neighbors poem. They will also circle one word that they think has a powerful/effective connotation and explain their choice to the author.

Teaching Strategy: (Independent Practice)

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STEPP Lesson Plan Form

Closure

I will have students rate their understanding (4-1) of how word choice/connotation affects the overall meaning of a poem. I will also have students raise their hands to show me how many of them actually have 5 different examples of figurative language in their poems.

Materials

Assessments, ISNs, brainstorm handouts

Accommodations & Modifications

Assessment

I have one student who was absent during our practice quiz, which preceded todays assessment. Today, I will have her take the practice quiz while other students are taking the assessment. I will then request her for remediation on Friday, when she will take the final assessment. This will bring her mostly up to date with the class. I have a new student, who arrived yesterday. I have made copies of the notes on figurative language for him. During the time everyone else is taking the assessment, I have two options for him 1) If he has a notebook to begin making his ISN, I would prefer him to spend the time catching up on notes and ISN set up. 2) If he does not have his ISN, I will have him take the same assessment as the other students, but his will be recorded only as a pre-test (not for a grade). This will give me insight into his understanding. One GT student was absent yesterday. I will not require her to make up any of the class work, since it was all remediation in preparation for todays assessment. There was no homework assigned and no grades recorded yesterday. I have 3 students with 504s, which require accommodations when a substantial writing is required. For these students, I will instruct them to include a definition OR an example for each vocab term, instead of both, as other students are required to include. I will also check in with one, who may need the directions read to him personally. Students will take a final assessment on their knowledge of figurative language vocab terms. I will grade these. Students will fill out a figurative language and meaning worksheet on their What Am I Like? poems. I will grade these worksheets, which will show me their level of understanding of todays objective. I will have students rate their understanding (4-1) of how word choice/connotation affects the overall meaning of a poem. I will also have students raise their hands to show me how many of them actually have 5 different examples of figurative language in their poems.

Reflection Today, students took the first part of the post assessment on the standards this far. Colorado State University College of Applied Human Sciences Page 22

STEPP Lesson Plan Form My lesson plans have not played out exactly as I had them designed. Nicole and I decided that, today, we would give students the first part of the post-assessment. We decided that students needed more in-class practice on interpreting figurative language and applying it to the overall theme of the poem. We decided to complete the assessment after additional in-class practice. I think this was a good choice for student learning. Logistically, it proved a little more difficult because some absent students just missed one part of the test and I had to keep track of who needed to take what. Perhaps in the future I would divide the assessment into two completely different assessments.

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STEPP Lesson Plan Form Teacher: Bethany Eagan School: Wellington Middle School Title: Totally TPCASTT Grade Level: 6 Date: 2/27/2014 Content Area: ELA Lesson #:_7_ of _8_

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard) Acquire and use general academic, as well as domain specific, words (CCSS) Analyze technical, connotative, and figurative meanings (CCSS). Determine central ideas and themes, analyze their development, and summarize (CCSS).

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard) How can I mod my life story using limited words and then share it with the world? How does figurative language communicate a theme and help the reader make a personal connection? Concepts and skills students master: (Understandings, Big Ideas, Unit objectives) I will be able to define figurative language vocabulary. I will be able to identify figurative language in poems others have written. I will be able to interpret figurative language. I will be able to apply my interpretation of figurative language to the overall meaning of the poem. Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives) Given class time, 100% of sixth grade students will know what TPCASTT stands for and will understand the method of TPCASTT. Assessment of Evidence Outcomes: (How will you assess the selected lesson objectives (general explanation, you will go into more detail at the end of the lesson plan) Students will be able to sing the TPCASTT song, and will therefore be able to prove that they know the steps of TPCASTT. Students will rate their understanding of how to TPCASTT a movie cover.

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STEPP Lesson Plan Form

Planned Lesson Activities

Activity Name Should be a creative title for you and the children to associate with the activity. Totally TPCASTT How long do you expect the activity to last? 76 minutes -Brainstorm worksheet -Switch What Am I Like? poems and underline 5 fig lang examples -Circle word choice from worksheet and underline/edit 5 examples

Approx. Time

Anticipatory Set

Teaching/ Presentation (Select the most appropriate teaching model.) -direct instruction -presentation model -concept teaching -cooperative learning -inquiry

1. Input: I will show students a movie cover and ask how theyd figure out what its about. We will set up our ISNs, take TPCASTT notes, and learn the song. 2. Modeling: We will revisit the same movie cover and TPCASTT it as a class on the board. 3. Checking for Understanding: Students will work in pairs to fill out TPCASTT worksheet on a new movie cover. 4. Questioning Strategies: I will ask questions about how TPCASTTing a visual (movie cover) is similar and different to TPCASTTing a poem.

Teaching Strategy: Guided Practice & Differentiation

I have chosen to use a visual medium for practicing TPCASTT. My supervising teacher and I have talked about how sixth graders understanding is very concrete. I plan to begin with a concrete, visual text to practice the method of TPCASTT before applying the process to a more abstract poem of words. This method provides differentiation for students who have difficulty with language. Visual texts provide multiple jumping off points for deeper understanding. We will work through TPCASTTing the visual as a class. For semi-independent practice, students will work in pairs to TPCASTT a new movie cover. They will fill out the TPCASTT worksheet. Fully independent practice will come in the form of the socratic circle in the next few days.

Teaching Strategy: (Independent Practice)

Closure

I will have students sing the TPCASTT song. Students will rate their understanding Page 25

Colorado State University College of Applied Human Sciences

STEPP Lesson Plan Form of how to TPCASTT a movie cover.

Materials

2 movie covers on smartboard, ISNs, brainstorm worksheets, notes on Smartboard from yesterday, TPCASTT worksheets, TPCASTT notes on Smartboard

Accommodations & Modifications

Assessment

This lesson contains many examples of modeling. I will precede the brainstorming worksheets by reviewing the modeling we did on the worksheets yesterday. Before asking students to TPCASTT independently, we will TPCASTT as a class. This makes the new information more accessible. Some students need modifications that help them when a lot of writing is required. Since students are working in pairs, if they have trouble writing, they can have their partner do the writing on the worksheet. Students will be able to sing the TPCASTT song, and will therefore be able to prove that they know the steps of TPCASTT. Students will rate their understanding of how to TPCASTT a movie cover. I will grade the TPCASTT worksheet that they have filled out on the movie cover after tomorrow.

Reflection Underlining five examples of figurative language in each others poems served to refresh students on the figurative language standards. Learning the TPCASTT method of analyzing poetry helps students achieve the standard of understanding central themes and analyzing their development. I have learned that singing is an excellent way to have students memorize something. Even though we practiced definitions of figurative language over and over, many students still forgot them. However, after just one day of learning the TPCASTT song, I had students telling me, I was singing it in the shower last night! Singing does raise the energy level and can cause students to lose control of behavior, so I have singing transition skillfully into the next activity. It also worked exceptionally well to TPCASTT a movie cover initially, instead of poem. My intention was to provide an easier visual access point in order to practice the process of TPCASTT without getting bogged down in words. Students were definitely engaged. I was worried that the process would not transfer to words, but I did not notice any problems with this. Again, I planned more than I had time for. I need to learn to assess the timing of activities more accurately.

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STEPP Lesson Plan Form Teacher: Bethany Eagan School: Wellington Middle School Title: Totally TPCASTT Part 2 Grade Level: 6 Date: 2/28/2014 Content Area: ELA Lesson #:_8_ of _8_

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard) Acquire and use general academic, as well as domain specific, words (CCSS) Analyze technical, connotative, and figurative meanings (CCSS). Determine central ideas and themes, analyze their development, and summarize (CCSS).

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard) How can I mod my life story using limited words and then share it with the world? How does figurative language communicate a theme and help the reader make a personal connection? Concepts and skills students master: (Understandings, Big Ideas, Unit objectives) I will be able to define figurative language vocabulary. I will be able to identify figurative language in poems others have written. I will be able to interpret figurative language. I will be able to apply my interpretation of figurative language to the overall meaning of the poem. Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives) Given class time, 100% of sixth grade students will be able to use TPCASTT to analyze a poem Assessment of Evidence Outcomes: (How will you assess the selected lesson objectives (general explanation, you will go into more detail at the end of the lesson plan) I will have students fill out a TPCASTT worksheet and turn it in to be graded after class.

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STEPP Lesson Plan Form

Planned Lesson Activities

Activity Name Should be a creative title for you and the children to associate with the activity. Totally TPCASTT Part 2 How long do you expect the activity to last? 50 minutes -TPCASTT song

Approx. Time

Anticipatory Set

Teaching/ Presentation (Select the most appropriate teaching model.) -direct instruction -presentation model -concept teaching -cooperative learning -inquiry

1. Input: I will explain that today we will apply TPCASTT to poetry. 2. Modeling: I will have The Road Not Taken on the Smartboard. Together as a class, we will complete the title, paraphrase, and connotation phases for the first stanza. 3. Checking for Understanding: I will ask for participation throughout the modeling process. I will observe their understanding as they work in groups to fill out the TPCASTT worksheet. 4. Questioning Strategies: I will ask questions about how TPCASTTing a visual (movie cover) is similar and different to TPCASTTing a poem.

Teaching Strategy: Guided Practice & Differentiation

Students will work in groups to TPCASTT the poem. This is semi-independent practice, since they may bounce ideas off each other. This practice is differentiated because it allows students to ask questions in a smaller group setting. It also allows students to gain from each others knowledge before asking the teacher. This frees me to give attention where it is needed most. For semi-independent practice, students will work in groups to TPCASTT the poem. Fully independent practice will come in the form of the socratic circle in the next few days.

Teaching Strategy: (Independent Practice)

Closure

-If there is time, I will play a memory game: 2 at a time face each other, teacher gives 1 letter of TPCASTT, first to grab stuffed animal and say what letter stands for wins (2 lines) Page 28

Colorado State University College of Applied Human Sciences

STEPP Lesson Plan Form -I will have students sing the TPCASTT song. Students will rate their understanding of how to TPCASTT a poem. Materials Stuffed animal, ISNs, The Road Not Taken on smartboard, TPCASTT form on Smartboard, TPCASTT worksheets

Accommodations & Modifications

Assessment

Before asking students to TPCASTT independently, we will TPCASTT as a class. This makes the new information more accessible. Some students need modifications that help them when a lot of writing is required. Since students are working in groups, if they have trouble writing, they can have more flexibility with the time it takes them to write their answers. Not many modifications are necessary for this lesson, since it is focused or oral and group learning. Students will be able to sing the TPCASTT song, and will therefore be able to prove that they know the steps of TPCASTT. Students will rate their understanding of how to TPCASTT a poem. I will grade the TPCASTT worksheet that they have filled out on the poem.

Reflection Filling out the TPCASTT worksheet enables students to analyze a central theme and its development, as expressed in the standard. I wanted to make sure students could actually write the ideas they discussed the day before. As I began the TPCASTT process with them, I was pleasantly surprised with every single one of my classes. As I asked questions, they brought the discussion to an incredibly deep level. Even my ELL student offered insight! It was thrilling to see the students get so excited over the many meanings of the poem we discussed. I think students needed more specific requirements about how to fill out their TPCASTT worksheets. They filled in the categories, but they should have included much more depth and detail. I think that if we included instructions that required a specific number of examples, we would receive much better work. I also think I graded a little easy on them. I was somewhat afraid of being too hard on them, but I think I erred on the low side. Nicole advised me that if I hold a high standard, my students will rise to it.

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