Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date 4/16/13 Natalie Sapp Subject/ Topic/ Theme Reading Grade ___5th_______

I. Objectives How does this lesson connect to the unit plan?

This lesson will hit on key factors of figures of speech, and give the students a better insight to the author and why he wrote the way he did. It also shows how the author made emphasis on particular parts of the story.

Learners will be able to:

Summarize the last portion of Holes they read. Realize what a simile and a metaphor are and the difference between them. Find examples from their own lives that are similes and metaphors. Coordinate with their partner during their activity.

cognitiveR U Ap An E C*

physical development

socioemotional

U R/U Ap X X

Common Core standards (or GLCEs if not available in Common Core) addressed:
1. CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. in the blogthey are expectedto drawfromexamplesin the text. 2. CCSS.ELA-Literacy.RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. the studentshavevocabularywordsthat theyhaveto define. 3. CCSS.ELA-Literacy.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. The students haveto answerin their blogwith explicit examplesfromthe book. 4. CCSS.ELA-Literacy.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly. Discussingin their bookclubsthe discussion questions.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners write the name(s) of the learner(s) to whom it applies.) *remember, understand, apply, analyze, evaluate, create

II. Before you start Identify prerequisite knowledge and skills.

They need to have read chapters 19-23 Collaboration skills Listening skills

Pre-assessment (for learning):

Summarizing the reading from the night before

Formative (for learning):

Outline assessment activities (applicable to this lesson)

Summarizing together as a class and them answering critical thinking questions will benefit everyone in the class to remember the reading and thinking about what they read.
Formative (as learning):

The simile and metaphor handout with allow the students and I to see if they understood the lesson. Summative (of learning): The blog post at the end will help the students sum up what they read in their book and apply it to themselves (higher order thinking).
Provide Multiple Means of Representation Provide options for perceptionmaking information perceptible The students will representation through oral teaching. They will also have a handout for improving their skills on the metaphors and similes They will have their blog also. Provide Multiple Means of Action and Expression Provide options for physical actionincrease options for interaction The students will interact as a whole class and with a partner. Provide Multiple Means of Engagement Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats The students will be able to apply the mini lesson to the reading in Holes

What barriers might this lesson present? What will it take neurodevelopmentally, experientially, emotionally, etc., for your students to do this lesson?

Provide options for language, mathematical expressions, and symbols- clarify & connect language The students will communicate through large group discussion, partner work, and individual work. Provide options for comprehensionactivate, apply & highlight The students will be able to apply their reading to themselves in their blog question.

Provide options for expression and communication- increase medium of expression The students will be able to talk to each other and write out their opinions and thoughts.

Provide options for sustaining effort and persistence- optimize challenge, collaboration, mastery-oriented feedback They will be able to work in a large group, small group, and individually.

Provide options for executive functions- coordinate short & long term goals, monitor progress, and modify strategies The students will be able to identify what a simile and metaphor is and what makes them different.

Provide options for self-regulationexpectations, personal skills and strategies, self-assessment & reflection The students will be able to see how well they listened in the beginning part of class if they can do the handout. If the students understood the reading they will be able to thoughtfully answer the blog question.

Materials-what materials (books, handouts, etc) do you need for this lesson and are they ready to use?

Holes Vocab Packet Simile and Metaphor Handout Computer Normal set up

How will your classroom be set up for this lesson? III. The Plan Tim 10 min Components Motivation (opening/ introduction/ engagement) Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. As we first begin, I'll ask the students how the reading went. Volunteer to summarize a chapter they I'll ask, will someone summarize read. chapter 13-15? After I'll ask a few students to volunteer a new word and a definition they found from the reading. I'll ask them to use it in a sentence. 1520 min Development (the largest component or main body of the lesson) Participate in the questions being asked of them.

We'll then break into our mini lesson about similes and metaphors. I'll then tell the class to listen and read the sentence I put on the board, Her eyes sparkled like the stars in the sky I'll give another example like, He was as mean as a bull

Thoughtfully think about what the sentence is doing.

I'll ask them, What am I doing? Can anyone figure out a key factor of this sentence? If I don't get a response, I'll say, Can her eyes really sparkle like the stars in the sky? Or does he really turn into a bull when he's mad/being mean?

10 min

5 min

Closure (conclusion, culmination, wrap-up)

No, they can't but people say things like this to add emphasis on how mad a person was or how sparkly her eyes were This type of figure of speech is called similes (I'll write this on the board) Similes are a figure of speech that compare to different things. So, in our sentence what is the girls eyes being compared to? They author isn't saying that her eyes are actually stars, right? Similes have a certain way you can identify them. They use the words like or as. Can someone give me an example of a simile? Authors also have another way of making their phrases more bold. I'll write an example up on the board of a metaphor The team captain of our soccer team is a rock. Now the team captain is not literally a rock, right? How is this phrase different than a simile? This is an example of a metaphor. It's adding emphasis by saying one thing is another. I'll ask someone again to tell me the difference between a simile and a metaphor just so they have it down. I'll have them break up with the normal reading partner and pass out the Similes and metaphors handout. They'll be given about 5-10 minutes to work on it. They'll have to turn to the page given on the sheet (in their books) to find what the first part of the phrase is comparing to. After they're finished we'll come back together as a class and go over the answers to the handout. I'll then ask them, Why do authors use these types of figures of speech? Do you think the author made good comparisons? Why or why not? After I will tell them to go to their blogs and answer the question on there. Do you think Zero really likes to dig holes? Why do you suppose he's angry all the time? When they've finished their blog, we'll come back together as a class and I'll ask some students to share their posts. I'll then tell them that Mrs. Becker will be taking over tomorrow.

Work together with their partner to answer the examples.

Post in the blog.

Listen to others or offer up an answer that they wrote.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the process of preparing the lesson.)