EdTPA

Lesson Template
Teacher: Ms. Akinde
Grade: 9th grade
Subject: English Language
Date: November 9, 2017
Standards: (Common Core
Learning Standards/ New York State
Standards)

Objective(s)/Aim(s): Students will

brainstorm with the goal of writing
poems that use unique imagery and
description.
Essential Questions: What does it
mean to belong?

Materials/Resources:

1. "Where I'm From" by

George Ella Lyon
2. Sensory Detail Brainstorm
reproducible
Technology: Smart Board
Laptop

Content
Vocabulary:

Language
Function:

Self expression

Language Supports: Language used in this lesson supports the type of

language students will use in many forms of writing. Imagery and
description can be used in persuasive writing and creative writing.

Imagery
Description
Community

Motivation/ Hook/Do Now: (The purpose, connection to experiences, or review of a previous lesson ~5 min.)
Do now:
Think about the cafeterias school lunch. Use the 5 senses to describe the school lunch. Touch, taste, sound,
sight and smell.

Mini-Lesson/Direct Instruction: (Teacher explains, models correct responses, elicits scholar responses, stepby-step procedure. ~10 min.)

Discuss Do now and discuss how the fives sense help evoke imagery, emotion and feeling in readers

Guided Practice: (Teacher works with students: 1. to have them demonstrate understanding of objective with
assistance, 2. to allow students to show understanding individually or in groups, and 3. to re-teach through
multiple intelligences. ~15 min.)

Read "Where I'm From" by George Ella Lyon together as class twice. The first time to get a feel of the poem, the

second time to underline and circle and discuss what in the poem made it personal yet relatable. Discuss how she
got her message across & talk about what literary devices and sensory examples she used.
During the second reading students will be focusing on literary devices and senses used by the author and how it
related to home

Independent Practice: (Teacher provides activity and students complete tasks independently while teacher
observes and informally assesses for understanding. ~15 min.)
Students think about their own childhoods and brainstorm lists on their Sensory Detail Brainstorm reproducible.
As students brainstorm individually, teacher will talk to students about their memories. If they list something
generic like "food" under "smell", ask them follow-up questions. What kind of food? What did it smell like?

Share/Reflection: (Closure, connection, students share/reflect while teacher continues to check for
understanding, exit slips. ~5 Min.)
Exit slip question: Where is home for you?

Differentiation:
*Students who benefit from
discussion will talk about their
thoughts with the class.
*Students who benefit from
repetition and being read to will
benefit from the out loud reading of
the poem.

Assessment
(Formative/Summative):

Students will write their own poems

about where they are from using
literary devices and imagery.
Students should have used all the
senses in the poem. In this poem as
the author of the poem did students
are allowed to use words whether
English or not it is English the idea

Homework:
Take your notes of the poem and
the poem home, write your poem
and bring it to school

of home

Reflection: In this artifact students will be given the opportunity to bring their home,
language and culture into the classroom. Students will be given artistic freedom over their
poem as long as they include senses and a few elements of poetry, such as metaphor or
rhyme. Having a model text will guide students into understanding what is expected from
them. In this artifact students linguistic and cultural background is celebrated.