SEI Teacher Endorsement Course Lesson Plan Template

Instructions: The SEI Teacher Course Lesson Plan has three parts:

A. Lesson Background Information – outlines teacher, student, and class characteristics, as

well as lesson objectives.
B. Instructional Procedure – presents major activities that help students master the stated
objectives of the lesson.
C. Reflection – provide guiding questions for reflecting on the lesson planning process,
content and implementation (when applicable).
If you have questions about any of the lesson template fields, please refer to the Field
Descriptions/Instructions chart.

Lesson Background Information

Name: Cristina Almeida Date: 5-1-17
District: Lesson Length: 1 hour
Content Area: English Lesson Topic: Satire
Focus Language Domain(s) (R, W, L, S): Reading, Writing, Speaking, and Listening

Content Objective: Language Objective for students at WIDA ELD

All students will be able to… levels 1-3 (choose one level):
● Define satire and other related terms. ELD Level ___ students at will be able to…in
● Identify how different forms of satire can be English
used to create a message.
● Use their knowledge of satirical terms to
convey a message about a real event, idea,
person, etc.
● Design a presentation that clearly
exemplifies the meaning of each vocabulary
term.
Language Objective for students at WIDA ELD
levels 4 or 5 (choose one level):
Key Content Vocabulary: ELD Level 4 students at will be able to…in English
● Satire ● Take notes on the definitions of satirical
● Irony terms using a guided note sheet.
● Exaggeration ● Identify how their knowledge of satirical
● Understatement terms can be used to convey a message
● Juxtaposition using examples of satirical works.
● Explain how different aspects of satire
can be used to a message using their own
presentation.
● Listen to other students’ use of
vocabulary terms during their
presentations.
Materials/Equipment: Prerequisite Knowledge:
● Satirical works ● Students should have an understanding of
● Prezi: how literary devices (such as diction,
http://prezi.com/nosnhg- tone, metaphors, etc.) can be manipulated
84rze/?utm_campaign=share&utm_medium to convey an idea.
=copy&rc=ex0share
● Vocabulary Term Handout
● Homework
● Ipad
 ● Kahoot
Instructional Procedure
The activities below should reflect the targeted language and content objectives for this
lesson.
Duration Description
Connection to prior learning or background building activity:
● Students will start class by playing a brief game of Kahoot that reviews the
different literary devices covered in the previous lesson.
● The teacher will use the statistics from the game to address any confusion
before moving on to the new material.
Activities to present new content area knowledge or skill:
● Students will fill out a handout of vocabulary terms that goes along with
the teacher’s Prezi on satire and satirical techniques.
● Students will take notes on the examples of satirical works that coincide
with each vocabulary term. The teacher will project notes from the class’
discussion for students to write down. Students may also choose to write
their own notes as well.
● For each example, the class will discuss what is going on, how the
technique is being used, and what the main message of the satirical work
is.
Activities to present new language knowledge or skill:
● Students will fill out a handout of vocabulary terms that goes along with
the teacher’s Prezi on satire and satirical techniques.
● Students will take notes on the examples of satirical works that coincide
with each vocabulary term. The teacher will project notes from the class’
discussion for students to write down. Students may also choose to write
their own notes as well.
● For each example, the class will discuss what is going on, how the
technique is being used, and what the main message of the satirical work
is.
Activities to assess or review learning of new language, content, and/or skill:
● Using the Book Creator app, students will create and present examples to
go along with each of the satirical vocabulary terms their group was
assigned. Students will be divided by how they choose to provide
examples.
● Tier 1: Students will create a cartoon that shares a satirical message
about a real idea, person, event, etc. and that demonstrates the use of
one satirical technique.
● Tier 2: Students will create a skit that shares a satirical message
about a real idea, person, event, etc. and that demonstrates the use of
one satirical technique.
● Tier 3: Students will create a newspaper article that shares a satirical
message about a real idea, person, event, etc. and that demonstrates
the use of one satirical technique.
● Students may choose a topic to satirize from a list brainstormed by the
class or choose an unmentioned topic.
● Similar to how they took notes on the teacher’s examples, students will
take notes on each group’s example using the space provided in the
handout.
● After each group presents, the teacher will pause in order to ask
questions, like the questions asked during each of the teacher’s examples,
that the students should take notes on. The teacher will write down and
project the students’ answers using the teacher’s own copy of the
handout.
Homework/Extension Activities
● Students will watch a short video briefly describing the events of the Russian Revolution
and take notes using a guided note taking sheet.

CCSS:

CCSS.ELA-LITERACY.RL.11-12.6

Analyze how differences in the points of view of the characters and the audience or reader (e.g.,
created through the use of dramatic irony) create such effects as suspense or humor.

CCSS.ELA-LITERACY.SL.11-12.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,

and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively.

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.L11-12.3

Apply knowledge of language to understand how language functions in different contexts, to

make effective choices for meaning or style, and to comprehend more fully when reading or
listening.