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Winona State TPA-Referenced Lesson Plan

Lesson 1
Teacher Candidate Name: Emily Whiteis
Grade & Subject Area: Fifth grade reading
Date for Planned Lesson: 2-23-17
Personal Goal: What lesson delivery skill do you want to improve?
Keeping students engaged throughout the lesson.

*Examples are given in the right hand column. When submitting your lesson plan,
you may either replace the given examples or leave them intact.
Lesson Title Idioms, Adages, and Proverbs

MN/CC State Standard(s) MN Standard: R.L.5.1.4.4: Determine the meaning of words and phrases
- direct quote from MN standards as they are used in a text, including figurative language such as metaphors
documents and similes. SL.5.8.1.1: Engage in a range of collaborative discussions on
- if only focusing on one part of a grade 5 topics and texts. L.5.10.5.5: Demonstrate understanding of
given standard, underline the part figurative language, word relationships, and nuances in word meanings to
being focused upon
develop word consciousness.
Central Focus Interpret the meaning of figurative language.
- derived from standard,
- communicates general goal

Learning Target for this Lesson Possible language functions: Identify, explain, summarize, interpret, contrast, justify
- concisely says what students will be Example: Explain how X plays a role in.
able to know and do Students will identify and explain the writers meaning in a text, poem, or
- start with appropriate language spoken words when figurative language is used.
function (active verb)
Academic Language (AL) a. Domain-specific academic vocabulary ex: perpendicular, separatist, fable..
a. Domain-specific Acad vocabulary idiom, adage, proverb
b. General Academic vocabulary
(words used in school across many b. General academic vocabulary ex: essay, illustrate, contrast, critique, table
subject areas) explain, interpret, create, illustrate, compare,
c. Syntax Sentence Frame: Example c. Sentence Frame ex: X & Y are different because... I agree with X because the text says
sentence that students can use The meaning of the [idiom, adage, proverb] is the person/writer/author is
to accomplish target comparing it to
d. Point in lesson where students will
be given opportunity to use d. In Lesson Part 2 Assessment (below), students will be asked to explain X to a partner
Academic Vocabulary (Note: It using at least 2 of the following words
is important that this appear in In phase 2 students will be asked to look up the meaning of common
TPA videotape segments idioms, adages, and proverbs and discuss the meaning.

Needed modifications/supports Ex: BP will accomplish the stated target, with the added support of sentence frames and a
a. Identify how some form of word
additional support will be Visual, video, and computers are allowed to all students to support the
provided for some aspect of the learning target.
lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence frames
Resources & materials needed Ex: handout on X, Graphic organizer on Z, McGraw Hill textbook chapter 4, pp. 48-52.
White paper, pencil, colored pencils, computer

Lesson Part Activity description / teacher does Students do


Phase 1 Review idioms (taught in previous lesson). Write idiom and its
State Target & Activate Prior Provide definition on power point definition in notes. Think
Knowledge -discuss what hidden meaning means about examples of
a) Post the learning target -idiom example- ask students to discuss and idioms they already
statement and indicate whether think about how the literal words are different know. Discuss with the
the teacher or student(s) will read from the actual meaning. class the actual words
it aloud -idiom video (building prior knowledge) are not the literal
b) Engage students in activity to
Introduce new figurative language terms: Adage meaning. Explain what
elicit / build prior background
knowledge
and Proverbs the hidden meaning
-give definitions and examples on power point means.
-ask students to think about the meaning of
each example
-Ask students to use their laptops and look up
examples of adages, and proverbs online
Phase 1 Assessment Ask questions; give examples; discuss
Explain the plan to capture data Ask students to give thumbs up, side, or down to
from this phase of the lesson indicate they comprehend

Phase 2 Teacher Input / Inquiry Introduce new figurative language terms Write the new figurative
- Explain procedures Adages and Proverbs (old sayings) language terms in their
- Demonstration the task -give definitions and examples on power point notes with an example
- Teacher think aloud -ask students to think about the meaning of for each. Think and
each example discuss with class
Give students a common saying and identify the examples provided by
literal meaning, i.e. Actions Speak Louder the teacher.
than Words. Literal meaning: Your daily
character traits matter more than what you Using their laptop
say. computers, students will
-Ask students to use their laptops and look up look up common
examples of adages, and proverbs online sayings: adages and
proverbs. They will look
Discuss the meaning of several adages and the meaning up and
proverbs old sayings appropriate for 5th make text-self
graders. connections.
Assign task: students work in groups and
decide on one of each: idiom, common Play charades
saying, and hyperbole and act it out students will come up
(charades). with a skit to show the
How: to determine groups, each student will get class. They will decide
a craft stick that has a specific color marked on an idiom, hyperbole,
on it groups are assigned by color. and common saying to
act out. They will show
the class. Students will
take guesses at what
the group is acting out,
once someone gets it
right they will explain
the meaning.
Phase 2 Assessment Walk around and make sure students are
Explain the plan to check for staying on task and discussing examples with a
understanding of steps / partner. Listen to group discussions for
procedures demonstrated in comprehension.
this phase

Phase 3 Guided Practice Charades explain that one group will go first Charades
- Paired/collaborative work and once they have completed their task, Students guess what
- Teacher(s) may roam & assist another group will go, and so on, until all groups the groups idiom,
have shown their skit. common saying, and
hyperbole is
Once someone gets it
right they explain the
meaning.
Phase 3 Assessment idiom, adage, or proverb and act it out (tableau)
Explain the plan to check for Students will show they can understand the
ability to apply difference between the literal meaning and the
demonstrated actual meaning.
steps/procedures during
guided practice

Phase 4 Independent practice Give students independent assignment: Independent work.


- Individual student work -Create your own adage or proverb, or find one Create and original or
that means something to you. find a common saying,
-Write it, explain the meaning, and illustrate it, adage, or proverb:
turn it in when finished write, explain, and
illustrate it.
Phase 4 Assessment Check students work for understanding.
Explain plan to check for ability to
apply demonstrated
steps/procedures during
independent practice

Phase 5 Restatement & Closure Students are encouraged to ask questions if Students will be
a) Restate learning target they dont understand. assisted by teacher or
b) Explain a planned opportunity Work with individual students and re-teach peers. Extra practice
for students to self-assess Give students who need help extra practice activities are provided
their perceived level of (figurative language stations are extra practice (self-assessment)
mastery for the target. and review)
Phase 6 Summative Next Steps Unit test after tests have been graded, Some students may
Attach a class roster (first names students whos scored indicate they have not need to retake test
only) with space to indicate mastered the learning target will be re-taught
for each student the needed during the elements of poetry lesson.
next steps of instruction.
*This lesson plan is based on the work of David Denton (2013) with added modifications. An introductory
video to the basics of the plan is available at https://www.youtube.com/watch?v=-yCj7IMyWAQ.
Updated 1/2016
Winona State TPA-Referenced Lesson Plan
Lesson 2
Teacher Candidate Name: Emily Whiteis
Grade & Subject Area: 5th grade Reading
Date for Planned Lesson: 2-22-17
Personal Goal: What lesson delivery skill do you want to improve?
Encouraging students to use higher order thinking skills with in-depth questions.

*Examples are given in the right hand column. When submitting your
lesson plan, you may either replace the given examples or leave them
intact.
Lesson Title Personification
MN/CC State Standard(s) Example: MN Standard: Geometry.4.G.3: Recognize a line of symmetry for a
- direct quote from MN standards MN Standard: R.L.5.1.4.4: Determine the meaning of words and phrases
documents as they are used in a text, including figurative language such as metaphors
- if only focusing on one part of a and similes. SL.5.8.1.1: Engage in a range of collaborative discussions on
given standard, underline the part grade 5 topics and texts. L.5.10.5.5: Demonstrate understanding of
being focused upon figurative language, word relationships, and nuances in word meanings to
develop word consciousness.
Central Focus Example: Read and comprehend nonfiction texts.
- derived from standard, Understand how authors/writer use personification to make their writing
- communicates general goal more interesting.

Learning Target for this Lesson Possible language functions: Identify, explain, summarize, interpret, contrast, justify
- concisely says what students will be Example: Explain how X plays a role in.
able to know and do Identify personification and interpret the authors meaning. Use
- start with appropriate language personification (noun/verb pair) to enhance own writing.
function (active verb)
Academic Language (AL) a. Domain-specific academic vocabulary ex: perpendicular, separatist, fable..
a. Domain-specific Acad vocabulary personification, verb, noun, poem, figurative language, mood, imagry
b. General Academic vocabulary b. General academic vocabulary ex: essay, illustrate, contrast, critique, table
(words used in school across many compare, contrast, interpret, quality
subject areas) c. Sentence Frame ex: X & Y are different because... I agree with X because the text says
c. Syntax Sentence Frame: Example Personification gives human qualities to non-human things the author is
sentence that students can use saying the [noun] is [verb].
to accomplish target d. In Lesson Part 2 Assessment (below), students will be asked to explain X to a partner
d. Point in lesson where students will using at least 2 of the following words
be given opportunity to use students will be asked to work with a partner to create a personification
Academic Vocabulary (Note: It poem using a various nouns and verbs.
is important that this appear in
TPA videotape segments
Needed modifications/supports Ex: BP will accomplish the stated target, with the added support of sentence frames and a
a. Identify how some form of word
additional support will be Power point will include visuals along with examples. Students will use a
provided for some aspect of the graphic organizer to complete noun/verb pairs.
lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence frames
Resources & materials needed Ex: handout on X, Graphic organizer on Z, McGraw Hill textbook chapter 4, pp. 48-52.
Graphic organizer, word bank, power point

Lesson Part Activity description / teacher does Students do


Phase 1 Ex Learning Target: Teacher will read: Explain how X Engage in the lesson-
State Target & Activate Prior plays a role in. read and think about
Ex Activate Prior Knowledge: Brainstorm what class has
Knowledge heard about different forms of government
Advice from a Tree
a) Post the learning target
Bell Ringer: Writing prompt: Describe your city Respond to questions
statement and indicate whether during discussion
the teacher or student(s) will read
as if it were a person.
it aloud In our previous lesson we talked about
b) Engage students in activity to common sayings (idioms, adages, and
elicit / build prior background proverbs)
knowledge Visual: Advice from a Tree.
Can trees talk or express emotion? Discussion
Today we will learn about personification and
read poems to understand how authors and
writers use personification to make their writing
more interesting.

Phase 1 Assessment Assess student engagement. Listen to student


Explain the plan to capture data responses to gauge understanding.
from this phase of the lesson

Phase 2 Teacher Input / Inquiry Power point: Engage in lesson. Ask


- Explain procedures -definition questions to clarify
- Demonstration the task -examples definitions, examples,
- Teacher think aloud -discussion and authors meaning
-identify purpose on the power point.
-explain how the author uses personification
(giving human qualities to non-human things)

Phase 2 Assessment Ask students to identify what is being


Explain the plan to check for personified in each example. Student
understanding of steps / responses will determine if we move on to the
procedures demonstrated in next part of the lesson.
this phase

Phase 3 Guided Practice Read the poem The Sky is Low by Emily Read the poem on the
- Paired/collaborative work Dickinson power point. Think
- Teacher(s) may roam & assist Ask students to answer questions about the about the use of the
poem: word choice, mood, imagery, and how authors word choice.
the author uses comparisons. Interpret the authors
Read two more poems: meaning and discuss
Two Sunflowers Move in the Yellow Room by and answer the
Nancy Willard questions that go with
April Rain Song by Langston Hughes each poem with a
partner.
Phase 3 Assessment Encourage students to engage in discussion
Explain the plan to check for Listen to student responses
ability to apply demonstrated When their answers indicate they have
steps/procedures during demonstrated higher order thinking initiate the
guided practice independent assignment.
Phase 4 Independent practice Handout graphic organizer and word bank Choose 5 noun/verb
- Individual student work Ask students to choose a noun/verb pair from pairs from the word
the word bank and complete the template to bank.
create a poem using personification. Write down 5 examples
Answer questions students may have of personification on the
graphic organizer.
Write a poem
Phase 4 Assessment Walk around and assist students check their
Explain plan to check for ability to responses on the graphic organizer to make
apply demonstrated sure they understand the task.
steps/procedures during Ask students questions to guide them
independent practice Answer questions students may have
Grade each students individual graphic
organizer and worksheet- document in grade
book.
Phase 5 Restatement & Closure Students are encouraged to ask questions if Students will be
a) Restate learning target they dont understand. assisted by teacher or
b) Explain a planned opportunity Work with individual students and re-teach peers. Extra practice
for students to self-assess Give students who need help extra practice activities are provided
their perceived level of (figurative language stations are extra practice (self-assessment)
mastery for the target. and review)
Phase 6 Summative Next Steps Unit test after tests have been graded, Some students may
Attach a class roster (first names students whos scored indicate they have not need to retake test
only) with space to indicate mastered the learning target will be re-taught
for each student the needed during the elements of poetry lesson.
next steps of instruction.

*This lesson plan is based on the work of David Denton (2013) with added modifications. An introductory
video to the basics of the plan is available at https://www.youtube.com/watch?v=-yCj7IMyWAQ.
Updated 1/2016
Winona State TPA-Referenced Lesson Plan
Lesson 3
Teacher Candidate Name: Emily Whiteis
Grade & Subject Area: 5th grade Reading
Date for Planned Lesson: 2-23-17
Personal Goal: What lesson delivery skill do you want to improve?
Explaining directions clearly.

*Examples are given in the right hand column. When submitting your
lesson plan, you may either replace the given examples or leave them
intact.
Lesson Title Example: Line symmetry
Alliteration and Hyperbole
MN/CC State Standard(s) Example: MN Standard: Geometry.4.G.3: Recognize a line of symmetry for a
- direct quote from MN standards MN Standard: R.L.5.1.4.4: Determine the meaning of words and phrases
documents as they are used in a text, including figurative language such as metaphors
- if only focusing on one part of a and similes. SL.5.8.1.1: Engage in a range of collaborative discussions on
given standard, underline the part grade 5 topics and texts. L.5.10.5.5: Demonstrate understanding of
being focused upon figurative language, word relationships, and nuances in word meanings to
develop word consciousness.
Central Focus Example: Read and comprehend nonfiction texts.
- derived from standard, Identify figurative language and interpret authors purpose and meaning.
- communicates general goal

Learning Target for this Lesson Possible language functions: Identify, explain, summarize, interpret, contrast, justify
- concisely says what students will be Example: Explain how X plays a role in.
able to know and do Identify alliteration in a reading passage and poem.
- start with appropriate language Explain the meaning and give examples of hyperboles.
function (active verb)
Academic Language (AL) a. Domain-specific academic vocabulary ex: perpendicular, separatist, fable..
a. Domain-specific Acad vocabulary figurative language, alliteration, hyperbole
b. General Academic vocabulary b. General academic vocabulary ex: essay, illustrate, contrast, critique, table
(words used in school across many identify, explain, interpret, describe, contrast
subject areas) c. Sentence Frame ex: X & Y are different because... I agree with X because the text says
c. Syntax Sentence Frame: Example I will write a tongue twister that includes a hyperbole with my group.
sentence that students can use d. In Lesson Part 2 Assessment (below), students will be asked to explain X to a partner
to accomplish target using at least 2 of the following words
d. Point in lesson where students will Students will be asked to explain alliteration in their tongue twister and use
be given opportunity to use a hyperbole to make it more interesting.
Academic Vocabulary (Note: It
is important that this appear in
TPA videotape segments
Needed modifications/supports Ex: BP will accomplish the stated target, with the added support of sentence frames and a
a. Identify how some form of word
additional support will be Power point will include visuals, interactive writing prompt, and group work
provided for some aspect of the
lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence frames
Resources & materials needed Ex: handout on X, Graphic organizer on Z, McGraw Hill textbook chapter 4, pp. 48-52.

Power point, writing prompt

Lesson Part Activity description / teacher does Students do


Phase 1 Ex Learning Target: Teacher will read: Explain how X During introduction
State Target & Activate Prior plays a role in. make connections to
Ex Activate Prior Knowledge: Brainstorm what class has
Knowledge heard about different forms of government the different kinds of
a) Post the learning target
Review personification today we will learn figurative language.
statement and indicate whether
the teacher or student(s) will read
about alliteration and hyperbole another type
of figurative language used in narratives and When teacher gives
it aloud definition and examples
b) Engage students in activity to poems.
-give students definitions students identify the
elicit / build prior background
knowledge -examples in poems: Standing is Stupid by Shel commonalities of the
Silverstein two different poems.
-ask students to notice the commonality in the
poems. Think and discuss the
Show students another poem: Snow meaning of hyperboles.
Ask students to identify the commonality in the Share examples of
poem hyperboles they might
-ask students to think about why an author use every day.
would use alliteration
-definition and example of hyperbole
Discuss the effect the exaggeration has on
meaning

Phase 1 Assessment Check for student engagement


Explain the plan to capture data Listen to correct identification of definitions and examples
from this phase of the lesson from discussion.

Phase 2 Teacher Input / Inquiry Explain activity to students: students will work Listen to directions and
- Explain procedures in a group and write an original tongue twister practice with the
- Demonstration the task using alliteration including a hyperbole. teacher before working
- Teacher think aloud (review expectations working in groups) with their group.
Writing prompt: Answer the 5 questions on the
power point.

Phase 2 Assessment Assess if students are ready to work in groups


Explain the plan to check for -students will be ready when they are engaged
understanding of steps / and understand the task
procedures demonstrated in
this phase

Phase 3 Guided Practice Roam assist as students work in groups and Students work in their
- Paired/collaborative work complete activity group to create a
- Teacher(s) may roam & assist Once they have finished creating their tongue tongue twister using
twister they will share with the class. alliteration and
hyperbole using the
writing prompts given.
Phase 3 Assessment Students will demonstrate their understanding
Explain the plan to check for of alliteration and hyperbole in their tongue
ability to apply demonstrated twister.
steps/procedures during
guided practice

Phase 4 Independent practice Handout: Alliteration and Hyperbole worksheet Independent work
- Individual student work Differentiation: Explain the task: students will
create a comic strip using at least 6 forms of
figurative language (Metaphor, Simile, Idiom,
Personification, Alliteration, and Hyperbole)
They may choose to use adage/proverb
Phase 4 Assessment Grade alliteration worksheet
Explain plan to check for ability to
apply demonstrated Figurative language stations: all figurative
steps/procedures during language learned students will complete
independent practice worksheets for review

Differentiated activity: Comic strips will be


graded on the use of all types of figurative
language
Phase 5 Restatement & Closure Explain to students they should be able to Students will be
a) Restate learning target identify alliteration and hyperbole as well as assisted by teacher or
b) Explain a planned opportunity create their own. peers. Extra practice
for students to self-assess Students are encouraged to ask questions if activities are provided
their perceived level of they dont understand. (self-assessment)
mastery for the target. Work with individual students and re-teach
Give students who need help extra practice
(figurative language stations are extra practice
and review)
Phase 6 Summative Next Steps Unit test after tests have been graded, Some students may
Attach a class roster (first names students whos scored indicate they have not need to retake test.
only) with space to indicate mastered the learning target will be re-taught
for each student the needed during the elements of poetry lesson.
next steps of instruction.

*This lesson plan is based on the work of David Denton (2013) with added modifications. An introductory
video to the basics of the plan is available at https://www.youtube.com/watch?v=-yCj7IMyWAQ.
Updated 1/2016