Running Head: DEVELOPMENTALLY APPROPRIATE INSTRUCTION

Teacher Education Lesson Plan Template

Teacher: Kimberly Peltonen Date: February 21 and 24, 2020

Title of Lesson: Author’s Language Cooperating Teacher: Debbie Seth

Choice

Core Components
Subject, Content Area, or Topic: Language Arts

Student Population

4th Grade gifted class – 9 students identified gifted; 1 student identified SPED; 12 girls, 13
boys.

Learning Objectives

Virginia Reading SOL 4.5b, d, g, h – The student will read and demonstrate comprehension of
fictional texts, literary nonfiction, and poetry.
b) Identify the theme(s).
d) Identify genres.
g) Identify sensory words.
h) Draw conclusions/make inferences about text using the text as support.

Virginia Essential Knowledge and Skills (SOL)

 Identify the theme(s) of a fiction text.

 Identify genre of a fiction text.
 Identify sensory texts.
 Draw conclusions and/or make inferences using the text as support.

VDOE Technology Standards

English Language Proficiency Standards (ELPS)

Materials/Resources

Testing the Ice by Sharon Robinson

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

Identifying Similarities & Differences 45%
X Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
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Nonlinguistic Representations 27%

Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
X Discussion 50%
Demonstration 30%
Audio Visual 20%
X Reading 10%
Lecture 05%
Safety (if applicable)

Time
(min.) Process Components
*Anticipatory Set

 TTW ask “What’s the bravest thing you ever did or saw someone do? How did that
make you feel? What made it brave?”

*State the Objectives (grade-level terms)

I can explain how the author’s choice of language helps me understand the plot and
theme of a non-fiction text.

*Instructional Input or Procedure

 TTW explain to students they will be reading a story today called Testing the Ice: A
True Story About Jackie Robinson, by Sharon Robinson and Kadir Nelson. Share that
Sharon Robinson is the daughter of Jackie Robinson, and she is one of the authors of
the book. Explain that the selection is “literary nonfiction” and review the elements of
the genre (a text that uses narrative elements to teach real information).

 TTW explain that we will continue examining the author’s use of language to convey
the message (theme) and think about why she made those specific choices and their
contribution to the plot.

 TTW review different types of figurative language we have read (personification,

alliteration, imagery, simile).

 TSW want to focus on figurative in this book that helps explain the plot development
and theme.

 TTW explain tha ttodya’s selection is about Jackie Robinson, an important historical
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figure, who is beloved for many reasons including his contributions to the sport of
baseball, as well as his impact on American culture.

 TTW read aloud the author’s note (found on the last page in the book) to provide a
context for the story. Then show the cover of the book and discuss the title, Testing
the Ice…ask the following question for discussion:
o “Since we know this story is literary nonfiction, and that means it is about real
events, and we also know Jackie Robinson played baseball, why might the
author have chosen this title for the book?”

 TTW read aloud pages 1-13. Then stop to draw students’ attention to the portion of
the sentence that reads “…and the lake that ran from our yard to our neighbor’s
yard…” on page 3. Ask:
o “Can a lake run? Why would the author have described the lake using these
words? What figurative language is this an example of?”
 On page 13 draw students’ attention to the sentence that reads…”I thought of all the
doors opening to other black players after me and…”. Ask:
o “What do you think the author means when she says “…doors opening…”? If
necessary, review the term metaphor. Discuss the use of the metaphor used
by the author and how it is used as a metaphor for new opportunities in the
selection.
 After students have discussed their thinking, initiate a whole group discussion about
the literal versus figurative meanings. Ask:
o “Why might an author choose to use certain kinds of language (sensory,
descriptive, figurative) in their writing?”
o How did this language help us understand/visualize the text?”

*Modeling

*Check for Understanding

*Guided Practice

 TTW have the students record their thinking on the lesson note taker.

 TT and TSW work through the lesson notetaker together, stopping at various points in
the selection to highlight and discuss the author’s choice of language (specifically
figurative language) to convey a message (theme/main idea).

 TTW have students record their thinking on the lesson note take sheet.
 Suggested stopping points for figurative language:
o Page 23 …the lake…howled and moaned…(personification)
o Page 25 …hot fire crackled and hissed…(onomatopoeia)
o Page 32 …tap, tap, tap…(onomatopoeia)
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o …BOOOOM!...(onomatopoeia)
o …the ice was going to swallow him…(personification)

 After students have explored the text on page 36 and thoroughly examined the
author’s choice of language (Guided practice), read aloud page 38 and discuss the
metaphor “Testing the Ice” Remind students of their earlier responses related to the
discussion prompt, “Since we know this story is literary nonfiction, and that means it is
about real events, and we also know Jackie Robinson played baseball, why might the
author have chose this title for the book?”

 TTW ask students to revisit their responses and discuss/explain the metaphor “Testing
the Ice” and how Mr. Robinson’s courage in integrating professional baseball
(figurative) and in testing the actual ice (literal) were so similar.

*Independent Practice

Assessment

*Closure
 Discuss the following questions:
o What was the theme of the selection?
o Why might the author have chosen to use figurative language instead of
literal? How did that impact my experience as a reader?
o How does the language impact the development of the plot?

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

Classroom Management Issues (optional)

 Keep instruction as minimal as possible to minimize distraction and misbehavior.

 Use name sticks to involve as everyone and to prevent the same students answering
prompts.

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What
part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Date

Signature
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