2/10 Coaching lesson plan

Name: John Leahy Lesson Topic & Length of lesson: Figurative Language; 45 minutes
(synchronous)

Content Area: ELA Grade Level(s): 9

Class Description:
I delivered this lesson to three different periods of 9th graders, with an average class size of 14. Two of those sections were with grade-level classes that had
been identified as needing more guidance and help for succeeding in school, either due to home life, academics, or behavior. The third section was an Honors
class. All three sections feature students that vary widely in readiness level, but this variance is much stronger in the grade-level classes, as we have students
that read and write at a high level as well as students who are learning English as a second language. All three of our sections are also racially and culturally
diverse. We have 0-4 students with accommodations (IEPs or 504 plans) in each class, and multiple ELL’s in our first block.

Lesson Content
Background Information/ Relevance/ Context/ Rationale (Purpose)​ ​– ​Please be clear about how this particular lesson is situated within the current instructional sequence (i.e.,
unit), why this content is important for students to learn, and how you will convey the relevance and significance of this lesson to students.

This lesson comes in our second week with students, as part of a short story unit in which we are familiarizing/refamiliarizing students with important literary
devices and concepts through particularly demonstrative texts. We discuss these devices in terms of having significance for students as both readers and
writers: as readers, students should be able to recognize these devices as they can contribute to more meaningful analysis of texts and give them a deeper
understanding of how texts are working to create effects; as writers, students are asked to think of times in their own writing when using such devices might
make their work more effective.

This particular lesson centers on figurative language, particularly similes and metaphors. This concept is introduced to students by asking them to think of
topics in which the literal isn’t enough to truly capture an experience. By encouraging students to think of experiences that they have had that were so
impactful, they are difficult to describe, it both shows students that there is reason in their own lives to employ figurative language, and helps them
understand why other authors might go about using it.

VSOLs/CCSSs Addressed:

VSOL 9.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts.
e) Explain the meaning of literary and classical allusions and figurative language in text.
VSOL 9.4 The student will read, comprehend, and analyze a variety of fictional texts including narratives, literary nonfiction, poetry, and drama.
j) Make inferences and draw conclusions using references from the text(s) for support.
 Learning Targets
As a result of this lesson, students will...

Explore the following ESSENTIAL QUESTIONS… UNDERSTAND THAT…

1. When is the “literal” not enough? 1. Writers use figurative language when they want to express things that
2. What opportunities open themselves up when we move into the would either be better understood or enhanced through figurative
figurative mode? language.

KNOW… BE ABLE TO (DO)...

1. The basic purposes of using figurative language: 1. Identify instances of figurative language in a text
- More interesting, more unique, more poetic, more beautiful 2. Distinguish between metaphors and similes
- Can express something that would otherwise be unfamiliar or 3. Explain figurative language in literal terms
hard to explain in more familiar terms 4. Make inferences about the author’s purpose in using figurative
2. The definitions of: language
- Metaphor
- Simile
3. Ray Bradbury’s “All Summer in a Day” is a great example of an author
using figurative language to make a unique and memorable piece of
writing

Plan for Assessment

As you plan your lesson, think about what evidence you will gather to determine if students have mastered the lesson’s learning targets. Develop a plan for assessing the degree to which your
students have mastered the learning targets in this lesson. ​Your plan should include at least one formative assessment at a minimum​, and may also include diagnostic/pre-assessment or
summative assessments depending on the nature of the learning targets and the placement of the lesson within the context of the unit. Please add/remove tables as needed.

1. What are the learning targets for which you will collect data? (Write them out.)

Students will be assessed on “Do” targets 2-4 at the end of the lesson through their exit ticket:
- Distinguish between metaphors and similes
- Explain figurative language in literal terms
- Make inferences about the author’s purpose in using figurative language

2. Collecting Evidence of Student Learning -- Should include at least ONE formative assessment (“During the Lesson”) approach and may also include
diagnostic/pre-assessment (“Prior to the Lesson”) and/or summative assessment (“After the Lesson”) approaches.
During the Lesson:​ ​Formative​ Assessments: How will you assess student progress and provide feedback throughout the lesson?
Possible Options: Specific Plan: Strategic questioning

❏ Graphic organizer
❏ Learning/Response Log
❏ Think / Pair / Share
❏ One Minute Paper
❏ Problem Set
❏ Strategic Questioning
❏ Other:
Description:​ I will engage students in discussion of the short story in the context of figurative language and ask
questions that probe between the lines and beyond the text to evaluate understanding. These questions can be
found below, in step 6.
Evaluation Look-fors: ​looking for critical thinking, ability to answer clarifying questions about response,
responding to and building off of the points that peers are making
How data will be used: ​to gauge the amount of guidance students will need on their exit tickets
How will students receive feedback?: ​real-time verbal feedback

After the Lesson:​ Summative Assessment or Post Assessment: How will you evaluate students’ post-instruction learning in relation to the learning targets?
How will you determine mastery?

Possible Options: Specific Plan: Exit ticket

❏ Graphic organizer Description:​ At the end of the synchronous portion of the lesson, students will begin working on their exit
❏ Learning/Response Log tickets, to be turned in before next class. This assessment asks about two specific instances of figurative
❏ Think / Pair / Share language in the story and gauges the extent to which students are able to understand the usage and purpose of
❏ One Minute Paper the figurative language.
❏ Problem Set Evaluation Look-fors: ​Accurate description of the figurative language examples, critical thinking about author’s
❏ Strategic Questioning purpose
❏ 3-2-1 Countdown How data will be used: ​Will inform to what extent these topics need to be revisited before we encounter
❏ Exit Ticket figurative language learning activities in our future units (specifically Romeo and Juliet)
❏ Other: How will students receive feedback?: ​Assessment is a completion grade but students will receive comments on
their documents responding to their work

Lesson Sequence

Steps in the Lesson Planning for Student Diversity / Modalities & Resources Utilized
Instructional Scaffolds

1. Welcome to class (ppt slide 1) Zoom feedback feature

a. Music playing (“Hard to Explain” by the Strokes) Whole class
 and attendance YouTube
b. Small talk
c. Reference “Lamb to Slaughter” exit tickets from
last class

2. Writing journal responses (prompt on ppt slide 2), ← invites students to bring in their own Individual
checking on students as they work-- about 8 minutes experiences to this concept and discussion; Schoology assignment (via google docs)
a. Play “lofi” youtube as they work responsivity YouTube
b. When done, selective vulnerability thru sharing
my own story

3. Little minilecture on figurative language (ppt slide 3) and ← t-chart graphic organizer on metaphors Whole class
distinguishing between metaphors and similes (ppt slide and similes YouTube
4) ← video modality engages and gives Powerpoint
a. https://www.youtube.com/watch?v=Y-ujyj4FX-w student someone else to listen to
^Literally vs. figuratively classic pet peeve… why ← activates prior knowledge
so prevalent?
b. EU: Writers use figurative language when they
want to express things that would either be better
understood or enhanced through figurative
language.
i. List uses
c. Ask if anyone used either of these in their writing
journal responses (if I see a great example, I’ll ask
that student to share)

4. Lead in to short story for the day; explain it’s very rich ← direct their attention to what lens to Whole class
with figurative language (both similes and metaphors), read with
one of my favs, etc

5. Guided reading (with TEAM); independent reading with ← pausing during guided reading to isolate Google doc containing text
Honors complex metaphors and talk them thru
(including first exit ticket metaphor)

6. Text-based discussion. Guiding questions: ← allowing for students to use chat feature Use screenshare feature to display
a. Initial impressions of the story? What stuck out to to contribute different parts of the text as we look at
 you? them
b. I want everyone to do this… close your eyes, and
think back to the story… what image(s) do you Google doc containing text
see? Type into chat, press enter when I say
c. Describe the setting of this short story. Is it
familiar to us?
i. Answer: no, very different from what we
know. A whole ‘nother planet! ← ramping up of questions from literal to
d. How does the author tell us about the setting? critical
i. Find specific quotes?
e. Let’s look at some of the ways that the author
describes the sun throughout the story. Why do
you think he talks about it in such strange terms?
i. Answer I’m looking for: to describe it as
though the readers/audience/characters
listening had never seen it; making
something unfamiliar look familiar

7. Begin asynchronous time, students work on their exit slips ← remaining on Zoom to help with anyone Individual
and can stay for help if needed. who needs it
← questions have hints for figuring them Exit slip
out embedded (i.e. find this in the text to
get context)

Materials/ Supplies/ Sources/ Digital and Interactive Instructional Technology (if appropriate): ​– Please list all necessary instructional supplies, materials, and sources.
Make sure that these are clearly labeled and referenced throughout the lesson plan to enhance clarity.

Powerpoint

Text: All Summer in a Day

Exit Slip

Literally video