Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Nhan Lee Molzahn Grade-Level: 10th Lesson Date: 3-17-23
grade

Title of Lesson: Connotations and Cooperating Teacher: Karyn Doran

denotations

Core Components
Subject, Content Area, or Topic

English – Reading – connotations and denotations

Student Population

13 students
-7 boys
-6 girls
-1 IEPs
-1 ELL
-1 504 Student

504 student - needs a 5-minute break for composure and calming.

IEP student - Needs extra time with instruction and given instruction.
ELL student – The student is an ELL. Spanish is his second language. Although his English is
proficient, he needs extra assistance through instruction.

Student Intended Learning Outcomes (ILOs)

I understand the difference between connotation and denotation.

Virginia Standard(s) of Learning (SOL)

10.3 b – Use context, structure, and connotations to determine meanings of words and phrases.

VDOE Technology Standards

English Language Proficiency Standards (WIDA Standards)

Materials/Resources

Agenda Check-off list, quizzes 2 scene 2, Chromebooks,

Poster boards for characterization. Connotations practice list. Class agenda check off list and
on dry erase board.
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
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%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety Considerations

Time
Process Components
(min.)
10 *Anticipatory Set
min
Quiz 2 on Scene 2

The ELL, 504, and IEP student are allowed to go and take the quiz in another room
with the teacher assistant. For the ELL, the student is allowed to ask for the teacher
assistant to look up the translation where he needs assistance.

TSW watch the video for yesterday’s reading.

LINK: https://youtu.be/GR_WwA0arWM 4/11

IEP student – This student is allowed extra time with the quiz in a separate room with
the teacher assistant.
504 student – this student is allowed extra time with the quiz in a separate room with
the teacher assistant.
ELL – This student can translate parts of speech he does not understand into English,
 when necessary, on his Chromebook. Posterboards and markers.

1 min *State the Objectives (grade-level terms)

I understand the difference between connotation and denotation.

30 *Instructional Input, Modeling, or Procedures

min
IEP Student: In this section, I will take the reading slower to ensure the student
understands. Furthermore, I will stop in the middle of the reading for the student to
go to the board and write down a characteristic that the student realized during the
reading. This will enforce what they have just read. I will have all the students write
on the poster boards for characterization because it is good practice.

504 Student: For this student, the student requires frequent breaks. The section the
reading is paused where the students must get up and write something down on the
board could be considered a brain break for this student. Moreover, I will also include
small breaks for him individually where he does nothing but refocuses his mind and
cools down.

ELL Student: For this student, the student is allowed to copy part of the text from
his Chromebook into the translator to translate any part of the text he may not
understand. Furthermore, since this is a play that is very old and uses language and
writing that is hard to understand, he has the resource to use it at his convenience.
Furthermore, there is another student who also speaks Spanish and is proficient in
English, that other student is able to help the ELL student to understand the material.

Antigone:
The class will read through scene 3 Pg. 19-22 line 493-595

TTW stop in the middle of certain parts of the reading for the students to get up and
write on the poster boards for characterization.
TSW go to the posterboard and write down a character detail that they noticed on the
board.

Brain Break

Connotations

TTW go over the definition of Connotation.

Definition: This is an idea or a feeling that a word creates in addition to its literal
meaning. These words can evoke positive or negative emotions.

Positive connotations: confidently, easygoing, heroic.

Negative Connotations: arrogant, stubborn, lazy.
 IEP student – this student can have the audible version of the play and replay sections
when needed.
504 student – this student can have the audible version of the play and replay sections
when needed.
ELL student – This student can translate any part of the play in to Spanish when he
does understand.

For these students, I pause more often in the play to ensure the student understand.

10 *Check for Understanding

min
TTW read a sentence from the play Antigone and TSW decide if a certain word has
positive and negative connotations.

1. “Leave me my foolish plan”. which word has connotation, is it positive or

negative?
2. “like father, like daughter; both headstrong” which word has connotation, is it
positive or negative?
3. “The bray of bragging tongues”. which word has connotation, is it positive or
negative?
4. “nothing is closer to me than your happiness”. which word has connotation, is
it positive or negative?

IEP student – During this time of understanding, more time is allowed for the student
to make sure they understand connotations. Extra practice with words is allotted for
the student. TSW find extra connotations in the Antigone play. There will be
highlighted words the teacher found for the students for practice. This student is
offered the connotation practice list for the extra visual aid and practice.

504 student – During this time of understanding, more time is allowed for the student
to make sure they understand connotations. Extra practice with words is allotted for
the student. TSW find extra connotations in the Antigone play. There will be
highlighted words the teacher found for the students for practice. This student is
offered the connotation practice list for the extra visual aid and practice.

ELL student – This student can translate any part of the play into Spanish when he
does understand. This student is also allowed to discuss the play with his other
Spanish speaking peer.

For these students, I pause more often in the play to ensure the students understand
what is going on.

Brain break
15 *Guided Practice
min
 Pair up strategy –

TSW pair up with a partner. TSW use today’s assigned reading to complete the
following. One student will find 5 positive connotation words and the other student
will find 5 negative connotation words.
After each pair has found all 10 words, 5 words per student, they will come back
together and share with each other what they found.

TTW help the students where and when necessary.

504 student – This student has the option to work by themselves or work with another
student that has already been pre assigned. When with the pre-assigned student, the
student helps the 504 student with things that he may not understand. This
preassigned student is an advanced/gifted student. This student also will get a break if
they so choose for composure.
IEP student – This student is allowed extra time for doing the assignment. The
instructions for the assignment are in audible resource for her as well.
ELL student – For this student, there is another Spanish speaking student for this
student to pair up with. This student is allowed to work this other student whose
English is proficient.

Brain break

20 *Independent Practice
min
Based off today’s reading, TSW write 2 paragraphs.

Paragraph 1 – summarize the desires of Creon and Haemon individually using

positive and negative connotations in your writing.

Paragraph 2 – Summarize how both their desires affect their father-son relationship.

Requirements in each paragraph:

1. 3-5 sentences in each paragraph.

2. 3-5 connotations in each paragraph, positive or negative.

IEP – This student is allowed extra time to complete the work.

504 – When this student gets angry, this student is allowed a 5 minute break to cool
off.
ELL – This student is allowed to write everything in Spanish the first time to help
him learn and then translate to English when he feels it is helpful and necessary.

Assessment

TSW submit their summery paragraphs to Schoology for grading.

 *Closure

Class Slide Creation

TTW release a Google slide presentation. TSW contribute their own unique slide
relating on todays reading from Antigone and provide one picture. Be creative! The
pictures can be funny but must relate to the play Antigone. Suggestions: include a
meme, joke, quote, something that stood out to you from todays reading.

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style,

multi-cultural).

IEP Student – This student is allowed extra time on their assignments and there is audible
option for some of the assignments when necessary. This student can play back the material
when necessary and how ever many times necessary.

504 Student – This student is allotted 5-mintue breaks when he loses his temper or needs a
cool down. He is also given extra time to complete the assignments.

ELL Student – This student is allowed to use a translator on his Chromebook when he
doesn’t understand something. During the reading portion of the play, he is also allowed to use
his translator. He also has access to a Spanish version of the play. There is another Spanish
speaking student in the class. They are allowed to work together because the other student is
proficient in both English and Spanish.

Classroom Management Strategies (To ensure a positive learning environment).

Lesson Reflection. To be completed following the lesson. Did your students meet the
objective(s)? What parts of the lesson would you change? Why? (Professor will determine
if reflection goes here or in written report).

*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Date

Signature

Signatures indicate the candidate presented the lesson for cooperation

 Lesson Reflection

LESSON PLAN REQUIREMENTS: THE COMPENTENCIES - In this lesson, I wanted

to focus on students with IEP, 504s, and ELL students. This lesson addresses special needs

and English language learners if the assigned student population mandates this need. I have

addressed these students’ needs in this lesson and have planned accordingly in my instruction. It

is important that I reached these students’ needs because they will need the resources to help

them in their learning process. The IEP student needed extra time throughout the learning

process. This time was used for processing and extra practicing the area content. For the 504

students, I gave brain breaks for the student to cool down when they needed. The 504 student

sometimes became frustrated quickly so it was important I included that extra time for that

student to recenter himself. For my ELL student, I made sure there were resources for him to use

that would help him understand the English text and language. Furthermore, the ELL student
worked with another student who spoke English and Spanish fluently. They helped each other

out when necessary. Furthermore, I also included an activity during the reading to help the 504

and IEP students, although everyone was required to do it because it was good practice, to get up

around the room and write out different characteristics they notice about the play.

How did I develop this lesson? – I developed this lesson to reach the learning needs for

my IEP, 504, and ELL students. For my IEP student, I took extra time during the reading section

to ensure that the IEP student understood the material. I also paused a lot of times to ask

questions about the reading. I asked questions because they are good questions for the whole

class to think about. However, these deeper thinking questions really promoted the learning

atmosphere for the IEP student. For the 504 student, taking the time between instruction was a

good tactic for him as well. This is just one of the lesson examples I created to help my 504

students. In the lesson, I wrote down in different parts in the lesson where I wrote brain breaks. I

gave the brain breaks for all my students for this class. This did not disrupt the flow of the class.

This class is one of the smaller classes, so the flow was not disrupted in a negative way. I

purposely asked all the students for a brain break because I did not want specifically to point and

draw attention to the 504 students directly. This makes the student feel uncomfortable if I just

ask this student if they need a brain break. However, if the student requested and came directly to

me for a brain break, I allowed that student to have that brain break. For my ELL class, I

developed this lesson in a way where the student could take the time and translate different parts

of the reading text when they needed. The student’s English is not completely absent, but it isn’t

exceptional either. As a result, I provide some time for the ELL student to translate the questions

if he does not understand. Furthermore, I designed the lesson where the ELL student can pair up

with another student who speaks Spanish and English fluently, this is only available for this
specific class. This other student helps the ELL student when necessary for any translations as

well. Furthermore, I included a check off agenda list for the students they can do as they go

through the lesson. I also check off the things off the dry erase board so they can follow along. In

an article written by Karen Diegelmann and David Test, the write about this method for IEP

students. They state,

“When learning with the Self-Directed IEP, students with intellectual disability may

benefit from using a self-monitoring checklist to acquire new information about the steps

of the IEP and recall that learning later such as during an actual IEP meeting. A self-

monitoring checklist may also provide incentive for staying motivated to the task by

checking off the boxes and visualizing their progress,” (Diegelmann and Test).

This checkoff list is a good way for the students to visualize what they have completed and what

they still need to complete. It is a resource that they can manipulate for themselves to help them

stay on track through the class period. Furthermore, I also included an activity during the reading

to help the 504 and IEP students, although everyone was required to do it because it was good

practice, to get up around the room and write out different characteristics they notice about the

play.

How did I differentiate? – For the reading material, I added the movie portion for the IEP

student to watch because the visual and audible aid really helped build that connection for

comprehension for that student. During the check for understanding portion, the 504 and IEP

students are allowed the connotation practice list. This list is something they can visually see and

hold that they can see the examples close up and that they can keep for their own as well.

Furthermore, there are extra connotation practice problems with guidance so they can receive the

extra help. In the independent practice section, where they write the summary paragraphs, the
students can write 3-5 sentences with 3-5 connotations for the assignment. This helps the

students who are more advanced to have the room to write more if they so desire. Furthermore,

this also allows the 504 and IEP students, if they become overwhelmed, to complete the least

amount work expected and focus all their attention on the 3 connotations. This differentiation

helps the students feel more comfortable. I also Included an assignment where the students can

work with each other. This differentiation allows students to help and learn from each other.

They can learn new ideas from one another. Furthermore, the students can talk to each other

through this assignment, engaging someone other than me, the teacher. For the IEP and 504

students, engaging with others where they can express their ideas provides that extra practice for

reaffirming the content knowledge.

What went well? – I have been working with this group of students for awhile now. It has

been my second week leading them through instruction. I have been able to get to know and

observe the IEP, 504, and ELL students closely. I have been able to learn what triggers them,

learn their learning style, and get to know them on a personal level. As a result, I have been able

to adapt my instruction to fit their learning needs. For example, during the reading of the play, I

took the reading at a slower speed so the student could understand the play. During the play, I

pause every so often to ask critical thinking questions for the students to reflect about the play.

Furthermore, I have been allowing more time for the students to respond to questions. As a

result, this gives them time to gather their thoughts and ideas and put together good responses.

From what I see directly, these tactics really help the students with comprehension. I have also

asked these specific students if there’s anything extra, I can do to help them learn personally. For

the most part, they say to keep doing what I have been doing, allowing extra time for them to

learn the material. Another thing that has been going well, for this class specifically, is the class
participation, especially from the 504, IEP, and the ELL students. This class only has 14

students, so there’s not that much space to hide. I try to engage all the students and most of them

are happy to participate. Specifically, with the connotations, the students were receptive to this

concept. It was one of the easier terms to learn and it was fun for them to pick out the positive

connotations from the negative connotations.

What needs improvement? – I don’t know what really happened, but when I started to

release the students to work on independent practice, they were completely clueless on what to

do. The assignment was to summarize a section from the day’s reading and add positive and

negative connotations. I believe they just didn’t want to do the work. However, I played it safe

and went over the assignment directions again and did another practice problem with them. They

were receptive to the extra help and guidance. But once again, when released to do the

assignment independently, they were off task and distracted. At this point, I gave them a choice.

I said I would work with them closely and one on one through this assignment, but I would give

them more work that they would need to take home and complete. The students then decided that

it would be best just to get the work done now independently. The IEP, 504, and the ELL

students were all apart of this group, they just didn’t want to do the work. When I had realized

that the IEP, 504, and ELL were part of this group, I decided to give the students a 5-minute

brain break. After that, they were on task and ready to get back to work. So, what needs

improvement? I would say the motivation. Somehow, I need to find a way for these students to

become motivated to complete the work. Perhaps I should have some type of small award for the

students when they finish a section of the work.

What will I take to my own class? – Specifically for the 504, IEP, and the ELL students, I

am going to keep a list of those students that show what their specific needs are. As a result, I
can plan my instruction accordingly. When I have a list with their learning needs handy, I can

plan for interruptions and possible setbacks. I do need to keep that list well hidden and put it

somewhere safe where that information can stay confidential. Furthermore, for my own

classroom instruction, I would like to have short meetings that is separate with all the students,

but mainly so I can receive data on my ELL, IEP, and 504 students, but in a way so they don’t

feel targeted, and ask them personally what I can do to enhance their learning needs. This will

also allow me to plan lessons based off their own personal requests and be able to adapt their

requests as for as I am capable of.

How will I use the assessment in my own future classes? – The students submit their

work to schoology for a grade. On schoology, I can see exactly what they wrote and I can make

comments and critiques on their work. Before the submission, I work with the students closely

during class with the assignment to make sure they understand the material before they work

independently. After, once I see that they understand the material, they will work to finish their

paragraphs on google docs and then submit their work. Through the comment section on

Schoology, I have made comments about their work and there is an option I can click so they can

see my feedback. Through the feedback on Schoology, I can gain data on how much of the class

understood the material. From the data, I can target the areas where I need to go over the

instruction again. For this lesson specifically, the students understood how to write the

summaries for the reading. However, they were having challenges with which words have

negative or positive connotations. In other words, the words with connotations they used did not

make sense with the rest of the sentence that they provided. As a result, I will provide more

words with positive and negative connotations for them to practice for next class.
 Cited Sources
Diegelmann, K. M., & Test, D. W. (2018). Effects of a Self-Monitoring Checklist as a

Component of the Self-Directed IEP. Education and Training in Autism and

Developmental Disabilities, 53(1), 73–83. https://www.jstor.org/stable/26420428