Lesson Grace Jeffers

Author
Date 10/23

Period First, Second, Third?

Grade Level
7th ELA
Time
Allotted 55 minutes

Context/
Rationale Students will learn the use and definition of Juxtaposition in literature. They will learn how to identify the
differences and similarities in photos and poetry to make differences stand out for effect. Students will begin
making connections to the purpose of juxtaposition in media poetry and eventually make connections to the written
style of A Long Walk to Water, to eventually be able to write their own two voice poems in the coming week.

Central
Focus Students will be introduced to ‘What is Juxtaposition’ and be able to identify its use in images and poetry.

Goals Objectives

Students will be able to understand and identify juxtaposition in literature and images and analyze its purpose.

Students will be able to recognize juxtaposition in poetry and identify who is speaking in the text and what is
being said.

Standards

- RL.7.6 Analyze how an author develops and contrasts the perspectives of different characters in a text.

- L.7.4 Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases based on
grade 7 reading and content, choosing flexibly from a range of strategies: context clues, word parts, word
relationships, and reference materials.

Assessments Informal Formative

- Class call and response - Exit ticket and worksheet
- Small discussion and classroom circulation

Language Language Function Vocabulary Syntax/Discourse

Supports
Students will be able to identify the - Students will need to know Syntax: Students will use handouts
Write in items being juxtaposed. Students - Juxtaposition to record their findings, and will use
paragraph will be able to describe the - Compare
form. characteristics of the items being - Contrast Discourse: Students will discuss as
juxtaposed. - Differences a class several questions, share their
- Similarities findings, and potentially discuss in
groups.

Materials & What texts, materials, websites, and equipment do you need to implement your plans? Include materials that
Technology students and teachers may need (and are available at your school). What technology are you using in your lesson?
Include hyperlinks.

- PPTX Lesson(s) 10/26 & 10/27

 - Video What is JUXTAPOSITION? | Easy Explanation with Examples
- Worksheet Juxtaposition Chart
INSTRUCTIONAL PLAN
How are you inviting students to learn? How are you moving them through the lesson and engage them in the activities? How are
you bringing the lesson to a close? Provide basic “step-by-step” directions and prompts for implementing these areas of the lesson.
A substitute teacher should be able to pick up your lesson plan and say and do everything you would have if you were there. Please
be explicit and specific. Remember – YOU CAN (and likely SHOULD) ADD ROWS.
Roles & Procedures
Time Lesson Component Teacher Learner
(Label: intro, I-do, We-do, and
You-do, exit, etc.)
pre-class time Transition - Good Morning/Afternoon - Students will prepare for
- Please sit in your assigned class and engage with the
seat; all you need on your questions.
desk is a pencil.

0-5 Warm-up The teacher will ask the students: - Students will get settled
Question/Introduction - Anything we are looking into the class and
forward to this weekend? participate by raising their
Then
hands and engaging with
- I will ask the students the
warm-up question the warm-up questions.
- ‘If you had to be a land or
sea animal, what would
you be and why?’
After students answer the questions:
- Point out the similarities
and differences between a
land and sea animal
example???
5-10 Intro Video - Students will ideally
The teacher will pass out papers and follow instruction and
give instruction: engage in the video.
- In just a moment we will
be watching a video to
better explain our topic for
today, Juxtaposition. You
only need a pencil, and
computers should be in
your backpack.
The video will play
- The sheet that I am giving
you, please put your name.
Following the video:
- Can anyone tell me
something that stuck out
from the video?

10-30 Definitions and Photos Teacher will: Following the video, students will
- walk students through the transition into “guided notes” and
venn diagram chart an
- lead students through the
example photos,
- help guide them in writing
 their differences and
similarities for each article.

30-45 Examples in two-voice poems - Teacher will ask for two - Students will read or
volunteers to read the follow along with the
poem, on Batman and poem, and then write their
Joker, and will guide
differences
students to complete the
chart at the bottom.

45-55 Debrief and End of class - Teacher will guide students - Students will fill out the
to complete their exit ticket exit ticket.
at the bottom of their form. - students will participate in
give them a few minutes to
the informal poll
complete it.
- Teacher will also do an - Students will pack up and
informal poll, “How do we prepare for transition.
feel about the material we
have just learned, Thumbs
up confident, thumb to the
side, okay, thumbs down,
not confident?
- Teacher will guide students
to pack up.

Accommodation
After you review various data (collected through your own observations, discussions with your cooperating teacher, student
conferences, etc.), how will you adjust instructional materials, activities, and sequencing given what you have learned about
students’ academic skills, attitudes, and needs?
Fully explain your decisions here.
Remediation Extension Differentiation
- this is an intro lesson, if - This is an intro lesson students will - A lot of the differentiation
students need remediation, extend their learning through the creation is built into the lesson with
during drive time there will be of their own two voice poem later in the timing, reminders and
individual and group week lower level reading all
relearning time. around for the class.