Date of Lesson: 2/6/2024 This lesson was taught live.

Teacher Candidate: Lily Goense

Subject/Topic: ELA
Grade/Age Group: 8th Grade Period 7
Duration of Lesson: Entire Period (45 Minutes)

Contextual Background

# of female students - 11
# of male students - 12
# of nonbinary students - 0
# of English Language Learners - 0
# of exceptional students (IEP/504/Gifted) - 4
Briefly describe each exceptionality - Each of these students have difficulty with comprehension and keeping focus on long and individual tasks.

What conditions might impact the planning and delivery of this lesson?
Being winter, potential snow on Sunday might impact the amount we are allowed in the classroom.
Why is this lesson appropriate for these students at this time?
This is the continuation and end of their poetry unit, this will also help prepare them for the PSSAs in April.
How does this lesson fit into the curriculum sequence?
This is a continuation of the poetry unit, in this week students are analyzing actual pieces of poetry and will have a quiz.

Standard(s) & Objective(s)

● Standard - CC.1.2.8.F: Analyze the influence of the words and phrases in a text including figurative and connotative, and technical
meanings; and how they shape meaning and tone.
● Standard - CC.1.3.8.A: Determine a theme or central idea of a text and analyze its development over the course of the text, including
 its relationship to the characters, setting, and plot; provide an objective summary of the text.
● Standard - CC.1.3.8.C: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a
character, or provoke a decision.
● Big Idea: What is poetry and what goes into writing it? What are the main components of poetry?
● Essential Question: How can we determine a poems tone, meaning, and mood? How to identify figurative language? What is a
rhyming scheme?
● Objective(s):
■ Students will be expected to take notes and recall this information when they are called upon.
■ Students will be expected to demonstrate previous knowledge to help provide explanations of the various parts of the
Poetry chart, which will be the focus of the lesson.

Assessment

PreAssessment/Formative Summative Assessment

PreAssessment: Reviewing the poetry charts from the previous week N/A
and asking students for examples, and what defines each category.

Formative: Walking around the classroom and providing individual or

small group feedback to the students, depending on the classroom
setting.

Prerequisite Knowledge

N/A this lesson will be a continuation of the previous day's activities, notes were taken on the reading and it is attached within this document,
including the same reading “The Effort” and it’s accompanying worksheet.
 Books, Materials, Technology, & Resources
● Pencil and paper
● The poem “The Effort” by Billy Collins and the accompanying questions
● Extra worksheets in case of additional time at the end of class (Remainder of the worksheets not used in the previous week)
● Appendix A

Vocabulary
N/A, no new terms or vocabulary will be introduced at this time.

Instructional Strategies

● The students will be moved into groups to review their charts. One student from each group will present their answers and then this will
be reviewed with the whole class. After a whole class discussion the students will then be expected to work independently on the
questions attached to this reading, these will then be reviewed by the teacher and students will provide their answers.
○ The review at the beginning of class will help ensure that all the students understood the materials and completed them.The
group work will allow for peer review and interaction.

Classroom Management/ Child Guidance Plan

Transitions will be managed with a verbal warning 2 minutes before they occur and as they are occurring, this way students have time to prepare
themselves for a changing topic or activity. Students' attention will be called upon verbally and they will be expected to remain quiet throughout
the class period and especially while the teacher is at the front of the room. Any discussions will be at a conversational volume and they will not
be allowed to discuss anything with other groups. If students wish to be called upon they must raise their hands and wait until the teacher calls
them. Bathroom breaks will be allowed, only one student out of the room at a time and they must sign out.

Accommodations & Modifications

Students with IEPs in this classroom are allowed to leave to go to the resource room for extra help during tests and quizzes. Students are also
able to be provided with additional support such as highlighting key phrases or shortened reading should they ask for it, as set forth by their IEP.
 Instructional Procedures

Physical arrangement: The teacher will remain at the front of the classroom through lectures. If there is small group discussion
occurring the teacher will walk around the class to monitor their conversations and progress. Students are
typically separated into rows and are not permitted to move their own seats, for group work the students will
be placed into their assigned groups that have been made by the teacher.

Introduction Review the poetry chart and ensure each student knows what goes into determining each component. Then
review that will be occurring that day and the expectations, this will be completing their questions on the
reading within their groups then presenting their information to the entire class. Review the reading from the
previous day to ensure understanding, make sure all students have their readings and the questions they will
need.

Body Time Frame Steps

Introduction: 10 Minutes
Body: 30 Minutes (10 for groups)
Conclusion: 5 Minutes
1. Break the students into groups to review their poetry charts with
each other and complete their reading questions.
2. Have one student from each group come up to the board and
write their group's answer.
a. What is the tone of the song, how do you determine this?
b. What is the mood of this song?
c. Who is the speaker? How do you know?
d. Can you smell something? See something? Feel
something? Hear something? Taste Something?
e. What types of figurative language are used, give an
example from the song.

Closure ● Ensure the students know there will be a quiz tomorrow and where all of the materials are and what
exactly will be on the quiz.
○ Filled out poetry charts and readings are all on the Google classroom.

Extension &/or Remediation If all the materials are completed early and there will be worksheets available to extend their learning. These
documents will only be used in the event that the class and lecture should end early and will serve as an
additional opportunity for the students to demonstrate their learning. If students should require more time on
 the assignment, if they did not complete this in class, will be allowed to come into the class during 8th period
and work on it or they can complete it at home. The additional worksheets are attached at the very end of this
document.

Home/School Connection Work on a potential worksheet and have it completed for the following day, should it be given if there is more
class time.
 Reflection
Answer the questions that pertain to the level of the course for which this lesson is being completed. Please
be specific. Your answers should provide a brief explanation of WHAT HAPPENED to prompt this
reflection – for example, do not just state “I learned how important it is to be prepared” – you should also
state what occurred in the lesson that inspired this reflection.

Only complete the following questions if you did

not teach this lesson.
● What did you feel was the strongest part of
the lesson? Why?
● How does the lesson specifically promote
positive student outcomes?
● If you were to conduct this lesson with
students, what do you feel the students would
enjoy most? Where do you feel they would
be most challenged?
● What are some questions you feel students
may have after the lesson and what do you
think you could do to provide further
exploration, explanation, or examples?

Complete the questions below for lesson plans that are taught during a field placement.

All Education Courses:

● What went well?
● What did I learn about planning and
teaching?
● What did my students learn?
● How do I know they learned?
● What changes and/or improvements
will I make in an effort to be more
 effective with this particular group of
students?
● If I were to teach this lesson again,
what would I keep the same and what
would I change and why?

200 & 300 Level Education Courses

● How did I differentiate instruction to meet
the needs of my students?
● If I were to teach this lesson again,
how could I further differentiate to
better meet the needs of the students?

300 Level Courses ONLY

● What classroom management strategies and
techniques did I implement? Were they
effective?
 Appendix A
Completed Poetry Chart
Empty Poetry Chart
The Effort

Extra Worksheets:
Rhyme Scheme Practice
Figurative Language Practice
Mood and Tone Practice
Poem Meaning Practice