Lesson Plate Template

Subject: English Language Arts

Grade Level: 10th grade

ELLs’ WIDA Levels (describe what the student can accomplish in reading, speaking, listening,
and writing based on the appropriate WIDA Can Do descriptors):
The ELL in my class is Xiaodu. Her WIDA score for listening is 2.5. She can match oral
descriptions to real-life experiences or examples, sort language in time order, and sequence items
from oral directions. She may possess some of the 3 skills but cannot yet complete all of them.
Her WIDA score for speaking is 2. She can describe nouns, ask clarifying questions, give
features of materials, and characterize issues in illustrations. Her WIDA score for reading is 3.5.
She can apply multiple meanings of phrases to academic contexts, identify main ideas, answer
questions about the text, differentiate between fact and opinion, and sequence information. She
may possess some of the 4 skills but cannot yet complete all of them. Her WIDA score for
writing is 3.5. She can complete reports from templates, compose short narratives, outline ideas
in graphic organizers, and reflect on performance against criteria. She may possess some of the 4
skills but cannot yet complete all of them.

Topic: Persepolis: The Story of a Childhood

Overall Focus for the Two-Day Lesson Plan: Analyzing rhetorical choices and figurative
language in Persepolis

Florida Standards (CPALMS) (listed):

ELA.10.R.3.4 Analyze an author's use of rhetoric in a text
ELA.10.R.3.1 Analyze how figurative language creates mood in text(s).
ELA.10.C.2.1 Present information orally, with a logical organization and coherent focus, with
credible evidence, creating a clear perspective.

Literacy Strategies (listed): I will be using key vocabulary, paired reading, jigsaw,
summarizing, and question-answer relationships.

Textual Materials (provide annotation and brief explanation of use):

Satrapi, Marjane. Persepolis. Translated by Mattias Ripa, Pantheon Books, 2004.
The text I will be using is Persepolis: The Story of a Childhood. I will have a class set that will
be given to each student. There are also some PDF versions available online, an will give that
link as an option for students. This is a story about a young Iranian girl growing up in the Islamic
Revolution. We will have read the first 9 chapters by the second day. We will analyze the
figurative and rhetorical choices present in the graphic novel.

Additional Material (listed): remember to include any teacher created materials in the
lesson plan
Pencils, paper, index cards, phone/computer

Body of the Lesson Plan-Day One (60-minutes total)

Teacher Talk: Introduce the lesson (include time estimates for each activity)
(5 Minutes)-“Students, we have just finished reading the first book of Persepolis. Over the next
couple of days, we will be doing a few activities to become more familiar with the figurative
language and rhetorical choices present within this graphic novel. This will be done to better
familiarize yourself with the novel and broaden your knowledge of other cultures and their
stories. To begin this unit, we will need to understand what figurative language and rhetorical
choices are.”
Write “Figurative Language” and “Rhetorical Choices” on the board. Ask class for volunteers to
tell me anything they know or examples of each and write them under the words.
“So what we know about figurative language is that it is not literal, and authors use it to convey
their intended meaning. Rhetorical choices accomplish this through with other devices like
alliteration, allusion, etc. We will being using both of these author’s choices to complete the
upcoming assignments. For the first activity, we will be introduced to some of these devices that
you will need to know before reading the graphic novel and answering the after-reading
questions as well as the terms needed to discuss graphic novels.”

Before Reading Activity (Name the activity, describe how you will use it, how long will it
take?)

Literary Strategy #1: Introduction of key vocabulary- Panel, Icon, Space-as-time, Metaphors,
Hyperbole (10 minutes)
1. Break students in small groups of 4-5 students.
2. Assign each group their own vocabulary word.
3. Each student will research their word using either their phone or one of the school
computers.
4. They will each share their research and come up with a group definition in their own
words and at least two examples of their word.
5. Each group will then present their word to the rest of the class, while the other
students copy the definition and examples to their own vocabulary reference sheet.
Accommodations for ELLs (describe how you will accommodate ELLs for this
activity)
For ELLs, I can pre-teach the vocabulary words by giving them their own basic, starter
definition to get them thinking about these words. They are also in a group, and can
discuss them with their group. Xiaodu has higher WIDA scores in reading and writing, so
she can prewrite her own response before sharing them with her peers.
During Reading Activity (Name the activity, describe how you will use it, how long will it
take?)
Literary Strategy #2: Paired reading- Pages 1-54 of Persepolis (15 minutes)
“You need to each take out your own copy of Persepolis. You and the person sitting next to you
will be reading the first 6 chapters. You will take turns reading each chapter. I want the partner
who is not reading aloud to look closely at each picture and look for the visual forms of the
vocabulary words we just discussed. If your partner is struggling with any of the words, you can
nicely help them with their pronunciation.”

Literary Strategy #3: Jigsaw, for each chapter (5 minutes)

This will take place during the paired reading.
“The partner who is not reading the chapter is going to take brief notes on that chapter and
include where any examples of the vocabulary words and use of figurative language. At the end
of each chapter, the non-reading partner is going to give a brief summary of the chapter to the
reading partner. You will keep switching this role every other chapter when you are not reading,”

Accommodations for ELLs (describe how you will accommodate ELLs for this activity)
ELL students can use a bilingual dictionary for both activities to look up unfamiliar words.
Students are also encouraged to ask their partners for help with pronunciation or understanding. I
will be walking around during this activity listening and watching for any pairs that are
struggling and can help them if needed.

After Reading Activity (Name the activity, describe how you will use it, how long will it
take?)
Literary Strategy #4: Summarizing, the whole section (10 minutes)
1. Students will be put back into their earlier groups of 4-5 students
2. Students will discuss this section and make a bullet point list of the key points within
this passage. I want them to utilize some of the vocabulary words to describe this
section.
3. As a group, they will write a 5-7 sentence summary of this section. This will help
them with the QAR. Important things to include are what is happening in the
revolution, what is Majri’s feelings/internal conflicts, and how does this introduce the
book for what may come later?
4. They will then write 1-2 sentences predicting what Marji will be like at the end of this
novel.
Literary Strategy #5: Question-Answer relationships (15 minutes)
“Students, we are now going to be doing a question-answer relationship for this finally activity in
this unit. These questions will be similar to ones you have seen previously. I want you to briefly
look over the summaries and notes you took today and use that to help you answer these next
questions.”
Hand out sheet with questions.
“What are the four types of questions used in QAR?”
Wait a minute and write the four types on the board as students answer that question.
“Good. The four types are On my Own, Right There, Think and Search, and Author and Me. I
want you to take the next 10-15 minutes thoughtfully answering these questions. When you are
finished, compare your answers with a partner and share what you wrote.
QAR
1. What types of visual storytelling do you often see?
2. How can an author’s rhetorical choices affect the overall message and mood of a
story?
 3. Why is the use of comics as a storytelling device still effective for a reader’s
understanding of the story?
4. What is an example of the author using figurative language in the dialogue? In the
picture?
5. Do you prefer visual or written narratives? Why?
Accommodations for ELLs (describe how you will accommodate ELLs for this
activity)

ELLs will be working in a group for Strategy 4, so they will be able to use their peers to
help them. Groups will be only writing one summary, so if they have better speaking
skills, they can verbal contribute or vice versa if their writing is better. Because Xiaodu
has a better WIDA writing score, she can offer to write for the group. Next time because
she already knows how this activity will go, she could volunteer to speak more next time
as she gets more comfortable. For strategy 5, ELL students can be given a simplified
version of the questions. They can also be given a handout with sentence starters to get
them thinking about the questions.

Body of the Lesson Plan-Day Two (60-minutes total)

Present a narrative specifically describing what you will do in the second day of
your lesson plan. Remember, you will need to include a description of the strategies
you will use and how you plan to use them, and how you will adapt these strategies
to meet the needs of your selected ELL student (appropriate to their WIDA Can Do
descriptions and socio-cultural background.)

I will begin the class introducing today’s lesson will continue to build on the yesterdays. I will
give a recap on the vocabulary and the key plot points of the section. This should take 5 minutes.
Before reading a shorter section today, 2 chapters, students will write a summary of everything
they learned yesterday about figurative language and explain how this affects the overall mood
of the story. This should take 10 minutes. I will accommodate Xiaodu by giving her sentences
starters to begin her sentences so she can focus on improving her sentences and expanding the
way she writes about texts.
During reading, students will use the reciprocal teaching strategy to explain to each other the key
points of the text and the rhetorical choices used. The will jot down some quick notes to prepare
for the RAFT. This should take 15 minutes. I will accommodate Xiaodu by giving the features of
the text. She can ask her partner questions to help her understand the text.
After reading this section students will complete a RAFT writing, to assess whether they are
meeting the first day's standards. They will write a letter from Majri’s perspective using their
own figurative language to capture the mood of the story. This should take 30 minutes. To
accommodate Xiaodu, she can use a bilingual dictionary. She will also be given her own list of
figurative language examples she can use in her writing, so she can focus more on crafting the
sentences that creating examples. These examples will be included in a template given to her.
Her narrative can be shorter than her peers.

Assessment of Standards
 Florida Standards Assessment Tool
This standard will be assessed with the
1. ELA.10.R.3.4 Analyze an author's use of
summaries that I will collect. The
rhetoric in a text
summaries will have described the author’s
rhetoric in the text. Their quality of
responses will help me determine if the
students have met the standards.
2. ELA.10.R.3.1 Analyze how figurative This standard will first be assessed in the
language creates mood in text(s). notes partners take while Jigsawing the
paired reading. This is where they are
analyzing the figurative language. They
will then be assessed on how it creates
mood in the QAR and RAFT, where they
are answering questions about how it
creates the mood of the story. This is
shown in their responses on how they
address it and what evidence they choose
to support it with.
3. ELA.10.C.2.1 Present information This standard will be assessed in the
orally, with a logical organization and reciprocal teaching and jigsaw activity. I
coherent focus, with credible evidence, will be walking around and listening to
creating a clear perspective. their responses and group discussions.
Their choice of supports will help me
determine if they have met the standards.

4.

5.