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Name: Marci CrouchDate of observation: 11/14/13Age/Grade Level: 9-12# of students:23# of students with an IEP:???2??????# of students with a Title I plan: 0# of students with a GSSP:?0?????????# of students with a 504 plan: 1# of students with a PSP: 0Content Area: English/Language ArtsLesson Content: PoemLesson length: 50 MinutesUnit Title: PoetryLesson #?(within unit sequence): 2Lesson title: It’s Getting Darker Sooner! Identifying alliteration, assonance, and consonance in Catherine Wing’s poem The Darker Sooner.Created by individual or group members (If not completely your original work, cite the source.): Marci CrouchA. Demographics?B. Critical Student CharacteristicsDescribe any critical student characteristics that will affect student learning.?I have one student with a 504 plan who has a visual impairment. They have difficulty reading small text and seeing the board. Two students have an IEP (Individualized Learning Plan).Describe how you will embed the goals of students with the IEP, GSSP, PSP, TItle 1 and/or 504 plan for this lesson and how you will assess these goals.?With all students, modification and differentiation is required. Because the IEP students are at a different level of English proficiency, this lesson will be differentiated so that the student is receiving the same content at a different English level. In order to ensure that the student is meeting the goals of reaching the next level of English proficiency, this lesson will push these students to apply their knowledge of language at a more complex level. I will make sure that the IEP students have assistance in the classroom to control behavior problems and assist them with their classwork. I will pair/group the higher level students with those who are learning at a lower rate. I will sit the 504 student with a visual impairment closest to the board. I will make sure that all text on the PowerPoint can be viewed by this student as well as provide her with copies of the same material except in an increased text size. All of these students are potentially at risk of academic failure so these procedures will ensure that all students receive the same opportunity to educationally succeed.State why this lesson is developmentally appropriate for this group of learners.This lesson is developmentally appropriate because it involves an appropriate grade-level text and vocabulary. This lesson and its concepts can be applied to and differentiated for students that are learning below, at, or above their grade level.C. Lesson AlignmentDescribe the students' prior knowledge and/or content of previous lesson(s).?Students will have prior knowledge of the terms rhyme, repetition, and alliteration from the previous lesson.Explain how this lesson relates to the unit of study and/or your goals for teaching about the topic in this lesson.?This lesson relates to the unit of study because I am expanding their knowledge of the figures of speech and how they are used in poetry. I am also exposing them to a free-verse poem they may have never read before (The Darker Sooner by Catherine Wing.)Explain what content and/or skill is needed from this lesson for the next lesson.The ability to distinguish between alliteration, consonance, and assonance, as well as the ability to identify these figures of speech in a text will be needed for the next lesson. D. StandardsL.9-12.5a: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech in context and analyze their role in the text. E. Objectives/Learning TargetsState what students will know and do as a result of this lesson. The objective/learning target must be student centered, observable and measurable. No more than three (3) objectives/learning targets written for this lesson. ?1.? Objective: Students will be able to distinguish between alliteration, assonance, and consonance. ???? Learning Target: I will be able to know the difference between alliteration, assonance, and consonance.2.? Objective: Students will be able to identify alliteration, assonance, and consonance in a given text.???? Learning Target: I will be able to find alliteration, assonance, and consonance in a text.?F. Lesson Assessment PlanIn tabular format, organize how each objective/learning target will be assessed.Objective/Learning Target #Assessment type(Formative or Summative)Description of Assessment (1)(Indicate the?assessment instrument and the performance criteria you will use to score for mastery of the objective.)Differentiated Assessment Plan (2)?1?Formative (Short Cycle)After reviewing the key terms for this lesson, I will ask students to put their thumbs up (I got it!) or down (I haven’t mastered this, YET) before moving on to the reading activity. IEP/504: After reviewing the key terms for this lesson, I will ask students to put their thumbs up (I got it!) or down (I haven’t mastered this, YET) before moving on to the reading activity.2.Formative (Short Cycle)As an exit slip, students will be asked to write on a slip of paper two examples of consonance and assonance from the text, or examples that they have created themselves. This will be an indicator of how well the students have mastered these terms and their ability to apply their knowledge.IEP: As an exit slip, these students will be asked to write on a slip of paper one example of consonance and assonance from the text. I will use this as an indicator of how well these students have mastered the content and their ability to apply their knowledge.504: Student will be expected to complete the same activity as students in the column to the left.????Lesson Assessment Plan?G. Instructional and Differentiated Strategies and Activities: State the instructional strategies and the activities you will align to your planned objective/learning target for this lesson.Objective/Learning Target #:Instructional Strategies:Activities:Differentiated Strategies/Activities:?1.?Independent workIn their writer’s notebook, students will apply their prior knowledge and write a poem about autumn/fall using at least one example of rhyme, alliteration and repetition. Students can refer to notes taken from the previous lesson in their writer’s notebook.?IEP: In their writer’s notebook, students will apply their prior knowledge and write a poem about autumn/fall using one of the following: alliteration or repetition. Students can refer to notes taken from the previous lesson in their writer’s notebook.504: They will be asked to complete the same activity in the column to the left.?1.?Indirect Instruction?As a class we will review terms that were in the previous lesson. Students will be expected to contribute definitions and examples as part of the review. ?IEP: As a class we will review terms that were in the previous lesson. Students will be asked to read the definitions and/or examples of these terms as part of the review.504: The text on the board will be large enough for him/her to read. They will be asked to contribute to the review just as students in the column to the left.1.Direct Instruction?I will continue the lesson with a PowerPoint over assonance and consonance. This will be direct instruction because I will be providing the new information and introducing the new content. Students will be encouraged to take notes to remain engaged in the short lecture.?IEP: The lecture is very short, so the students will be expected to remain engaged and prompted to take notes.504: The text on the PowerPoint will be large enough for him/her to read. They will be encouraged to take notes as well to remain engaged in the short lecture.2.Direct Instruction/ Interactive InstructionI will pass out a copy of The Darker Sooner by Catherine Wing to each student. I will break students into groups of 3 or 4 and then I will read the poem out loud. As a group, students will identify examples of alliteration, assonance, and consonance in the poem.IEP: Students will receive a copy of The Darker Sooner by Catherine wing. These copies will already have one example of alliteration, assonance, and consonance already marked. Students will be expected to contribute to the group discussion. Students will be placed in groups with higher/average level learners.504: Student will receive a copy of The Darker Sooner by Catherine Wing in an increased text size. 2.Indirect InstructionAs a class we will have a reflective discussion over what they discovered in the poem. Students will be expected to provide examples from the text of alliteration assonance, and consonance. I will also review terms previously learned by having them identify examples of repetition and rhyme in this poem. We will also review why authors choose to use these figures of speech and how it contributes to their writing. IEP: Students will be expected to contribute to the reflective discussion. I will provide accurate wait time between questions to allow them time to organize their thoughts/materials.504: Student will be expected to contribute to the reflective discussion.2.Independent WorkAs an exit slip, students will be asked to write on a slip of paper two examples of consonance and assonance from the text, or examples that they have created themselves. This will be an indicator of how well the students have mastered these terms and their ability to apply their knowledge.IEP: As an exit slip, these students will be asked to write on a slip of paper one example of consonance and assonance from the text. I will use this as an indicator of how well these students have mastered the content and their ability to apply their knowledge.504: Student will be expected to complete the same activity as students in the column to the left.Note: Differentiation may be implemented through process, product, content, or environment.H. Key Vocabulary List the key vocabulary for this lesson:Alliteration: Repetition of initial sounds of words in a row.Assonance: Repetition of internal vowel sounds of words close together.Consonance: Repetition of internal or ending consonant sounds of words close together.Repetition: Repeating a word or phrase.I. Resources/Media/Technologies List materials and equipment needed for the lesson.? Attach any handouts needed (including PowerPoints).? If appropriate, list technology resources for the lesson including hardware, software, and Internet URLs, and be sure to cite the sources used to develop this lesson.I will be using a PowerPoint so I will need a computer and a projector. Students will need their writer’s notebook, which they are expected to bring to class daily. I will pass out a copy of The Darker Sooner by Catherine Wing (21 copies, regular text, 2 copies with examples marked, and 1 copy enlarged text.) I will give the two IEP students a different copy of the poem that already has examples of alliteration, assonance, and consonance marked in the text. I will give the student with a visual impairment a copy of the poem in larger text. Each student will be given a highlighter (provided) to make the correct marks in the reading activity. J. Procedures - Opening of the Lesson(5 minutes) I will be standing at the entrance of the classroom greeting each of my students as they enter the classroom. There will be written instructions for their writer’s notebook activity: “write a poem about autumn/fall using at least one example of each: alliteration, rhyme, and repetition.” After the bell rings, I will take attendance as they continue to work on their writer’s notebook. I will pay special attention to the IEP students and the 504 student. I will be sure to ask if the 504 student can see the board all right. I will monitor the IEP students’ notebook entry and if they seem to be struggling I will ask them to focus on one specific figure of speech (alliteration or rhyme or repetition.)In terms of student engagement, how will you activate prior information/knowledge of the students?The writers’ notebook activity will activate prior knowledge from the previous lesson. Students will most likely refer to their notes from the previous lesson which will refresh their memory and prepare them for the short review before we begin our lesson/activity. In terms of student engagement, how will you motivate the students for this lesson?(6 minutes) After their writers’ notebook activity, we will begin a short review session of the terms learned in the previous lesson (via PowerPoint.) This will be a review discussion, so students will be expected to provide definitions and examples, perhaps from the writing activity they just completed. Verbal learners will enjoy the discussion and it will give students an opportunity to showcase their knowledge and/or writing.In terms of student engagement, how will you communicate the student friendly?learning target(s) for this lesson to the students?(1 minute) The learning targets will be on a PowerPoint slide and we will read these aloud together after the review and before beginning the lesson.In terms of student engagement, how will you introduce the key vocabulary for this lesson to the students?(8 minutes) There will be PowerPoint slides for each new term as well as examples. This activity will be directly instructed in the form of a short lecture since I will be the main source of new information and content. I will provide the term, definition, and examples. I will encourage students to take notes in their writers’ notebooks.K. Procedures - Middle of the Lesson: The middle of the lesson plan is the heart of the lesson. Provide detailed step by step procedures for delivering content to meet your objectives.(4 minutes) I will begin the next activity by passing out copies of The Darker Sooner by Catherine Wing (refer to specific copies for IEP/504 in resources and/or differentiated activities) and highlighters. I will break the students into groups of 3 or 4. To regain their attention, I will read the poem out loud as they read along. This will ensure that they can hear how the words create a specific sound when grouped together by assonance, consonance, and alliteration. (10 minutes) As a group, students will identify examples of alliteration, assonance, and consonance in the poem. Directions are on the handout. Students can refer to the definitions and examples of these terms that will be left on the board throughout the activity. I will float among the groups as they work to keep them on track and answer questions. I will look at their progress and listen to discussion so that I can give helpful insight and ask supporting questions. This will also allow me to answer questions and clarify any confusion of the terms. I will encourage the IEP students to add to the group discussion if I notice that they are not contributing. (8) As a class we will have a reflective discussion over what they discovered in the poem. Students will be expected to provide examples from the text of alliteration, assonance, and consonance. I will also review terms previously learned by having them identify examples of repetition and rhyme in this poem. We will also review why authors choose to use these figures of speech and how it contributes to their writing. I will promote class discussion with positive reinforcement. I will call on a variety of students and provide accurate wait time. The PowerPoint will remain up so that students can refer to the terms when needed. Students will be expected to follow along with discussion and correct any mistakes or add any discoveries that they had not previously marked.**There is an answer key attached with examples. However, student answers may vary.L. Procedures - Closing of the LessonIn terms of student engagement, how will you conduct the review of what was learned/taught during this lesson? (5 minutes) As an exit slip, students will be asked to write on a slip of paper two examples of consonance and assonance from the text, or examples that they have created themselves. This will be an indicator of how well the students have mastered these terms and their ability to apply their knowledge (see differentiated activities for IEP above.) This will be a way for students to review and apply what they have learned and I will be able to use this activity to assess their mastery of the content.In terms of student engagement, what will be the focus of the next lesson?Although this lesson is not yet part of a full unit plan, an example of a following lesson might be metaphors and similes in poetry using Langston Hughes’ Dreams and Dream Deferred.(3 minutes). I will allow students to organize the desks back into place and gather their materials. This will allow time for questions as well. I will organize my materials and prepare for the next class period. I will collect the exit slips as they leave the classroom. ................
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