MSP Lesson Plan Format: Direct Instruction

(For use in EDTE 520)

Candidate Name: ________Sophie Pansegrau______ Date/Time: ______2/12/2019_____

Grade Level: ___1st___ Content Area: ___________________ Estimated Lesson Length: _55-65 minutes_
Setting (choose one): (X) whole class ( ) small group ( ) Individual
Co-Taught Lesson: ( ) yes (X) no Co-Taught Strategy Used (if applicable): ___________________
MAIN CONCEPT/BIG IDEA (Essential understanding you expect students to know as a result of this
lesson.)
Understanding language and phrases and the difference between figurative and literal are key concepts in
developing growth in communication.
RATIONALE (Why is this concept and/or skill important for students to learn/be able to do?)
It is important for children to listen out loud reading. Reading introduces students to new vocabulary
words and listening skills. Exposing students to literal and figurative language gives them the tools to
comprehend and use the skills acquired. This will facilitate a deeper understanding in human conversation
and the English language.
STANDARDS (*See link at the bottom of the template.)
COMMON CORE STANDARDS:
• Retell stories, including key details, and demonstrate understanding of their central message or lesson.
• Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. (See grade
1 Language standards 4–6 for additional expectations.) CA
EDL STANDARDS:
Interpretive:
• Analyzing how writers and speakers use vocabulary and other language resources for specific purposes
(to ex- plain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and
content area. (W.2.4–5; SL.2.4, 6; L.2.1, 3, 5–6)
• Listening actively to spoken English in a range of social and academic contexts. (SL.2.1–3; L.2.3)
OBJECTIVE/S (Students will be able to ……)
https://education.ohio.gov/getattachment/Topics/Teaching/Educator-Evaluation-System/How-to-Design-
and-Select-Quality-Assessments/Webbs-DOK-Flip-Chart.pdf.aspx
Students will be able to recognize and understand figurative language. Students will be able to create and
write their own figurative language phrase.
ASSESSMENTS (How will you know students met the learning objective? How will you assess student
learning during the instructional sequence?)
Formative: Throughout the lesson plan, the teacher should ask the class questions to assess
understanding. The teacher can walk around the classroom and through observation distinguish whether
students are grasping the material.
Summative: A short worksheet with a wordbook of figurative and literal language A final worksheet
where students create their own phrase figurative language is finished at the end of class. This will help
determine the students understanding on the topic. It will be graded on whether the topic was grasped, not
on spelling or punctuation.
ACADEMIC LANGUAGE DEMAND (A brief narrative that visualizes how students will participate
in this lesson. What are students being asked to do in this lesson, and how are they using language to
accomplish that? How will students collaborate for meaningful interaction, interpret and/or spoken text,
and produce evidence of their learning?
Students are asked to listen to a book and then answer questions the teacher asks about the main ideas of
the story. Students will have the opportunity to express and recall what they understood, felt, and learned
from the story. A worksheet with literal and figurative phrases from the book will be used to help students
grow understanding. In groups students will collaborate with classmates working together to create their
own figurative language phrase. The teacher will walk around the classroom to assess understanding,
keep students on task, and help. Students will then work individually writing their own phrase, this is
their individual assessment. Students will then gather during circle time and share their individual phrase.
Worksheets will be collected and used for assessment to provide evidence of learning or need for
additional help.
CONTENT VOCABULARY (List the key vocabulary and/or phrases students need to understand in
order to have access to the content.)
• Activity vocabulary: figurative, literal.
• Reading vocabulary (Amelia Bedelia): bushel
STRATEGIES/TECHNIQUES TO SUPPORT ACADEMIC LANGUAGE DEVELOPMENT
(Given the identified academic language demand, how is this lesson being adapted? How is it being
scaffolded for the targeted language proficiency level of your students? List strategies for supporting
students’ use of academic language such as word walls, sentence frames, realia, pictures, go kinetic,
choral response, etc.)
Students will all respond (choral response) when repeating their classmates individually created figurative
language. Students will be prompted to write sentences about their own figurative phrases. Pictures in the
book allow for illustrations to help with memorization and creativity. Reading the book helps to expose
students to unfamiliar words or phrases.
STRATEGIES FOR ENGLISH LANGUAGE LEARNERS (Which SDAIE strategies will you use?)
http://www.supportrealteachers.org/strategies-for-english-language-learners.html
This lesson plan uses contextualization of the SDAIE strategies. Through demonstrations of use of
figurative languages seen in the Amelia Bedelia book students are exposed to unfamiliar concepts. The
lesson also calls for repetition through the book, group work, individual work, and circle time. ELL
students will benefit from the repetition of creating the figurative phrases in multiple mediums: teams,
individually, and as a class. The group work is especially helpful to English language learners.
STRATEGIES FOR STUDENTS WITH SPECIAL NEEDS (List accommodations and/or
modifications specified in IEPs, 504 Plans, etc.)
Modifications include a shorter, simpler worksheet for students who need it. Students can complete only
half of the worksheet as a modification. During independent work, special needs students will have the
opportunity to work with a partner, parent volunteer, or the teacher.
TASK ANALYSIS (What should students already know and/or be able to do BEFORE engaging in this
lesson?)
Students should be familiar with hearing figurative language. Students should be able to recall stories and
literature and describe words and phrases. Students should write and spell with guidance or aid.
INSTRUCTIONAL SEQUENCE: (The components in the instructional sequence should be written as
explicitly described steps that clearly communicate the actions taken. Anyone reading through the steps in
the instructional sequence, such as a substitute teacher, should be able to execute the lesson smoothly,
including facilitating the transitions between components and applying formative assessments.)
Introduction (How will you introduce the objective and rationale of your lesson? How will you “hook”
them?)
Write “busy as a bee” on the white board. Address students asking students if they have ever heard the
phrase, “busy as a bee.” Ask class if they have heard their parents or adults say other silly sayings.
Instruct students to raise their hands if they remember any of the ones they've heard before. Have them
share with the class. Explain that this is called figurative language. Tell students that figurative language
is when words or phrases aren’t their typical meaning. Explain that we will be reading a book that is filled
with figurative language. But, a little girl in the book named Amelia Bedelia doesn’t understand what the
figurative phrases mean.
Activate Prior Knowledge and Skills (How will you engage prior learning, e.g., “Think back to
yesterday when we learned…”
Reflecting on prior figurative language phrases students may have heard but not understood would
activate thinking. Also, tying back into prior English lessons on phrases, sentences, or capitalization. For
example, remind students to capitalize and write in full sentences in the the handouts. Emphasize
spelling.
Teacher Modeling (I do it. How will you demonstrate or model the skills, strategies or required
understanding to meet your objective? How will you check for understanding?)
The teacher will read the book Amelia Bedelia First Apple Pie by Herman Parish. Distribute worksheet
with a word bank of both literal and figurative language phrases from the book. Ask students to circle all
the figurative language phrases.
Guided Practice (We do it. How will you practice the skills, strategies or understanding as a group?
What formative assessments might you use? What evidence will you collect to determine student
understanding?)
Divide class into small groups. Ask students with their team to create a figurative language phrase or
word like, “Oh, my word!” Explain expectations of the assignment to the class. It is optional if students
want to write the assignment down (for gifted students). Groups will share with the class their new phrase
they created and write them on the board.
Independent Practice (You do it. How will your students practice what they learned?)
Using the figurative language heard in the story and in their small groups, students will individually write
a figurative language phrase. The teacher should walk around or scan the room to make sure students
remain on task and to assist with spelling. Collect students’ papers, these will assess their learning.
Lesson Closure (How will students revisit and review what they learned during the lesson, such as
paraphrase, whip around, summary paragraph, numbered heads together, sentence frames, the three W’s
of what, why and how, etc.?)
Gather students for circle time on the rug. Have students volunteer to share their individual figurative
phrase that they had written down. The teacher should repeat the figurative phrase and then have the
students do the same. Finally, collect worksheets.
CONTENT EXTENSIONS (How will you challenge students who finish early? How will you meet the
needs of students who are identified as GATE or need an extra challenge?)
Students who finish early can illustrate their figurative language phrases or make more. Students who are
struggling I will personally aid, or provide more demonstrations on the white board. I could also make a
simpler worksheet or only have them complete half of it.
CONTENT INTEGRATION (How could you connect your lesson to other content areas?)
To include arts a teacher could have students illustrate the figurative language phrase. Have students write
out the figurative phrases to help improve handwriting and spelling.
SOURCES (Cite all sources used in planning and implementing this lesson. List sources in APA format.)
Parish, H. (2017, April 08). Amelia Bedelia First Apple Pie. Retrieved from
https://www.youtube.com/watch?v=auyJEe35Db8
Tally, T. (2019, January 17). "Oh, My Word!" with Amelia Bedelia | Lesson Plan. Retrieved from
https://www.education.com/lesson-plan/oh-my-word-with-amelia-bedelia/
MATERIALS AND SUPPLIES NEEDED
• Amelia Bedelia First Apple Pie by Herman Parish
• Amelia Bedelia figurative and literal phrases worksheet
• Binder paper
PERSONAL TEACHING FOCUS (List the area(s) you want your university supervisor to focus on
during the observation.)
The guided practice is the most crucial part of the learning process in this activity.
*Use this link to access the Standards across all content areas:
https://www.cde.ca.gov/be/st/ss/index.asp