Lesson Plan Title: LETS DO THE TWIST

Date: December 1, 2014

Subject: Language Arts

Number of Days Covered: 1

Grade Level: 9

Standards Addressed: (Ohio Common Core Standards, or Ohio Content Area

Standards) The standards address for all lessons according to Common Core include
RL.9-10.2, RL.9-10.4, and W.9-1-.2b.
Specific Observable/Measurable Learning Objectives:
The objectives for this lesson plan are that 85% of students should be able to identify
the characteristics of Tone, Word choice, Imagery, Style, and Theme. To analyze all of
the elements that help convey the theme of a poem and develop a theme paragraph by
using the TWIST strategy to do a close reading and analytical writing on a poem.
Evaluation of Student Learning:
What Evaluation Strategies Will You Use?
How Does Evaluation Align With Goals?
Evaluation strategies that I will use will be simple but adequate. Verbal evaluations in
the classroom and walk through will help me evaluate my students progress. These
alignments compliment the goals that I have for students because it helps with
confidence throughout the instruction and confidence is what my goal is for students.
Connections: Identify the instructional connections between past, present and future
learning?
The students will be able to connect with lesson plan on a past, present, and future
basis. In the past they should have learned the foundations of language arts. The
present material is the usage Tone, Word choice, Imagery, Style, and Theme, which is
this lesson. . The students will be able to connect with lesson plan on a past, present,
and future basis.

Required Materials Needed for Lesson:

(List materials to be used and where materials are located? How much time will
be needed to set up for lesson?)
The materials include writing material and a novel called The Road Not Taken
as well as a TWIST chart and writing materials.

Students Background/Prior Knowledge/Experience: (Pre-Assessment)

Assessments will be given to students at the beginning of the lesson as well as at the
end. Extra material such as homework will be given for practice. The main idea of this
lesson is to help the students identify the characteristics of Tone, Word choice, Imagery,
Style, and Theme with a book of my choice The Road Not Taken.
Main Ideas:
To analyze all of the elements that help convey the theme of a poem and develop a
theme paragraph by using the TWIST strategy to do a close reading and analytical
writing on a poem.
Key Vocabulary:
The key vocabulary includes but is not limited to: elements, theme, poem, stanza, and
analytical writing. For the "Do Now today, I will have the following terms listed on the
board: Tone, word choice, imagery, style, and theme. For any definitions they don't
know, I am asking them to take notes from the glossary of literary terms in their text
books, this should take approximately five minutes.
Motivational Strategy/Anticipatory Set for Lesson:
(How will you hook student interest?)
Throughout the week students will be motivated through conversation activities and
activities that they can relate to on an everyday basis. I will develop the students
attention with the use of a few debate questions pertaining to the lesson and reading. As
well as explain why this lesson is important and how they can use it later on in the next
grade level as well as life.
Content:
Step-by-Step Procedures
Time allocation for Each Activity
Instructional Strategies to Be Used Be Specific
What Learning Activities Will Be Used Be Specific
Questions to Extend Student Thinking (Higher Order Thinking Skills)
How will this be accomplished? What techniques will you use?
For my content I will first begin by asking if anyone knew what the Tone, Word choice,
Imagery, Style, and Theme in a poem or story is and have they ever heard of it. What
they should already know is how to read and comprehend what they read and its
purpose from the previous grade level. I will review this material limits to help students
retain any information needed. I will then further explain the break down the Tone,
Word choice, Imagery, Style, and Theme in a poem or story. During this section of the
lesson, I will tell students that we will be using a close reading strategy today called the
TWIST strategy. I first check for understanding by asking which terms students needed
to look up and take notes on (in the "Do Now".) After clarifying understanding of any of
the terms, I direct students to draw the TWIST chart on a sheet of notebook paper. I
explain that we will work on the first and middle sections (TWIST elements and textual
evidence) of the chart first before digging in to the third column. For this section of the
lesson, I will ask students to do a cold reading of the first stanza of "Song of the Open
Road," by Walt Whitman." After a couple of minutes, I ask them to turn and talk to the

person next to them about what they think the poem is about. As they talk, I'll encourage
them to discuss the poem in terms of tone, word choice, imagery, style, and theme. As
they are talking I walk around and listen, taking notes and asking questions to further
probe their thinking.

Differentiated Instructional Support: (What modifications/accommodations are

required to meet the needs of various students?)
For students that need help identifying the theme, here's a formula and a few tips: The
theme does not have the word "you". The theme is not a command. The theme is a
message/insight about life. I'll say to students, "Use the following format if you are
unsure of how to develop a theme statement": Begin with an -ing verb: Taking. Followed
by an abstract term: control of life Use "may lead to" or "may result in": may lead to Add
another abstract term: independence and invincibility Theme statement: Taking control
of life may lead to a feeling of independence and invincibility. As students work on the
TWIST organizer, I'll take this opportunity to work with students that are struggling. I'll be
giving feedback on their responses as I check in with all of the groups. I'll also ensure
that they are providing a bit of an explanation for each of their pieces of textual
evidence. Finally, I'll remind them to use my model in order to complete the chart
thoroughly.
Integration of Technology:
N/A
Homework or Home Connections:
N/A
Transitions:
N/A
Closure:
In this section of the lesson, I will ask students to write their paragraphs explaining how
two of the TWIST elements help conveys the theme of "The Road Not Taken." In this
part of the lesson, students must have well-chosen, relevant, and sufficient details and
quotes in their writing to support their assertions about the theme. Paragraphs will be
evaluated because I want them to have as many experiences as possible using the tool
that will be used to assess their writing on standardized assessments. As students are
working, I will be working with a small group that might need extra support developing
their paragraphs. I will also spend some time circulating the room, reading over their
shoulders to assess how well they can determine a theme or central idea.
Culminating Activity:
N/A

Student Learning Based on Data: (What does your data tell you about student
learning? In terms of what they have learned, what will you do next for the whole group
or individual students?)
Reflections/Self Evaluation:
a) Effectiveness of Lesson: (How effective was your lesson? What went well?
What did not go so well? Did you feel the students were engaged and
developing new learning? Where your teaching/learning strategies
appropriate? How did they encourage new learning? What parts of the
lesson did the students seem to really enjoy? What parts of the lesson need
improvement with regard to planning or delivery?)
b) Effectiveness of Teacher: (Describe your strengths and areas that need
improvement. Document your development as a teacher.)
c) Next Steps to Consider: (Do you need to re-teach any part of the lesson
and how will you teach it differently? Would you change any part of the
lesson? If so, how? What do you need to address in your next lesson?)
Central State University
College of Education
Department of Professional Education
Lesson Plan Scoring Rubric

Checklist: All Goals/Objectives Are:

Clearly Stated
Developmentally Appropriate Given Classroom Context
Aligned with National, State or District Standards
Described in Terms of Student Performance NOT Activities
Learning Objectives are Based Upon Blooms Taxonomy

Checklist: Assessment
Assessment Instructions are Understandable to ALL Students
Assessment Adaptations are Made for Special Needs Students
Explains the Minimal Level of Acceptable Student Performance
in Measureable Terms

Checklist: Instructional Design & Implementation

Learning Goals & Learning Objectives Are Aligned with Standards
Follows a Logical Sequence
Includes Evidence of Deliberate Checking for Understanding
Is Developmentally Appropriate (intellectually, socially & physically)
Takes Into Account Students Background/Prior
Knowledge/Experience

Not
Met (0 pts)

Partially
Met (1 pts)

Met (2 pts)

Not
Met (0 pts)

Partially
Met (1 pts)

Met (2 pts)

Not
Partially
Met (0 pts) Met (1 pts)

Met (2 pts)

Uses Creative Motivational Strategies &/or an Anticipatory Set at

Beginning of Lesson
Step-by-Step Procedures for Lesson Presentation are Provided.
Sample Questions and Correct Responses are Provided.
Modifications/Accommodations are Made as Required to Meet
Needs of Various Students
Required Materials for Lesson are Listed.
Main Ideas of Lesson Are Clearly Presented to Students
Key or New Vocabulary Terms are Clearly Presented to Students
Resources are Appropriately Cited.
Homework or Home Connections are Provided
Closure of Lesson is Provided
Identifies connections between past, present and future learning

Total Checklist Points ________/48

Total Rubric Points ________/32
Total Points
Rubric:
Rating
Indicator
Distribution of
Objectives

Assessment
Criteria

Multiple
Learning
Strategies

80-75 points
74-67 points
66-57 points
55 points & below

A = 100% - 94%
B = 93% - 83%
C = 82% - 71%
D = unacceptable

________/80
Element 2
Not Met (0pts)
All objectives are
factual
knowledge
objectives.

Element 2
Partially Met (1 pt)
More than half of the stated
objectives are knowledge
objectives versus application
and reasoning objectives.

Element 2
Met (2pts)
Knowledge objectives represent
1/3 or less of stated objectives
OR a rationale defends use of
mainly knowledge-based
objectives.

No evidence
provided.

Response includes only 2 of

the criteria listed to the right,

Measurable assessment
criteria is described in
measurable terms.
Comprehensive covers all
essential content & skills. Does
not assess irrelevant content &
skills.
Criteria Level- Specifies level of
successful attainment of learning
objectives.

Only 1 or 2
strategies are
incorporated
throughout the
lesson &/or the
strategies reflect
only the more
common/traditional
types/levels of
learning (e.g., relies
mostly on direct
instruction, visual,
verbal-linguistic,

A variety of instructional
strategies are incorporated
throughout the lesson. The
strategies reflect a variety of
types/levels of learning but most
are of the more
common/traditional type.

Multiple instructional strategies

using multiple types/levels of
learning are incorporated throughout
the lesson. Application of multiple
intelligences & learning styles is
evident. Most strategies actively
involve students in critical thinking,
problem solving, or authentic
performance.

Indicator
Score
____x2

____x2

____x2

Active Inquiry &

Learner
Centered

Technology

Critical
Thinking

Student
Learning Based
on Data

Reflection/Self
Evaluation

paper-pencil).
Lesson does not
include procedures
for engaging
student in active
inquiry.
Instruction does
not include
technology or a
rationale why it is
inappropriate to use
technology with
their students.
No evidence that
critical thinking is
encouraged.
Provides no
rationale for why
some activities or
assessments were
more successful
than others.
No evidence
provided.

Lesson design includes some

procedures for engaging
students in active inquiry but
most procedures rely on passive,
rote, recall strategies for the
learner.
Use of technology is limited
(e.g., one time or for only short
periods) or is used w/o regard to
learning outcomes (i.e., an addon just to full requirement) or a
limited rationale is given why it is
inappropriate to use technology
with their students.

Lesson design includes a majority of

procedures that actively engage
students in questioning concepts,
developing learning strategies,
seeking resources & conducting
independent investigations.
Technology is integrated throughout
instruction or makes a meaningful
contribution to learning (i.e., it had a
purpose or was needed) or a
rationale is given why it is
inappropriate to use technology with
their students.

Encourages critical thinking

when situations occur naturally
in the classroom. Teacher does
NOT deliberately explore ways to
enhance critical thinking.
Identifies successful and
unsuccessful activities or
assessments & superficially
explores reasons for their
success or lack of success.

The teacher deliberately

incorporates into the lesson critical
thinking techniques and encourages
independent exploration of student
ideas to enhance critical thinking
Identifies successful & unsuccessful
activities & assessments & provides
plausible reasons for there success
or lack of success.

Provides ideas for redesigning

instruction but offers no rationale
why these changes would
improve student learning.

Provides ideas for redesigning

instruction and explains why these
modifications would improve student
learning.

____x2

____x2

____x2

____x2

____x2