University of Arkansas Fort Smith

School of Education
Lesson Plan 3
Name:

Kendra Turner

Date:
March 22
II____Internship____
Subject Area:
Berryville

Grade Level:

11

Practicum 1___Practicum

English

School District:

Textbook:_______________________ Pages: ___180-198__ Other: Speak

Blooms Taxonomy: My lesson provides opportunities for: __Creating X

Evaluating __ Analyzing __ Applying X Understanding __ Remembering
Types of Activities: __ Co-op Learning X_ Independent Work __ Small
Group X_ Teacher-assisted __ Hands-on

Pre-assessment: (What will I use for pre-assessment, and how will I use
the results of the pre-assessment?)
Students double entry journals will be checked for their attention to figurative
language, especially similes, metaphors, and personification.

Standard(s): (Include specific state standards.)

CCSS.ELA-Literacy.RL.11-12.3
Analyze the impact of the author's choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is ordered,
how the characters are introduced and developed).
CCSS.ELA-Literacy.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or language that is

particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other

authors.)

CCSS.ELA-Literacy.RL.11-12.5
Analyze how an author's choices concerning how to structure specific parts of a text
(e.g., the choice of where to begin or end a story, the choice to provide a comedic
or tragic resolution) contribute to its overall structure and meaning as well as its
aesthetic impact.
Objectives: (What should students be able to do at the end of the lesson?)
Students should be able to identify similes, metaphors, and personification.
Students should be able to recognize the usage of figurative language in the anchor
text Speak.
Students should be able to determine the meaning and effect of figurative
language.

Anticipatory Set, Hook or Engaging the Learner: (How will I gain students
attention?)
Students will be asked to write a list of the top ten things of their choice, like the
main character does in Speak.

Instruction: (How will I present new material and make learning relevant?
Bullet the order and content you plan to teach in the lesson. Include
proposed questions and anticipated responses from students.)
Students will be asked to give definitions of simile, metaphor, and personification
which I will write on the board. Answers will likely be in the range of simplified
definitions of each word. Some may choose to use the exact definition from their
notes.
Next, each student will be given three Post-It notes and be asked to write an
example of each (one on each Post-It note) which they will stick under the proper
heading on the board.
Each example will be read aloud and the class will be asked to determine as a group
if it is in the correct category. If one does not fit, students will be asked to explain
why and what it is actually an example of.

Guided and Independent Practice: (How will I get students to

practice/apply what has just been taught?)
Once students show an understanding of each element, they will receive the
Figurative Language worksheet which focuses on examples of figurative language in
the anchor text, Speak. Independently, they will be asked to complete the
worksheet and turn it in for a grade. It will be used to check their understanding.

Closure: (How can I bring closure to summarize learning and enhance

retention of the material?)
As a closure, the class will come together and discuss how the figurative language
effects the novel. They will be asked what kind of emotions it evokes and why they
think the author chose to use it.

Alternate Plan B: (What will I do if students do not understand the

material? What will I do if technology doesnt work?)
If students do not understand the material, they will be given supplemental notes
on each of the elements and as a class, we will discuss the worksheet.

Post-Assessment: (What data will give me information about students

understanding of the lesson, and how will this assessment be used?)
Students will be asked to share the examples they found from the text and defend
why they chose those specific examples. They will be asked what kind of figurative
language it is, how they know, and what effect it has on the text.

Accommodations: X_ Extended Time __ Preferential Seating __

Segmented Assignments __ Assignment Length __ Communication
Methods __ Peer Tutors __ Instructional Assistance __ Other

Remediation
Students needing remediation will be allowed to work in groups for the first part of
the worksheet.

Enrichment
Students needing enrichment will be asked to find multiple examples of figurative
language in the text and asked to note the effect it has on their overall reading and
comprehension.
Resources/Materials/Equipment: (Technology, Visuals, Supplies,
Professional References)
Students will receive Post-It notes in class and be given the worksheet once they
show understanding of the information being given in the beginning of class.
Reflection: Today I. __Used data to plan the lesson __ Stated my
objectives clearly __ Actively engaged students __Integrated Blooms
Taxonomy __ Provided time for interaction __ Gave feedback
__ Kept the lesson aligned with standard(s) and objectives

Reflection: (Complete the checklist and write a summary of your teaching

experience. Address your instruction, classroom management, and
student engagement. Include self-efficacy, professionalism, and use
academic language.)