Running

head: ANNOTATED LESSON PLAN

Annotated Lesson Plan

TED 623
Dario Workman
National University

ANNOTATED LESSON PLAN

Abstract
I have created a lesson plan that is focused on assisting a 10th grade English learner named
Anabel. Specifically, Anabel will attempt to learn how to collaboratively analyze a short story
for literary devices. This plan utilizes several key components for SDAIE, including other
recommended activities for English learners. Students will be required to work in teams to
understand how an author uses literary devices to support a common theme. Once the activity is
complete, students will be required to reflect on the lesson by answering guided questions in
their writing journals, as well as submit an exit ticket for evaluation. I will use the data collected
from the exit tickets to adjust the following days lesson.

ANNOTATED LESSON PLAN

LESSON DESCRIPTION
Date: Monday February 22nd, 2016
Subject: English Language Arts
Topic: Response to Literature Essay
Grade: 10th
GOALS AND OBJECTIVES
Goals:
1. Students will learn how literary elements support a theme.
Objectives:
1. Students will be able analyze a short story and identify literary devices used.
2. Students will evaluate the effectiveness of literary devices used in a short story.
3. Students will demonstrate understanding of how literary devices can support a theme by
creating a class-constructed essay.
Standards:
1. RL.7.1 - Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
2. SL.7.1 - Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues,
building on others' ideas and expressing their own clearly.
3. SL.7.1a - Come to discussions prepared, having read or researched material under study;
explicitly draw on that preparation by referring to evidence on the topic, text, or issue to
probe and reflect on ideas under discussion.

Accommodations for EL and Special Need Students:

EL:
1. Students will be given the opportunity to watch translated versions of videos on
Ipads.
2. Students will be paired up with stronger bilingual students in class.
3. Students will be given Spanish to English dictionaries for reference.
SPED:
1. Students will be given additional time to complete activities.
2. Students will be paired up with stronger students.

ANNOTATED LESSON PLAN

MATERIALS AND TOOLS

1.
2.
3.
4.
5.

Student writing journals

Ipads (For EL and SPED)
Internet access
Highlighters or colored pencils
White sheet of paper

Texts:
1. Springboard consumable student workbook
2. The Stolen Party short story.
3. Three Little Pigs.
Visuals:
1. PowerPoint presentation to review and introduce various literary devices.
2. Brainpop videos discussing literary devices.

Technology:
1. Computer and Projector for the PowerPoint presentations.
2. Ipads
Handouts, Realia, and Manipulatives:
1. Writing Workshop packet
2. Folded SIFT graphic organizer
PROCEDURE
1. Teacher will instruct students to answer the following warm up question in their
journals:
Describe the purpose, organization, elements, and possible audiences of a
response-to-literature essay. Describe your past experiences writing in this genre.
EL students may respond to the following:
Has there ever been a time when you responded to, or felt a certain way about
something that someone else had written?

ANNOTATED LESSON PLAN

2. Teacher will direct students to take CORNELL notes on the following videos:
https://www.brainpop.com/english/writing/theme/
https://www.brainpop.com/english/writing/moodandtone Have link to
translated video available. If unavailable, have hard copy of translated dialogue
available for student to annotate.
3. Teacher will explain that narratives often have a purpose that goes beyond the general
purpose of "entertaining" which is revealed through the THEME(s). Writers will use
many LITERARY DEVICES or storytelling tools to help the reader uncover the
theme. The literary devices all work to SUPPORT THE THEME.
4. Teacher will direct students to create a foldable to understand theme. Fold the paper
in half twice, then fold the inside corner down to form a small triangle. When the
paper is opened, they will have four quadrants with a diamond in the middle of the
paper. Ask students to label the diamond "Theme", and the four quadrants with
Symbols, Imagery, Figurative Language and Tone.
5. As a class, analyze a familiar story, like "The Three Little Pigs" using the organizer to
decode the use of literary devices in the story. If possible, locate a story more
familiar to EL students written in their native language.
Symbols:
Straw- shoddy work, laziness
Brick- hard work, doing something right
Imagery:
Big Bad Wolf- trials in life, something threatening
Figures of Speech"not by the hair of my chinny chin chin!" IDIOM meaning "never!"
Tone:
Adventurous
Suspenseful
Theme: "Do things right the first time." "Don't be lazy."
6. Teacher will have students turn and ask their neighbor:
Why do writers use Literary Devices? Call on various students to
share their answers. Have EL students discuss the question in native language with
another student if possible.
6. Ask students to think about how different texts are organized and create a list. Ask
students to turn and talk and share their ideas. Chart responses on the board.
Construct a graphic organizer with students of the components of an essay.
Using that structure, show students how the Introduction, thesis, body transitions and
conclusions of an essay are used when writing a literary analysis.

ANNOTATED LESSON PLAN

7. Set a purpose for the reading: explain that they will read a short story and analyze
how the author uses literary devices to support a theme. This analysis will be the basis
for the literary analysis essay they will learn to write.
8. Review the SIFT strategy with students (graphic organizer on page "56" of writing
workshop packet.)
9. Teacher will conduct a shared close reading of the short story "The Stolen Party".
You may think about inviting students to read in small groups or individually as a
first reading before conducting the close reading. Have a translated copy available
for EL students. Consider pairing weaker EL students with stronger ones.
10. During the shared close reading, look specifically for the elements such as symbols,
images, and figures of speech. You may choose to jigsaw the activity to introduce
collaborative structures. Count off students by 4 and assign each number a literary
element, OR assign one element per group. Have students annotate the story with a
highlighter or colored pencils.
11. After the reading, debrief the SIFT strategy as a whole class.
12. Remind student that their thinking should extend beyond a literal understanding into a
symbolic and figurative meaning.
13. Review the objective of the day by asking students to answer the following questions
in their journals: How have we met our learning goal?
14. Students will complete 321 exit ticket at the end of the lesson.
REFLECTIVE ASSESSMENT AND EVALUATION
Check for Understanding:
1. Students will complete brainpop quiz at the end of the video.
2. Students will use thumbs up/thumbs down throughout the lesson to indicate
to the teacher whether he or she comprehends what is being taught (minimum
of 3 checks throughout the lesson).
3. Students will reflect on the learning goal by answering reflections question in
their journals.
4. Students will complete exit ticket to show what was learned at the end of the
lesson.

ANNOTATED LESSON PLAN

Annotation:
For this lesson plan, I decided to tailor certain activities for the inclusion of Anabel, the
10th grade student from Guatemala. According to her profile, Anabel is literate in Spanish and
often reads Spanish language books and magazines. English learners are not always literate in
their native language, however, which can make it difficult for the students to bridge learning
and connect any new material to prior knowledge. Anabel is also somewhat quiet and reserved,
but gets along well with others and likes working in small groups. I believe that Anabels
fondness with group work is advantageous and I have selected collaborative activities to assist in
her learning.
According to our text, Methodology For Second Language Development, a factor that
influences the learning process is how much the student already knows about the topic. The text
states, People learn most readily by adding new data to preexisting information. It is a far
greater challenge to learn something entirely new (Serdyukov & Hill, pg. 192). In my lesson
plan, I have started the lesson by having students build on prior knowledge by answering the
warm up question. Asking students what they already know about a literary response essay
requires the students to draw on everything that they already know regarding the words literary
and response. Even if the students do not readily understand what a literary response essay
actually is, forcing the students to use context clues in order to find prior knowledge will enable
deeper learning. For English Learners such as Anabel, background knowledge is not necessarily
the same as it would be for native English speakers. Because of this, teachers with ELLs in
their classrooms must first determine that these students actually have prior learning or
experience that is relevant to their success in learning new content (Serdyukov & Hill, pg. 192).
Anabel would have the opportunity to respond to a separate writing prompt, which asks whether

ANNOTATED LESSON PLAN

she has ever responded to something that someone else had written before. This will allow
Anabel to activate any prior knowledge regarding the genre of literary response, regardless of her
familiarity with using context clues, or the word literary. Building on background knowledge
is also an effective SDAIE scaffolding strategy, known as bridging (Hill, Unit one lecture,
PowerPoint slide 12).
The goal of the lesson is to have students familiar with the components of a literary
response essay, as well as familiar with how literary elements support a theme. I believe that
utilizing various forms of media can best assist not only Anabel, but all students as well. For this
lesson, I have found two videos from Brainpop.com that help explain literary devices and writing
a theme. Increasing the number of formats that a concept is delivered to the students increases
the likelihood that the concept will enter long-term memory. In his book Educational
Psychology: Theory and Practice, Robert Slavin states, information is retained in long-term
memory in two forms: visual and verbalinformation represented both visually and verbally is
recalled better than information held in only one format (pg. 133). By utilizing the videos and
the PowerPoint presentation, Anabel will have an increased probability of retaining the
information taught. In addition, the contextualization of the literary devices by using the
videos is another effective SDAIE scaffolding strategy that makes information comprehensible
and available for mental processing (Hill, Unit one, PowerPoint Slide 14).
After the direct instruction portion of the lesson, Anabel will begin collaborating with
other students to analyze the short story in an attempt to identify literary devices and complete
the S.I.F.T. graphic organizer. As students complete the graphic organizer collaboratively, they
are engaging in metacognitive development and schema building, both of which are SDAIE
scaffolding strategies. In addition, group work is an effective way to support students who are

ANNOTATED LESSON PLAN

learning to use English in social settings. According to Slavin, Numerous studies have found
that ELs who are struggling to learn to read English benefit from intensive small-group
tutorials (Educational Psychology, pg. 86). This allows Anabel to engage in collaborative
discussion and practice the use of English in an academic context without fear of being laughed
at (Slavin, pg. 85).
After students complete the graphic organizer, Anabel will have the opportunity to reflect
on her own learning by answering the writing prompt How have we reached our learning goal
today? This will give Anabel the opportunity to decide whether she accomplished the learning
goal I can identify and evaluate how literary devices are used to support a theme.
To close the lesson, I will give everyone an exit ticket which asks students to list three
things that they learned, two things that they want to learn, and one thing that they are still
confused about. This will allow my students to reflect on their learning and to give me an
opportunity to assess what kids did and did not learn after the lesson is complete. Once I have
determined what students have and have not learned, I will adjust the lesson for the following
day to address the needs of my students. According to The 5-Minute Lesson Plan, The closure
is the phase in which you review the lesson and offer the summary of the lessons key pointsit
is important as it leaves a lasting imprint in students minds as people usually remember what
was said in the beginning and in the end of the conversation. (Serdyukov & Ryan, pg. 210). By
using the exit ticket, I can evaluate how well Anabel understood the lesson and assess her
general ability understand literary devices.

ANNOTATED LESSON PLAN

10

Resources
Hill, R. (2016). Specially designed academic instruction in English [PowerPoint slides].
Serdyukov, P., & Hill, R. (2014). Methodology for second language instruction. NM: Pearson
Custom Publishing.
Serdyukov, P., & Ryan, M. (2013). The 5-minute lesson plan. Boston: Pearson.
Slavin, R. E. (2009). Educational psychology: Theory and practice (11th ed.). Boston, MA:
Pearson.