UofSC EDML Lesson Plan Template

Teacher Candidate Madeline Colvin

School Sandhills Middle School

Content Area(s) & Grade Level 7th and 8th Grade ELA
Date 4/2

Essential Question:
How does word choice affect the connotation of a piece of text
Standard(s):
Standard 9: Interpret and analyze the author’s use of words, phrases,
and conventions, and how their relationships shape meaning and tone in
print and multimedia texts.
Indicator(s):
9.2 Analyze the impact of the author’s choice of words, word phrases, and conventions on meaning and tone.

Learning outcomes (goals) associated with the content standards (subject-specific, relevant, interdisciplinary, measurable):
(1) The student will…. determine the connotation that the author is using in a text.

(2) The student will…. identify the positive or negative connotation that the reader feels after reading.

What will you do in this lesson to make it meaningful and relevant to your students?
This lesson will connect to previous lessons on author’s purpose and will also use a PearDeck to encourage student engagement.
How will you initially engage your students in today’s lesson (e.g., hook, attention getter, topic introduction)?
Students will login to Peardeck on their Chromebooks.
What “warm-up” will you use today? (if applicable)
Students will immediately grab their notebook and complete their warm up. The warm up questions are:

I do/do not know what connotation means.

I do/do not know what denotation means.
Decide if the words below have a positive or negative connotation:
- cheap
- protective
- sneaky
Author’s write a text to p___, I___, and e_____.
My plan for today is _____.
Assessments used to monitor student learning:
Assessment Type of Assessment (in/formal) What is being assessed?
1. Warm up 1. Informal 1. With the warm up, I am assessing their knowledge of the
2. PearDeck 2. Informal subject matter. They are allowed to reference their notes, but
3. Handout 3. Informal few do. This helps me see if there is something I specifically
4. Exit slip 4. Informal should focus on for the lesson.
2. Based on their questions and answers during the lesson, I can
see who needs more assistance.
3. The studnets will be working on a handout about connotation
and are expected to finish it by Friday.
4. Their exit slip wil tell me what they have learned that day.

Resources &
Elements Procedures/Activities Time
Materials Used
 A description of each activity that you will use, including a script of the
“teacher talk” you will say during each activity.
Warm-up (if applicable) Students will immediately grab their notebook and complete their Warm-up 5
warm up. The warm up questions are: notebook minutes
writing utensil
Chromebook
Smartboard
Google Slides
Activity to initially engage Students will share what topics they chose and what stance they
students in today’s lesson chose.

Instructional strategies and Differentiation (if appropriate):

learning tasks, including
potential questions & prompts1
if appropriate
Assessment (if appropriate): With the warm up, I am assessing
their knowledge of the subject matter. They are allowed to
reference their notes, but few do. This helps me see if there is
something I specifically should focus on for the lesson.

Transition Students will transition to a lesson 30

seconds
Instructional strategies and Students will get out their Chromebooks and go to joinpd.com and Frayer Models 10-15
learning tasks, including then type in the code. They will then follow along to the lesson on Chromebook minutes
potential questions & prompts connotation. Throughout the lesson, I will be asking them Writing Utensil
if appropriate questions about the materials. We have two poems and two SmartBoard
pictures to analyze and the students will use those as practice. Peardeck
They will use Frayer models to complete the terms. After the Google Slides
lesson, they will be given follow-up work.

Differentiation (if appropriate): Students may use their

Chromebooks.
Assessment (if appropriate): Based on answers given during the
lesson, I will know which information to spend more time on.
Transition Students will transition to work time and work on any follow-up
work or SS work.
Instructional strategies and I will be conferencing with students and doing check-ins to see Frayer Models 45
learning tasks, including how they are doing with the information. Chromebook minutes
potential questions & prompts Writing Utensil
if appropriate. Differentiation (if appropriate): Follow-up work
Google Slides
Assessment (if appropriate):

Transition Students will be given the exit slip

Instructional strategies and Exit Slip: Exit Slip 5

learning tasks, including
potential questions & prompts
if appropriate.
Today I accomplished ____. Writing Utensil minutes
Connotation means _______.
Denotation means _______.
Bias is _______.
Choosing my words carefully when I write is important
because ____.

1
 Differentiation (if appropriate):

Assessment (if appropriate):

Transition students will be dismissed

Closure: Content and
Procedural (homework if
applicable)
Lesson Extender--Whole Class
& Individual
(e.g., an additional activity that
will enhance the learning of this
concept)
Content Closure: Students will turn in their project plan. 15
minutes
Procedural Closure: 1st Block: Students will pack up their
area and go to lunch. When they return from lunch, 12:25-
12:30: Complete exit slip 12:30-12:35: Clean up area; 12:35-
12:40: announcements
2nd Block: Students will complete their exit slips, clean up
their area, and put their chairs in the middle. We will then
have the closing community meeting by going over
announcements and acknowledgments.
Students can work on their workplan

Double Check
Student Work Assignments require students to:
● organize, interpret, analyze, synthesize, and evaluate information
rather than reproduce it.
● draw conclusions, make generalizations, and produce arguments
that are supported through extended writing.
● connect what they are learning to experiences, observations,
feelings, or situations significant in their daily lives both inside and
outside of school.
Assessment Assessment Plans:
● are consistently aligned with state content standards.
● have clear appropriate measurement criteria.
● measure student performance in more than three ways (e.g., in the form
of a project, experiment, presentation, essay, short answer, or multiple
choice test.
● require extended written tasks.
● are portfolio-based with clear illustrations of student progress toward
state content standards.
● include descriptions of how assessment results will be used to inform
future instruction.