CollegeofEducation

LessonPlanTemplate
TeacherCandidate:MarvayePayton
School:LakeviewElementarySchool

DateandTimeofLesson:Wednesday28,2014
Subject/GradeLevel:ELA/5th

DescriptionofLesson:
TopreparestudentsfortheAspirestandardizetestandwritingnarratives,studentswillidentify
figurativelanguageinwriting.Studentswillbeabletouseandidentifyfigurativelanguageby
payingcloseattentionanddisctotheexamplesofpersonification,idiom,andeuphemisms
LessonTitleorEssentialQuestionthatguidesthelesson:
TitleFigurativeLanguage/Idioms,Personification,andEuphemisms
Howdoesfigurativelanguagehelpyouasstudentsintherealworld,intheclassroom,andasa
writer?
Howdoestheuseoffigurativelanguageassistthereaderinunderstandingyournarratives?
CurriculumStandardsAddressed:
NationalStandard(s):

CCSS.ELALITERACY.L.5.5
Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinword
meanings.
CCSS.ELA-LITERACY.L.5.5.A
Interpret figurative language, including similes and metaphors, in context.
CCSS.ELA-LITERACY.L.5.5.B
Recognize and explain the meaning of common idioms, adages, and proverbs.

Other:

EEDAStandard(s):Teachercandidatewillincorporatecoreacademicsubjectsforhigh
schoolgraduationincludingbutnolimitedtoEnglish,mathematics,science,andsocial
studies.

SSCAElement:Whilelearning,studentsaboveallareexpectedtofollowtheGolden
RuleTreatthosethewayyouwouldwanttobetreated.Allstudentsareexpectedto
answerandaskmanyquestions.Allstudentsarealsoexpectedtobepatientwhileother
studentsareworkingormayneedassistanceorextratime.Studentswillalsofollowthe
classroomruleswhenitcomestoaskingandansweringquestions.Everyoneisexpected
toraisehisorherhandwhenaskingoransweringaquestion;unlessstatedotherwise.

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Thereshouldbenoblurtingoutofanyanswers.Whendisagreeingwithfellowstudents
aboutexamplesgivenstudentsmustbeabletogiveandreceivecriticisminamature
manner.

LessonObjective(s):
Afterreviewinganddiscussingfigurativelanguage,students
willbeabletoeffectivelyindicateandusesimile,metaphor,
onomatopoeia,clich,idiom,alliteration,hyperbole,
personification,andeuphemism,whichisasixthgradeterm.

Assessment(s)oftheObjectives:
PreAssessment:Cananyonetellhow
doesfigurativelanguagehelpyouas
studentsintherealworld,inthe
classroom,andasawriter?Can
anyonetellmehowdoestheuseof
figurativelanguageassistthereader
inunderstandingyournarratives?
DuringAssessment:Studentswillread
thestoryGrandmasGarden.While
reading,studentswillbeexpectedto
underlineexamplesoffigurative
languageinthepassage.Intheirgroups,
studentswillbeexpectedtocollectively
worktogethertocompletethefigurative
languagepuzzles.

PostAssessment:Afterworkinginonthe
puzzle,studentwillcompleteafigurative
languageworksheetasapostassessmet.

Materials/Resources:

SmartBoard,Paper,Pencil,GrandmasGardenpassage,andfigurativelanguagepuzzles.

Prerequisites(PriorKnowledge):
Sincestudentshavereviewedthemanytypesoffigurativelanguage,studentsareexpectedtoknowthe
definitionofeachandgiveexamples.

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Procedures:

Cananyonetellmehowfigurativelanguagehelpsyouasstudentsintherealworld,inthe
classroom,andasawriter?

Also,Howdoestheuseoffigurativelanguageassistthereaderinunderstandingyour
narratives?

Asaclassusingopendiscussion,wewilldiscussthesimile,metaphor,onomatopoeia,clich,

Afterstudentshavegivenexamplesandstateddefinitionofeach,StudentswillreadGrandmas
Gardenafigurativelanguagestory.

Afterreading,studentswillcircleanytypesoffigurativelanguagetheyfindinthestory.

Studentsareexpectedtofindthefigurativelanguageandconnectitsdefinitionandexample.

Finallystudentswillbeworkonfigurativelanguageworksheet,whichwillbetakenupasa
postassessment.

idiom,alliteration,hyperbole,personification,andeuphemism,whichisasixthgradeterm,by
statingthedefinitionandgivingexamples.

Next,studentswillcompleteafigurativelanguagepuzzle.Thepuzzlepieceshighlighteighttypesof
figurativelanguagesimile,metaphor,idiom,alliteration,onomatopoeia,clich,personification,
andhyperbole.
Afterstudentshaveconnectedthose,theywillthenfilloutaworksheetthatallowsstudentstowrite
thetypeoffigurativelanguageinthetoppuzzlepieceanddefineitinthesmallpuzzlepiece.

ActivityAnalysis:
ThefirstactivityIplantousewiththislessonisopenclassdiscussionasaninstructionalstrategy.
Havinganopenclassdiscussionsupportsthislessonbecausewhendiscussingelementsoffigurative
language,studentswillbeabletoverballyillustratethattheyunderstandandknowsimiles,metaphors,
onomatopoeias,clichs,idioms,alliterations,hyperboles,personifications,andeuphemisms.
Fortheduringactivity,studentswillbeabletoreadGrandmasGardenandidentifytheelementsof
figurativelanguagebyhighlightingorunderliningexampleswithinthetext.Beingabletohighlightand
underlinetheseexamplesshowthatstudentcanindicateexamplesoffigurativelanguageinawrittentext.
Whenworkingingroupswiththisactivity,studentswillbeabletohavehandsonexperienceby
assemblingthefigurativelanguageexamplestogether.

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Differentiation/Accommodations/Modifications/IncreasesinRigor
Sincestaticallygirlswillbemorepronetofindthistypeoflessonmoreinterestingthanboys,Iwillmake
surethattheboyscontributingthesameamountofinput.

Teacher Candidate:

Marvaye Payton

Subject/Grade: ELA 5th Grade

Feb. 25, 2015

Lesson # 3
Date and Time of Lesson:

Learning Objective:
With use of Book Clubs, fifth grade students will analyze how and why individuals, events, and ideas
develop and interact over the course of a text.

Alignment with Standards:

CCSS.ELA-Literacy.RI.5.1
Quote accurately from a text when explaining what the text says explicitly and
when drawing inferences from the text.

EEDAStandard(s):Teachercandidatewillincorporatecoreacademicsubjectsforhigh
schoolgraduationincludingbutnolimitedtoEnglish,mathematics,science,andsocial
studies.

SSCAElement:Whilelearning,studentsaboveallareexpectedtofollowtheGolden
RuleTreatthosethewayyouwouldwanttobetreated.Allstudentsareexpectedto
answerandaskmanyquestions.Allstudentsarealsoexpectedtobepatientwhileother
studentsareworkingormayneedassistanceorextratime.Studentswillalsofollowthe
classroomruleswhenitcomestoaskingandansweringquestions.Everyoneisexpected
toraisehisorherhandwhenaskingoransweringaquestion;unlessstatedotherwise.
Thereshouldbenoblurtingoutofanyanswers.Whendisagreeingwithfellowstudents
aboutexamplesgivenstudentsmustbeabletogiveandreceivecriticisminamature
manner.

Developmental Appropriateness or Cross-curricular connections:

Each student will be assigned a certain book club. Placement of students in each book club is based off of
students DRA score. Students DRA score shows each students reading level. Arranging book club in
this particular way allows students a chance to fully learn from the book club experience, on their reading
level.

Assessment(s) of the Objectives:

Lesson Objective(s)

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Assessment(s) of the
Objective(s)

Use of Formative
Assessment

Objective:

Pre-assessment:

Quote accurately from a text

when explaining what the text
says explicitly and when
drawing inferences from the
text.

Students will listen to the audio

version of Bud Not Buddy.
While listening to Bud Not
Buddy, students will be
required to take notes.

Will observing students in

individual book clubs,
Students will be expected
to explicitly draw
inferences from the text.
Students will also be
expected to explain things
by quoting from the text.

During Assessment:
Students will effectively take
notes while listening (and
participating in model lesson)
Bud Not Buddy.
Post Assessment:
Students will take concepts and
insight from the model lesson
(Bud Not Buddy) to their
individual book club meeting.

Accommodations:
Students are placed in groups with other members that are on their same reading level. ESL and ELL
students are given books that are appropriate for them. Students on RTI are pulled for interventions by
the school Interventionist.

Materials: Audio book version of Bud Not Buddy, Book Club books, Smart Board, ELA
notebook, and pencil.

Procedures:
How many of you have ever watched a movie or television show that you can feel when
something is about to happen to the main characters? Think about the clues that are
strategically placed to let you know trouble is about to happen (music changes, the mood
is different, footsteps, shadows, and etc).

In result of the clues that are strategically placed allow the readers to make inferences
about what may or may not happen next in the story.

While listening for important information and inferences, students will also need to be
able to quote ideas from the text
Even though Bud Not Buddy is an audio version students will still be expected to quote from the
text.
Because students cannot see the next but only hear it, when quoting students may use their own
wording. Students wording must be close to the writer word choice.

Students will begin listening to the audio version of Bud Not Buddy.

While listening to Bud Not Buddy, students will be expected to take notes on the

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important ideas from the story.

The teacher will stop the audio of Bud Not Buddy, periodically to make key statements/
connections.

After the Chapter of Bud Not Buddy is read, students will then go to their assign meeting
place with their book club books

While in individual book clubs, students will be expected to discuss information they
read form homework. Students must also discuss the point(s) in their story where they
made an inference or can make an inference.

When making their inferences students must refer back to their books and quote from the
text.

References:

Marvaye Payton

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Teacher Candidate: Marvaye Payton

Lesson:
#4
Subject/Grade: Fifth Grade
Date and Time of Lesson:
Thursday, 11 2015
Standard
CCSS.ELA-Literacy.RL.5.7
Analyze how visual and multimedia elements contribute to the meaning,
tone, or beauty of a text (e.g., graphic novel, multimedia presentation of
fiction, folktale, myth, poem).
Learning Objective:
With the use of technology and the ipad app, Pic Collage, fifth grade students
will be create propaganda posters. The propaganda posters will serve as a
visual representation of their book club books they have just completed.
Alignment with Standards:
EEDA Standard(s) Teacher candidate will incorporate core academic
subjects for high school graduation including but not limited to English,
mathematics, science, and social studies.
SSCA Element(s) While learning, students above all are expected to
follow the Golden Rule Treat those they way you would want to be
treated. All students are expected to answer and ask many
questions. Male students are expected to be more active than female
students, but not too active that will cause some females to feel
intimidated. All students are also expected to be patient while other
students are working or may need assistance or extra time. Students
will also follow the classroom rules when it comes to asking and
answering questions. Everyone is expect to raise their hand when
asking or answering a question; unless stated there should not be any
blurting out answers. When disagreeing with fellow students about the
math students must be able to give and take criticism in a mature way.
Developmental Appropriateness or Cross-curricular connections:
Students should be familiar with the integration of arts.
Assessment(s) of the Objectives:
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Lesson Objective(s)
With the use of
technology and the
ipad app, Pic Collage,
fifth grade students
will be create
propaganda posters.
The propaganda
posters will serve as a
visual representation
of their book club
books they have just
completed.

Assessment(s) of the
Objective(s)
Pre Assessment:
Since fifth grade
students are to be
done reading their
book club books.
During Assessment:
Students are to be
engaged in researching
items on Safari for
their poster. Those
items should correlate
with their book club
book.
Post Assessment:
Students final poster
will be graded by use
of a book club poster
rubric.

Use of Formative
Assessment
By observation of
propaganda poster,
students will show
that they
understood the
important message
behind their
individual book
club book.

Accommodations:
For students that do not have their own personal iPads to use, they will have
the opportunity to use the iPads provided by the school. To help assist
students who do not possess artistic ability, an example, created by me, will
be displayed on the smart board for those students to use as a reference.
Materials:
Internet, iPads, book club book, Smart Board,
Procedures

Class, since you all worked so hard on your reading you books and
discussing you books in Book Club everyday, I think one great way to
end book club on would be for you all to create a poster about your
book.
After you all are done with your posters, I will print them all off and
post them in the hall for the whole school to observe. So if I were you I
would definitely make sure I do my best.
Can anyone think back to social studies and tell me what the purpose
of propaganda posters are?
Good, so can anyone think for a minute and tell me how propaganda
posters can be used with your book clubs posters?

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Yes, you are correct. We are going to make posters that allow views to
want to read your book you read for book club.
Before you get started, I will show you an example of the poster I
completed after reading the book Wonder.
I will show students a copy of the actual book and then show them the
poster I created.
After students observe the example, I will tell students to use Google to
search for pictures that remind them of their books.
Then I will do a tutorial of how to use the different features of Pic
Collage app.
Once students have observed the features, I will then pass out iPads
to them and then allow them to begin working.
As students work, I will leave my example on the Smart Board for them
to see.
I will also observe students while they individually work on their
posters. I will give assistance when asked.

References:
Marvaye Payton

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Teacher Candidate: Marvaye Payton

Subject/Grade: Math/ 5th Grade
2/23/15

Lesson #9
Date and Time of Lesson:

Learning Objective:
With the use of examples provided by the teacher and math workbook, 5th
grade students will be able to use sense and benchmark fractions to
estimate sums and differences.
Alignment with Standards:
5.NF.1Addandsubtractfractionswithunlikedenominators(includingmixednumbers)by
replacinggivenfractionswithequivalentfractionsinsuchawayastoproduceanequivalentsum
ordifferenceoffractionswithlikedenominators.Forexample,2/3+5/4=8/12+15/12=
23/12.(Ingeneral,a/b+c/d=(ad+bc)/bd.)
5.NF.2Solvewordproblemsinvolvingadditionandsubtractionoffractionsreferringtothe
samewhole,includingcasesofunlikedenominators,e.g.,byusingvisualfractionmodelsor
equationstorepresenttheproblem.Usebenchmarkfractionsandnumbersenseoffractionsto
estimatementallyandassessthereasonablenessofanswers.Forexample,recognizeanincorrect
result2/5+1/2=3/7,byobservingthat3/7<1/2.

EEDA Standard(s): Teacher candidate will incorporate core academic

subjects for high school graduation including but no limited to English,
mathematics, science, and social studies.

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SSCA Element: While learning, students above all are expected to

follow the Golden Rule Treat those the way you would want to be
treated. All students are expected to answer and ask many questions.
Male students are expected to be more active than female students,
but not too active that will cause some females to feel intimidated. All
students are also expected to be patient while other students are
working or may need assistance or extra time. Students will also follow
the classroom rules when it comes to asking and answering questions.
Everyone is expected to raise their hand when asking or answering a
question; unless stated otherwise, there should be no blurting out of
any answers. When disagreeing with fellow students about the math,
students must be able to give and receive criticism in a mature
manner.

Developmental Appropriateness or Cross-curricular connections:

Students should already been previously introduced to multiplication and
division; they should also already be able to multiply and divide. Students
should also be also familiar with word problems. Students will also use prior
knowledge and take it a step further by solving word problems and equations
with the correct answer. Students should also have a basic grasp of
fractions. They understand that have is greater than . They have to
know how to simplify fractions as well.

Assessment(s) of the Objectives:

Lesson Objective(s)

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Assessment(s) of the
Objective(s)

Use of Formative
Assessment

With the use of

examples provided by
the teacher and math
workbook, 5th grade
students will be able to
use sense and
benchmark fractions to
estimate sums and
differences

Pre Assessment:
The vocabulary words
and the essential
question for this lesson
will be reviewed.
Reviewing these will allow
students the opportunity
to understand what this
lesson will be about.
Students will also watch a
short video provided by
McGraw-Hill website.

Through observation
and interaction of
students while the
work independently, I
will be able to see
what strategies
students are using to
complete the
examples. While
observing, and what
kinds of difficulties
students are
encountering.

During Assessment:
Students will observe the
teacher as he
demonstrates an
example(s). Once the
teacher has given
example(s), students and
teacher will work on
examples provided from
the workbook.
Post Assessment:
Students will be
instructed to complete
the Independent Practice
on page 665 in their
workbook.

Accommodations:
For students that are approaching level, on level, and beyond level the
teacher will observe them all with. While carefully observing all students
complete their work, the teacher will be able to accommodate when
necessary. For my ELL/ESL student, I will read questions to them if they need
any assistance.

Materials:

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The materials needed for this lesson are: Math Journals, Smart Board (to
display the problems), pencils, extra paper, worksheets, and workbook for
each student.

Procedures:
1.
Teacher will call on one student to read the name of lesson 9 and the
lessons Essential Question
Title: Estimate Sums and Differences
Essential Question: How can equivalent fractions help me add and subtract
fractions?
2.
Teacher will call on four different students to state vocabulary words
and their definition.
Estimate A number close to an exact value. An estimate indicates about
how much.
Sum The answer to an addition problem.
Difference The answer to a subtraction problem.
Fraction A number that represents part of a whole or part of a set.
3.

Teacher will present Real World Problem

I was in Starbucks yesterday to get me coffee and while I was in line, I

noticed that there was puzzle book and a novel. The puzzle costs $4.25 and
the novel costs $9.70. Which is the most reasonable estimate for the total
cost of both items: $14, $16, $18?
5.
The teacher will then work out that problem. While working on this
particular problem, the teacher I will demonstrate one way to get to the
answer.
6.
The teacher will allow students the chance to watch the video Estimate
Sums and Differences provided by McGraw-Hill.
7.
The teacher will then demonstrate an example that is dealing fractions
instead of whole numbers.
8.
Teaching of the lesson. Student will turn to page 663. Together, the
teacher and students will work through examples 1 and 2.
As students and teacher work out those examples, they will work follow the
necessary steps need to arrive at the correct answer.
While working out these examples, the teacher will use this time to address
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any misconceptions or confusion students maybe having.

9.
After lesson is taught, students will complete the Independent Practice
on page 665.
At this time, students will work independently on their work. While students,
are working the teacher will observe students or assist any students that
may need help.
10. Right before the math block is over, the teacher will ask students to stop
work and pay attention for the closing of the lesson.
With the closer of the lesson, the teacher will explain to student how this
mathematical concept is important to them and how they may experience in
the real world.
References:
Marvaye Payton

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