Author:AbigailEnns
Datecreated:10/29/201612:39AMCDTDatemodified:10/29/20161:36AMCDT
DBUNoviceEffectiveTeachingLessonPlan
TheDorothyM.BushCollegeOfEducationHasAdoptedThisFormatForLessonPlanningBecauseItProvidesA
FormatForPlanningEngaging,Rigorous,RelevantLessonsForStudents.
STANDARDS:ChooseAllOfTheDBU/InTASCAndSPA(SpecializedProfessionalStandards)ThisLessonPlan
Addresses.(NumberAndText)
Standards
TXDallasBaptistUniversityEducatorPreparationUnitCompetencies(2012)
Competency:
Competency#1:LearnerDevelopment.Theteacherunderstandshowlearnersgrowanddevelop,recognizingthatpatternsof
learninganddevelopmentvaryindividuallywithinandacrossthecognitive,linguistic,social,emotional,andphysicalareas,
anddesignsandimplementsdevelopmentallyappropriateandchallenginglearningexperiences.
Competency:
Competency#2:LearningDifferences.Theteacherusesunderstandingofindividualdifferencesanddiverseculturesand
communitiestoensureinclusivelearningenvironmentsthatenableeachlearnertomeethighstandards.
Competency:
Competency#3:LearningEnvironments.Theteacherworkswithotherstocreateenvironmentsthatsupportindividualand
collaborativelearning,andthatencouragepositivesocialinteraction,activeengagementinlearning,andselfmotivation.
Competency:
Competency#4:ContentKnowledge.Theteacherunderstandsthecentralconcepts,toolsofinquiry,andstructuresofthe
discipline(s)heorsheteachesandcreateslearningexperiencesthatmaketheseaspectsofthedisciplineaccessibleand
meaningfulforlearnerstoassuremasteryofthecontent.
Competency:
Competency#5:ApplicationofContent.Theteacherunderstandshowtoconnectconceptsandusedifferingperspectivesto
engagelearnersincriticalthinking,creativity,andcollaborativeproblemsolvingrelatedtoauthenticlocalandglobalissues.
Competency:
Competency#6:Assessment.Theteacherunderstandsandusesmultiplemethodsofassessmenttoengagelearnersintheir
owngrowth,tomonitorlearnerprogress,andtoguidetheteachersandlearnersdecisionmaking.
Competency:
Competency#7:PlanningforInstruction.Theteacherplansinstructionthatsupportseverystudentinmeetingrigorous
learninggoalsbydrawinguponknowledgeofcontentareas,curriculum,crossdisciplinaryskills,andpedagogy,aswellas
knowledgeoflearnersandthecommunitycontext.
Competency:
Competency#8:InstructionalStrategies.Theteacherunderstandsandusesavarietyofinstructionalstrategiestoencourage
learnerstodevelopdeepunderstandingofcontentareasandtheirconnections,andtobuildskillstoapplyknowledgein
meaningfulways.
Competency:
Competency#9:ProfessionalLearningandEthicalPractice.Theteacherengagesinongoingprofessionallearninganduses
evidencetocontinuallyevaluatehis/herpractice,particularlytheeffectsofhis/herchoicesandactionsonothers(learners,
families,otherprofessionals,andthecommunity),andadaptspracticetomeettheneedsofeachlearner.
Competency:
Competency#10:LeadershipandCollaboration.Theteacherseeksappropriateleadershiprolesandopportunitiestotake
responsibilityforstudentlearning,tocollaboratewithlearners,families,colleagues,otherschoolprofessionals,and
communitymemberstoensurelearnergrowth,andtoadvancetheprofession.
Competency:
Competency#11:LegalandEthicalAspects.Theteacherunderstandsthelegalaspectsofteachingincludingtherightsof
studentsandparents/families,aswellasthelegalrightsandresponsibilitiesoftheeducator.Theeducatorwillcommitto
upholdtheTexasEducatorCodeofEthics.
Competency:
Competency#12:EducatorExcellence.TheteacherunderstandscharacteristicsofeducatorexcellenceasdefinedbyTexas
approvedappraisalsystems.
Competency:
Competency#13:College/CareerReadinessthroughtheUseofStateofTexasAssessmentsofAcademicReadiness(STAAR)
andEndofCourseExams(EOC).Theteacherunderstandsandisabletoimplementthestatestandardsforwhatstudents
shouldknowandbeabletodoandimplementstheTexascurriculumstandardstoadvancethemissionofTexas:collegeand
careerreadystudents.(STAAR,EOC)
Competency:
Competency#14:TexasExaminationforEducatorStandards(TExES).Theteacherunderstandsanddemonstrates
competenciesrelatedtotheirfieldofstudybysuccessfulperformanceonstatecertificationexams.
Competency:
Competency#15:ServiceLearning.TheteacherunderstandstherelevanceofDBUservicelearninginenhancingstudent
learning,fosteringcivicresponsibility,anddevelopingservantleaders.
USAACEIAssociationforChildhoodEducationInternationalElementaryEducationStandards
Domain:DEVELOPMENT,LEARNINGANDMOTIVATION
Standard:1.0Development,Learning,andMotivationCandidatesknow,understand,andusethemajorconcepts,
principles,theories,andresearchrelatedtodevelopmentofchildrenandyoungadolescentstoconstructlearning
opportunitiesthatsupportindividualstudentsdevelopment,acquisitionofknowledge,andmotivation.
Domain:CURRICULUM
Standard:2.1Reading,Writing,andOralLanguageCandidatesdemonstrateahighlevelofcompetenceinuseof
Englishlanguageartsandtheyknow,understand,anduseconceptsfromreading,languageandchilddevelopment,to
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teachreading,writing,speaking,viewing,listening,andthinkingskillsandtohelpstudentssuccessfullyapplytheir
developingskillstomanydifferentsituations,materials,andideas
Domain:INSTRUCTION
Standard:3.3DevelopmentofcriticalthinkingandproblemsolvingCandidatesunderstandanduseavarietyof
teachingstrategiesthatencourageelementarystudentsdevelopmentofcriticalthinkingandproblemsolving
Standard:3.4ActiveengagementinlearningCandidatesusetheirknowledgeandunderstandingofindividualand
groupmotivationandbehavioramongstudentsattheK6leveltofosteractiveengagementinlearning,selfmotivation,
andpositivesocialinteractionandtocreatesupportivelearningenvironments
Standard:3.5CommunicationtofostercollaborationCandidatesusetheirknowledgeandunderstandingof
effectiveverbal,nonverbal,andmediacommunicationtechniquestofosteractiveinquiry,collaboration,andsupportive
interactionintheelementaryclassroom.
Domain:ASSESSMENT
Standard:4.0AssessmentforinstructionCandidatesknow,understand,anduseformalandinformalassessment
strategiestoplan,evaluateandstrengtheninstructionthatwillpromotecontinuousintellectual,social,emotional,and
physicaldevelopmentofeachelementarystudent.
Domain:PROFESSIONALISM
Standard:5.1Professionalgrowth,reflection,andevaluationCandidatesareawareofandreflectontheir
practiceinlightofresearchonteaching,professionalethics,andresourcesavailableforprofessionallearningthey
continuallyevaluatetheeffectsoftheirprofessionaldecisionsandactionsonstudents,familiesandotherprofessionalsin
thelearningcommunityandactivelyseekoutopportunitiestogrowprofessionally.
VITALINFORMATION
Date
10/28/2016
Subject(s)
LanguageArts(English),Technology
LessonTopic
FigurativeLanguageStationRotation
Grade/Level
Grade4
GoalAndObjective
Goal
TEKS4.8Reading/ComprehensionofLiteraryText/SensoryLanguage.Studentsunderstand,makeinferencesanddraw
conclusionsabouthowanauthor'ssensorylanguagecreatesimageryinliterarytextandprovideevidencefromtextto
supporttheirunderstanding.Studentsareexpectedtoidentifytheauthor'suseofsimilesandmetaphorstoproduce
imagery.
Objective(LearningOutcome)
Studentswillbeabletoidentifyfigurativelanguageinliterarytext.
ValueandImportance
Studentswilllearnthatfigurativelanguageiseverywhere(poetry,books,music,etc.)andsoitisextremelyvaluablefor
themtolearntoidentifyandunderstandthesefigurativelanguageelements.
MaterialsAndResources
MaterialsNeeded
Station1:"Sketch"byCarlSandburg,paperforfigurativelanguagebooklets,markers
Station2:iPodsoriPads,earphones,QRCodeworksheet
Station3:computers,linkforpoetrywritingsite
Attachments:
1. QRCodes.docx
2. SketchPoem.rtf
Links:
1. ThemePoemsLink
TeacherUseofTechnology
Teacheruseprojectortodisplaythestationinstructionsandguidelinesandthelistofgroupsforthestudentstoview
astheyareworking.Shewillalsoguidestudentsthroughtheuseoftechnologyinthesecondtwostations.
StudentUseofTechnology
StudentswilluseiPadsoriPodstolookuptheQRCodesandlistentothesongs.Studentswillalsousecomputersand
thereadwritethink.orglinktocreatetheirownuniquethemepoemsthatincludeelementsoffigurativelanguage.
InstructionalStrategies
PriorKnowledgeNeeded
Studentsneedtobefamiliarwiththisstationrotationmodelsothattheycanefficientlyandsuccessfullyusethetime
andlearningtotheiradvantage.Studentsshouldbefamiliarwithpoetrysothatcanworktoidentifyandunderstand
elementswithinpoems.Theyshouldalsohavehadexperiencewritingtheirownworkssothattheycannowaddonto
thisskillastheyworktoaddsimilesandmetaphorstotheirpoetry.
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AnticipatorySet
Teacherwillexplainthatstudentsaregoingtobeworkinginstationstoday!Shewillexplainthestationsandthe
groupsandremindstudentsoftheproceduresforcleaningupandmovingtothenextstation.
Assessment(Checkfor
Understanding)
Teacherwillassessforunderstandingwiththestudentsatherstation.Shewillformativelyevaluatetheir
comprehensionoftheelementsoffigurativelanguageastheyanalyzethepoem"Sketch"andwritetheirownexamples
oftheseelements.Shewillalsoassessunderstandingoftheconceptbygradingthestudentsthemepoemsand
figurativelanguageinclusions.
DirectTeach
Teacherwillbrieflyexplainfigurativelanguage.(GoogleDefinition:usingfiguresofspeechtobemoreeffective,persuasiveand
impactful.Figuresofspeechsuchasmetaphors,similes,allusionsgobeyondtheliteralmeaningsofthewordstogivethereadersnew
insights.)Shewillaskstudentsforexamplesoffigurativelanguageelements.Afterbriefclassdiscussiontheywillmove
tothestations.
Modeling
Teacherwillmodelassheexplainsthedefinitionoffigurativelanguageandassheguidesstudentstounderstanding
duringthepoetrystationwithher.
GuidedPractice
Inoneofthethreestationsstudentswillworktheteacherastheirguide.
Station1:
Shewillprovidestudentswiththepoem"Sketch"byCarlSandburg.Thestationwillidentifyanddiscussthefollowing
questions.Teacherwillalsoprovidestudentswithlittlepoetrybooklets.Theywilltitleeachpagewiththefollowing
figurativeelements.Studentswillwritetheseexamplesonthepageandalsowritetheirownexampleofeachofthese
elements.
1.Identifyanexampleofpersonification:explainwhatisbeingpersonifiedhow.(thetideistardy,thesandhasan
arm)
2.Identifyanexampleofmetaphor:explainwhichtwothingsarebeingcompared.(oceanisaspanofsalt,wavesare
awrinkle,wavescrumble)
3.Findexamplesofalliteration.(shadows,ships,low,listre,brown,bar,sand,span,salt,wrinkles,withdraw,
wavelets,white,wash)
4.Howisimageryusedinthispoem?Whatisdescribed?(visualimagerythruboats,tides,sandbar)
5.Whatisthemoodofthispoem?Howdoesitmakeyoufeel?(calm,peaceful,tranquil)
IndependentPractice
Studentswillworkthroughtheothertwostationsindependently.
Station2:
ThestudentswilluseiPadsoriPodswiththeQRcodeworksheet.ThestudentswilllookuptheQRcodesandlistento
thesongsfound.Theywillidentifythefigurativelanguageelementsinthesesongsandwritethemdownonthesheet.
Station3:
Thestudentswillcreatetheirownpoemsonreadwritethink.org.Theywillchooseathemeandthenwriteadescriptive
poemthatmustincludeatleasttwodifferenttypesoffigurativelanguageelements.
Modifications/Accommodations
forSpec.Populations
ELL:Teacherwillprovidestudentswithtranslateddefinitionsofeachtypeofliterarylanguageelement.
SPED:Teacherwillworkwithstudenttomakesurethattheyaresuccessfulwitheachtypeofonlinework.
GT:Teacherwillencouragestudentstowritemorepoemswithmoreexamplesoffigurativelanguageineach.
Closure
Studentswillgatherattheendofthestations.Theteacherwillaskseveralstudentstovolunteertosharetheirtheme
poem.Shewillthendiscussthestudent'susageoffigurativelanguageandwhattheseelementsaddedtotheimagery
andmeaningofthepoem.Shewillthenlastlyaskstudentswhyitisimportanttolearnandunderstandthese
elements.
WrittenReflections
ReflectionQuestions
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