Final Project Lesson Plan
Lit. 516 Fall 2017
Group Members Names: Susie Spencer, Connorlynn Gaffney, Carolyn Pastel Anderson
Theme: Civic Ideals and Practices, and Cultural Identity
Grade Level: 5
Section 1: Central Focus
Question Prompts
Central Focus:
The Essential Literacy
Strategy (ELS) being
taught (This will remain
constant)
Prerequisite Skills
Needed to teach ELS
(utilize the standards, and
attend to what the
students need to have
learned in prior grades to
be ready to learn the ELS)
Day 1
Question Responses
Comprehension
Identify and determine meaning of figurative
language in poetic text, specifically metaphor.
Decoding: 5RF3: Know and apply grade-level
phonics and word analysis skills in decoding
words. 5RF3a: Use combined knowledge of all
letter-sound correspondences, syllabication
patterns, and morphology (e.g., roots and affixes)
to read accurately unfamiliar 52 multisyllabic
words in context and out of context.
Fluency: 5RF4: Read grade-level text with
sufficient accuracy and fluency to support
comprehension. 5RF4a: Read grade-level text
across genres orally with accuracy, appropriate
rate, and expression on successive readings.
5RF4b: Use context to confirm or self-correct
word recognition and understanding, rereading as
necessary.
Familiarity of adverbs, adjectives, and awareness
of idiomatic/metaphoric phrasing. Metaphor is
when characteristics are used to describe
something to which they are not literally
applicable. Simile is a comparison using the
 specific words like and as.
NYS CCLS Grade 5 5R4: Determine the meaning of words, phrases,
Standard being addressed figurative language, academic, and content specific
words and analyze their effect on meaning, tone,
or mood. (RI&RL)
Section 2: Justification
Question Prompts Question Responses
APA Style text citation PassageBank. (2012). "I hear America singing"
[digital image]. Retrieved from
http://www.passagebank.com/passages/i-hear-
america-singing
Text Genre (fiction, Poetry
informational, poetry, etc)
a) Explain with detail, The text chosen for day 1 supports the teaching
how the chosen text and learning of the Central Focus and Essential
supports the teaching Literacy Strategy in the following ways. First, this
& learning of the text contains examples of figurative language,
stated Central Focus specifically metaphor. This supports the central
and Essential focus of comprehension because determining
Literacy Strategy for meaning of figurative language supports the
comprehension of text. student’s understanding of themes in the text.
Second, this 15 line poem is short enough to
annotate within one lesson period. The length of
the poem supports the essential literacy strategy of
identifying figurative language because it allows
students to locate the exemplars in the given time.
This short poem demonstrates metaphor in
enough lines to allow modeling by the teacher,
joint effort, and individual attempts by students in
identifying and labeling the figurative language.
This is the focus lesson where the teacher models
identifying figurative language as the first step of
Gradual Release of Responsibility (Pearson &
Ghallager, 1983). The students will have multiple
opportunities to apply this strategy to this short
poem guided by the teacher which will help them
be successful.
b) Describe with detail, This text is utilized first because its figurative
 your reasoning behind language focuses on metaphor. This figurative
utilizing this text as language element is common and familiar to the
the first, second or students from prior lessons. The familiarity and
third text in the three- limited number of figurative language elements
day sequence. Make allows students to focus on the essential literacy
sure that you are clear. strategy of identifying figurative language. This
will prepare them for more complex texts
involving the same figurative language elements,
metaphor and simile, that will come later in this
unit. Following the practice of gradual release of
responsibility, I will model and provide guided
instruction. Based upon students' performance on
the anticipatory guide and Day 1 exit ticket,
students will be divided into two groups. The
group A students who have not demonstrated
understanding of metaphor or identifying those
elements and students who have demonstrated
only partial understanding will participate in a
guided mini-lesson on metaphors. Group B
students who demonstrate understanding of
metaphor will prove their ability to identify and
annotate individually and will have a mini lesson
introducing personification.
Section 3: Pre-Reading
Question Prompts Question Responses
a) Pre-reading Activity Anticipation Guide (Head & Readence, 1992;
(include citation of Readence, Bean & Baldwin, 2004)
researcher & year from
the resources provided
in class)
b) Describe how the Pre- The use of a teacher-designed anticipation guide
reading Activity supports the CF of comprehension in the
chosen supports the following ways. Each of the statements in the
teaching and learning anticipation guide are designed to review
of the stated Central vocabulary associated with the Essential Literacy
Focus and Essential Strategy. The students will be identifying the
Literacy Strategy for figurative language elements of metaphor and
comprehension of text. simile; however, other figurative language appears
 in the guide to gauge the level of background
knowledge of more advanced students.
c) Include a copy of the Pre-reading Activity and the directions for the activity
in the space below

Name: ________________________ Date: _________________________---_

Figurative Language

Please circle T for True or F for False for the following statements.

All poems have rhyme. True False

A simile compares two things. True False

All poems are written using True False

sentences.

Poems can tell a story. True False

A hyperbole is an exaggeration. True False

Personification can make dogs True False

talk like people.

Metaphor is when a description True False

is literal.

Section 4: During Reading

Question Prompts Question Responses
During Reading Activities: Three times during your reading-aloud of the text,
you need to stop and provide instruction on the ELS. You will need to include
images of the text at each of your stopping points. As well as the specific language
that you will use for instruction at each of these stopping points.
During Reading #1
a) During Reading Shared Reading (Holdaway, 1979) with modeling
Stopping Point #1 & through a Think-aloud (Davey, 1983) and
pg. # What are YOU referencing/completing the Anticipation Guide
 doing at this stopping (Head & Readence, 1992; Readence, Bean &
point?(include citation Baldwin, 2004): Gradual Release of Responsibility
of researcher & year (Pearson & Gallagher, 1983); Textual Annotations
from the resources (Pearson, 1990). I am circling the metaphor phrase
provided in class) line 2 and modeling how to annotate the text
when I come across a metaphor. When I stop I
am doing a Think Aloud (Davey, 1983) to
describe what my thought process is for these
lines. I will also be referring to the anticipation
guide that was filled out during the pre-reading
portion of the lesson.
b) During Reading Shared Reading (Holdaway, 1979)
Stopping Point #1 & Textual Annotations (Pearson, 1990). Students are
pg. # What are following along in their own texts and circling the
YOUR students metaphor that I point out. Students will be
doing at this stopping expected to understand what a metaphor looks
point?(include citation like and be able to annotate on their own in
of researcher & year following lessons Gradual Release of Responsibility
from the resources (Pearson & Gallagher, 1983).
provided in class)
c) During Reading Stopping Point #1- image of page

d) During Reading TEACHER TALK- This afternoon 5th grade readers,

 Stopping Point #1: as I read-aloud our shared poem, I am going to be
“Teacher Talk”- what modeling for you how I find figurative language
will you actually say in a poem. As I read-aloud, I will be looking for
in this instructional parts of the poem where the author is using
stopping point. metaphor. This type of figurative language does
Provide your “think- not use literal meaning. Metaphor is when
aloud” verbiage and/or characteristics are used to describe something to
the directions to which they are not literally applicable. Sometimes
implement the a metaphor is a comparison and sometimes it is a
indicated during description. To help you do this, I will be sharing
reading activity. Be
my thinking with you as I make sense of the text. I
detailed! I should be
will not be stopping at every use of metaphor,
able to visualize the
only at some of them. I want you to listen and
lesson.
follow what I am doing. You may be able to spot
metaphors that I do not talk about as we go
through the poem. You might keep track of them
by circling and annotating them as I am doing
with my examples.
DIRECTIONS- Read aloud the first stanza (lines 1-
4)
TEACHER TALK- hmmm, well right off the bat I
noticed that the second line had a metaphor.
When I say metaphor, I really mean comparing
two things that are not normally associated.
"singing his as it should be, blithe and strong."
"Blithe" means cheerful or joyful but is not usually
used to describe music. And describing the song
as "strong" is not the same as "loud," which is how
I think of songs. So describing the song as "blithe
and strong" is figurative language; this is a
metaphor. I will circle this phrase and write
metaphor down next to the line.
e) Describe how the This during reading activity supports the central
During Reading focus of comprehension in several ways. First, the
Stopping Point #1 text is read-aloud through a shared reading
chosen supports the (Holdaway, 1979) so that students can focus on
teaching and learning listening, following along with the text as it is read
of the stated Central aloud, and determining the meaning of the
 Focus and Essential figurative language with a focus on metaphors
Literacy Strategy for during today's lesson. Second, the use of a "Think-
comprehension of text. Aloud" (Davey, 1983) as a means of modeling to
students how the teacher is thinking about the
text and applying the essential literacy strategy.
Third, the demonstration of Textual Annotations
(Pearson, 1990) and why I identify and determine
meaning of figurative language in poetic text,
specifically metaphor, supports the central focus
of the lesson.
During Reading Stopping Point #2
a) During Reading Shared Reading (Holdaway, 1979) with modeling
Stopping Point #2 & through a Think-aloud (Davey, 1983) Gradual
pg. #. What are YOU Release of Responsibility (Pearson & Gallagher,
doing at this stopping 1983); Textual Annotations (Pearson, 1990). At
point? (include this time, I will be reading lines five through nine
citation of researcher and having students follow along in their text.
& year from the When I have finished reading this stanza I will use
resources provided in a Think Aloud (Davey, 1983) to describe what I
class) am thinking when I am reading these lines. I will
circle the times when there a metaphor used by
the author. I will make sure to draw students'
attention to the use of metaphors used in line 5.
b) During Reading Shared Reading (Holdaway, 1979)
Stopping Point #2 & Textual Annotations (Pearson, 1990). At this time
pg. # What are students will be following along in their own texts
YOUR students as I am reading aloud. They should be circling the
doing at this stopping same phrases that I identify as metaphors.
point?(include citation Students should be understanding personification
of researcher & year and metaphors that they will need to identify in
from the resources later lessons.
provided in class)
c) During Reading Stopping Point #2- image of page
d) During Reading DIRECTIONS- Read aloud the second stanza (lines
Stopping Point #2: 5-9) with students, and saying the following.
Teacher Talk - what TEACHER TALK- "As I read this stanza I am
will you actually say noticing that there are a lot of similarities with the
in this instructional first stanza. I notice that there are few examples of
stopping point. metaphors that the author included. I was
Provide your “think- particularly struck by line 5. The phrase "the
aloud” verbiage and/or boatman singing what belongs to him on his boat"
the directions to makes me think that he may not literally be
implement the singing to his physical boat, but using his actions
indicated during
to be giving his boat attention.
reading activity.

e) Describe how the This during reading activity supports the central
During Reading focus of comprehension in several ways. First, the
Stopping Point #2 text is read-aloud through a shared reading
chosen supports the (Holdaway, 1979) so that students can focus on
teaching and learning listening, following along with the text as it is read
of the stated Central aloud, and determining the meaning of the
Focus and Essential figurative language with a focus on metaphors for
Literacy Strategy for this lesson. Second, the use of a "Think-Aloud"
comprehension of text. (Davey, 1983) as a means of modeling to students
how the teacher is thinking about the text and
applying the essential literacy strategy. Third, the
 demonstration of Textual Annotations (Pearson,
1990) and why I identify and determine meaning
of figurative language in poetic text, specifically
metaphor, supports the central focus of the lesson.

During Reading Stopping Point #3

a) During Reading Shared Reading (Holdaway, 1979) with modeling
Stopping Point #3 & through a Think-aloud (Davey, 1983) Gradual
pg. #. What are YOU Release of Responsibility (Pearson & Gallagher,
doing at this stopping 1983); Textual Annotations (Pearson, 1990).
point? (include During this time, I will finish reading the poem
citation of researcher with the students (lines 10-15). I will make sure to
& year from the draw attention to the use of metaphor as a
resources provided in description in line 10, when it says "the delicious
class) singing of the mother."
b) During Reading Shared Reading (Holdaway, 1979) with modeling
Stopping Point #3 & through a Think-aloud (Davey, 1983) Gradual
pg. # What are Release of Responsibility (Pearson & Gallagher,
YOUR students 1983); Textual Annotations (Pearson, 1990).
doing at this stopping Students will be following along in their own texts
point?(include citation as I am reading aloud. They should be circling the
of researcher & year metaphor I point out and annotating it correctly.
from the resources
provided in class)
c) During Reading Stopping Point #3- image of page
d) During Reading DIRECTIONS- Read the final 5 lines of the poem
Stopping Point #3: aloud to the class as they follow along on their
Teacher Talk - what personal copies of the poem.
will you actually say TEACHER TALK- "As I read these lines I am
in this instructional thinking about the word choice by the author,
stopping point. specifically for the phrase, 'the delicious singing of
Provide your “think- the mother.' In that phrase I think the author is
aloud” verbiage and/or describing the singing as delicious. I know I usually
the directions to describe something I eat, like warm cookies as
implement the delicious, but I wonder if here, the author chose
indicated during to use the word delicious because the signing
reading activity. sounded the same way a comforting delicious
food feels. I am circling this phrase and
annotating it as a metaphor.
e) Describe how the This during reading activity supports the central
During Reading focus of comprehension in several ways. First, the
Stopping Point #3 text is read-aloud through a shared reading
chosen supports the (Holdaway, 1979) so that students can focus on
teaching and learning listening, following along with the text as it is read
of the stated Central aloud, and determining the meaning of the
Focus and Essential figurative language with a focus on metaphors.
Literacy Strategy for
 comprehension of text. Second, the use of a "Think-Aloud" (Davey, 1983)
as a means of modeling to students how the
teacher is thinking about the text and applying the
essential literacy strategy. Third, the
demonstration of Textual Annotations (Pearson,
1990) and why I identify and determine meaning
of figurative language in poetic text, specifically
metaphor for this lesson, supports the central
focus of the lesson.
Section 5: After Reading
Question Prompts Question Responses
a) Post Reading Activity I have decided that to best meet the objectives of
or Assessment the lesson, that I need to provide an opportunity
(include citation of for the students to demonstrate their
researcher & year from understanding of identifying metaphors and
the resources provided annotating them appropriately :
in class) You MUST Assessment Activity – Exit Ticket (Fisher & Frey,
do an After Reading 2004)
Assessment, you MAY
ALSO choose to do an
After Reading Activity
b) Describe how the  After Reading Assessment Activity – Exit
Post-reading Activity Ticket (Fisher & Frey, 2004): The exit ticket
chosen supports the supports the Central Focus of
teaching and learning Comprehension because exit slips have been
of the stated Central shown to provide teachers with quick
Focus and Essential informal assessments of individual student
Literacy Strategy for understanding and comprehension of the
comprehension of text. lesson presented
If you choose not to (http://www.readingrockets.org/strategies/e
utilize an after xit_slips)
reading activity, then
The exit ticket supports the teaching and
you do not need to
learning of the Essential Literacy Strategy
complete this prompt.
because students will need to enact/apply the
strategy individually to the text, thereby
demonstrating their level of competence with
the strategy.
c) Explain how the Post- After Reading Assessment Activity – Exit Ticket
reading Assessment (Fisher & Frey, 2004): The exit ticket supports
chosen assesses the the Central Focus of Comprehension because
teaching and learning exit slips have been shown to provide teachers
of the stated Central with quick informal assessments of individual
Focus and Essential student understanding and comprehension of
Literacy Strategy for the lesson presented
comprehension of text. (http://www.readingrockets.org/strategies/exit_
MUST do an After slips)
Reading Assessment, The exit ticket supports the teaching and
you MAY ALSO
learning of the Essential Literacy Strategy
choose to do an After
because students will need to enact/apply the
Reading Activity
strategy by themselves to a familiar text,
thereby demonstrating their level of
competence with the strategy.

d) Include a copy of the “blank” and “completed” After Reading Assessment

&/or Post Reading Activity and the directions for the activity in the space
below: (MUST do an After Reading Assessment, you MAY ALSO choose to
do an After Reading Activity)

Exit Ticket Assessment

Day 1
Directions: Read the poem handout and do the following:
1. Locate figurative language: metaphor.
2. Circle the figurative language and annotate what you have circled.

"blank" "completed"
e) Develop & Include a copy of the assessment checklist that you will use to
assess the level of student learning demonstrated in the Post-Reading
Assessment in the space below:
Exit Ticket Assessment Checklist
PassageBank. (2012). "I hear America singing" [digital
image]. Retrieved from
http://www.passagebank.com/passages/i-hear-america-
singing
Was the student able to: Y N
Correctly locate 1 metaphor?
Circle and annotate correctly?
Correctly locate 2nd metaphor?
Circle and annotate correctly?
Correctly locate 3rd metaphor?
Circle and annotate correctly?
Correctly locate 4th metaphor?
Circle and annotate correctly?
Proficient? 3 or 4 correct?
Developing? 2 correct?
Weak? One or none correct?
Area(s) of weakness Annotating Identifying
f) Describe with sufficient details, what your next instructional steps will be for
each of the following groups of students based upon the results of your
assessment measure:
i. Students whose assessment results demonstrate a strong need for
additional instruction on the essential literacy strategy.
i. For those students who demonstrated difficulty in locating
metaphor, in a small group mini-lesson we will work with
short passages of the text that have metaphoric descriptions
or comparisons. For example: “If a metaphor is a nonliteral
comparison or description, think about the phrase 'strong
melodious songs.' Are songs a physical thing? No. Can it hold
you up? No. So how can a song be strong? This is an example
of figurative language; this is a metaphor.”
ii. For those students who demonstrated difficulty identifying
and annotating the text, in the context of a small-group mini-
lesson we will practice applying the full strategy with an
emphasis on if the phrasing is literal or if it is figurative.
Beginning with the poem that was modeled during the lesson
and continuing with the Day 2 poem if necessary to have
enough examples for the students to develop an
understanding of the Essential Literacy Strategy.
ii. Students whose assessment results demonstrate a strong need for
advanced instruction on the essential literacy strategy.
For students who demonstrated a high level of proficiency with the
Essential Learning Strategy of identifying metaphor with this poem and
demonstrated background knowledge of figurative language on the
anticipation guide, in the context of a small group mini-lesson I will
expand on the essential literacy strategy by introducing personification
as a special form of metaphor; which is also figurative language and
directly supports the Essential Literacy Strategy and the Central Focus
of comprehension.