Lesson Plan Day 1 Grade Level: 7 Number of Students: 22 Instructional Location: Classroom

Length of Instruction: 90 min Standard!s" #ddressed !$ommon $ore"

CCSS.ELA-LITERACY.RL.7.1 Cite several pieces of textual evidence to support analysis of !at t!e text says explicitly as ell as inferences dra n fro" t!e text. CCSS.ELA-LITERACY.RL.7.# $eter"ine t!e "eanin% of ords and p!rases as t!ey are used in a text& includin% fi%urative and connotative "eanin%s' analy(e t!e i"pact of r!y"es and ot!er repetitions of sounds )e.%.& alliteration* on a specific verse or stan(a of a poe" or section of a story or dra"a. CCSS.ELA-LITERACY.RL.7.+ Analy(e !o a dra"a,s or poe",s for" or structure )e.%.& solilo-uy& sonnet* contri.utes to its "eanin% CCSS.ELA-LITERACY.SL.7./ Analy(e t!e "ain ideas and supportin% details presented in diverse "edia and for"ats )e.%.& visually& -uantitatively& orally* and explain !o t!e ideas clarify a topic& text& or issue under study. CCSS.ELA-LITERACY.L.7.+ $e"onstrate understandin% of fi%urative lan%ua%e& ord relations!ips& and nuances in ord "eanin%s

%entor &e'ts: Title: There Are No Children Here Title: Genre: Non-fiction Genre:

%aterials: &ower!oint' There Are No Children Here, Student notebooks' writing utensils' (ouTube' e%it sli!s

Strategy (ocus: Structured note-taking: Students will be taking notes for themsel es on the !ower!oint " created for the lesson# The$ will ha e to decide what the most im!ortant !oints are from the definitions and e%am!les !ro ided to write down in their notes to stud$ later from for the e%am# )ocabulary: Simile, Metaphor, Personification, Imagery, Hyperbole, Alliteration, dialect, repetition, rhyme, symbolism, allusion

#dd any relevant information that is essential to understanding the conte't of your lesson: Although we ha e !re iousl$ gone o er some t$!es of figurati e language' we ha e ne er gi en the students a formal lesson on figurati e language' identif$ing it' discussing its !ur!ose' and learning how to incor!orate it in their own writing#

Prere*uisite S+ills: Classroom e%!ectations' some background information on certain literar$ de ices )meta!hors' onomato!oeia' etc*' correct note-taking format )!ulling the most essential !oints from the lesson on one side' one the other writing +uestions the$ still ha e* ,nduring -nderstandings !.ig Idea": Students will be able to identif$ literar$ de ices in writing' as well as' e%!lain wh$ and where we use figurati e language in different forms of media' and how it affects the audience# ,ssential /uestions: ,h$ do we use figurati e languageHow does it affect the audience in different forms of media,here do we commonl$ see figurati e language being used in our da$ to da$ li es%INIL,SS0N Setting the Pur1ose: The !ur!ose for these lessons is to be able to learn about s!ecific de ices' be able to identif$ them in different media forms' and e%!lain how the$ affect the audience# " will make it clear that this unit is rele ant to students. li es in that we re constantl$ surrounded b$ figurati e language' and it is im!ortant to know where' how' and wh$ it is used in order to use it to the best of our abilities in our own writing# $onnect to 1rior learning: /iscuss our reading of 0omeo and 1uliet and e%!lain how Shakes!eare is constantl$ using figurati e language# Call on three students to gi e $ou e%am!les of figurati e language Shakes!eare has used so far in our reading# )2se this as a +uick wa$ to assess student background knowledge about different de ices* 3%!lain to students that the$ need to be kee!ing their e$es o!en for other e%am!les of figurati e language in their readings' and e er$da$ li es# Introduce and e'1lain: -3%!lain to students that we will be stud$ing s!ecific de ices in order to be able to identif$ them in our readings' anal$4e how the$ affect audiences' and incor!orate them into our own writing# Show them the literar$ de ices ideo linked to the !ower!oint created b$ another educator# Sto! the ideo after the !ersonification e%am!le# Then discuss the different e%am!les the students saw# Strategy &eaching: 5Ha e students take out their notebooks' and tell them the$ will need to take notes on the following slides in order to stud$ for their

e%am at the end of the unit# -6odel for them b$ drawing a t-chart on the white board# 3%!lain the$ will !ull the im!ortant notes from the slides' but not co!$ e er$thing down word for word# Then in the other column the$ will write down the +uestions the$ ha e after each slide has been com!leted# Gi e an e%am!le using the following slide for "mager$# - Go through the rest of the slides' allowing students to ask +uestions' filling in blanks in the slides' !ro iding e%am!les both read )e%cer!t from There Are No Children Here*' audio7 isual ) ideos in !ower!oint*' and e%am!les students can !ro ide# )showing e%am!les* #ctive ,ngagement !Guided Practice" 2/uring the whole grou! instruction' guided !ractice is embedded within the lesson# Students will be asked to !ro ide other e%am!les' identif$ literar$ de ices used in different media forms as well as fi%ing sentences to add more figurati e language to them# 6ake sure to call on all students at least once to answer +uestions' !ro ide e%am!les' or ask +uestions# "f students are stuck on a !articular de ice' tr$ to come u! with more e%am!les as a class to better e%!lain the meaning# Lin+ to Inde1endent 3riting 5Now that we ha e gone o er the !ower!oint' de ices for the da$' and note-taking strategies' e%!lain that students should use their notes to com!ose a 8ournal entr$# The$ will be able to use an$ of the notes the$ took during class' background knowledge the$ ha e on the to!ic' and in-class discussion !oints we touched on during the !ower!oint# IND,P,ND,N& 34I&ING -Students will be e%!ected to be writing in their 8ournals and e%!laining where we most commonl$ find literar$ de ices' wh$ this ma$ be' and how the$ might influence the audience# " will be circulating the classroom during this time to answer an$ +uestions' clarif$ an$ misconce!tions' and hel! moti ate students to sta$ on task# S5#4ING &I%, As this is our first da$ of the unit' students will be able to share out their o!inions and read their 8ournal entries aloud to the class if the$.d like# The$ ha e the choice to share out toda$' since we are 8ust beginning this unit and man$ of them ma$ be unfamiliar with man$ of the terms we discussed toda$# &,#$5,42S&-D,N& $0N(,4,N$,S " will hold mini-conferences with all of m$ students as " walk around the classroom during their inde!endent writing time# " will ask each student indi idual +uestions and make sure the$ understand the basics we discussed throughout the da$# " will use their e%it sli!s

from the da$ to assess the !oint we are at' and decide if " need to re-teach certain !oints' or if 8ust a few students need re-teaching# #ssessment!s": -9ormati e: e%it sli!s' 8ournal entries' notes from !ower!oint' in-class discussions 5o6 might you e'tend this lesson7 " could !air students u! with their ideas of how figurati e language influences and audience' and ha e them in those !airs !ick out !assages from 0omeo and 1uliet where the$ see figurati e language being used and how it is affecting the reader and then e%!lain the influence it has and wh$ the author would choose to do this in writing# Discuss ho6 you differentiated instruction for your learners during this lesson7 " differentiated instruction during this lesson b$ !ro iding multi!le forms of media' man$ different e%am!les for all of the de ices' !ersonal writing time' and indi iduall$ conferencing with each student at their desks during work time to see where their understanding was at# .rief 4eflection Notes: