Poe Mini-lesson edTPA

Department of Education College of Arts, Letters and Education 312 Williamson Hall Cheney, WA   99004

TPA Lesson Plan #__1_____

Course: English 10

1. Teacher Candidate	Nathalie Hostutler	Date Taught	March 6,2017
Cooperating Teacher		School/District	EWU/ENGL 493
2. Subject	English	Field Supervisor	Diane Ball
3. Lesson Title/Focus	Edgar Allan Poe- “Evening Star”-figurative language	5. Length of Lesson	1 day-20 minute mini-lesson
4. Grade Level	10

6. Academic & Content Standards (Common Core/National)	CCSS.ELA-LITERACY.L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CCSS.ELA-LITERACY.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CCSS.ELA-LITERACY.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
7. Learning Objective(s)	·         Given the Figurative Language Handout, students will understand different types of figurative language, by reviewing the terms as a class. (CCSS.ELA-LITERACY.L.9-10.5) ·         Given the Figurative Language Activity Handout, students will understand the different types of figurative language used in writing, by collaborating with a partner and completing the activity. (DOK 2) (CCSS.ELA-LITERACY.SL.9-10.1) ·         Given “Evening Star” by Edgar Allan Poe, students will understand figurative language, by determining what kind Poe uses in his poem with a partner. (DOK 2) (CCSS.ELA-LITERACY.L.9-10.5 and CCSS.ELA-LITERACY.SL.9-10.1 ·         Given the class discussion, students will determine the central idea of Poe’s “Evening Star” by interpreting the text and developing a personal interpretation of it. (DOK 3) (CCSS.ELA-LITERACY.RL.9-10.2)
8. Academic Language demands (vocabulary, function, syntax, discourse)	Vocabulary: figurative language, simile, metaphor, hyperbole, personification, alliteration, idiom, irony, onomatopoeia, puns Discourse: group discussion about terms Syntax: students will complete figurative language activity sheet to determine types of figurative language present in the poem.

9. Assessment

Formative Assessment: During class, students will review the figurative language terms.  They will complete an in class activity, with a partner, determining and defining the type of figurative language presented on the handout which we will discuss as a class.  Students will then use Poe’s “Evening Star” poem to define the types of figurative language Poe used, in partners.  We will discuss, as a class which types of language was used in the poem.  Students will then discuss, their personal interpretation of the poem. Summative Assessment:  At the end of this unit, students will be assigned a written assignment.  They will develop a stylistic imitation of a poem of their choice, focusing on figurative language and personal meaning. **Attach** all assessment tools for this lesson

10. Lesson Connections

According the Wendy C. Kasten, “learning begins from the whole context”.  In this lesson, I am beginning with a lesson and discussion about figurative language and how it can be used, followed by an example from Edgar Allan Poe. Whole language lessons and learning,”…is viewed as the dissemination of information to be absorbed by young minds and subsequently evaluated by an objective assessment tool” (Kasten 112).  In this lesson, students will be assessed through discussion and their completion of the figurative language activity.  Students will be collaborating with peers and “use each other’s capabilities” to accomplish their objectives. Stephen Brookfield says that for class discussion to be successful, teachers must model first, provide guided questions, and be involved in the discussion process.  In this lesson, the answering of guided reading questions will be followed by a teacher-led class discussion. (Brookfield 2006) Previously, students had been introduced to short stories and some poetry.  This lesson provides a deeper connection to poetry by defining figurative language used in writing and allowing for personal interpretation.  This lesson will help students become more active readers and better writers in the future based on an increased knowledge of writing stylistics.

11. Instructional Strategies/Learning Tasks to Support Learning
Learning Tasks and Strategies Sequenced Instruction
Teacher’s Role ·         Present objective for the day ·         Present figurative language handout ·         Review figurative language terms and definitions as a class ·         Present students with figurative language activity ·         Pair students with their elbow partner to complete handout ·         Discuss handout answers as a class ·         Present Poe poem on DocCam ·         Ask students to skim poem for examples of figurative language ·         Ask students to develop a personal interpretation of the poem ·         Ask one or two students to share their interpretation ·         Teacher will be available throughout the lesson and activity to provide clarification, if needed.	Students’ Role ·         Students will review figurative language handout as a class. ·         Students will complete figurative language activity with their elbow partner. ·         Students will use Poe poem to define figurative language with their elbow partner. ·         Students will show their understanding of figurative language by providing examples of it in Poe’s poem. ·         Students will understand that they will need to remember the new information for a stylistic imitation at the end of the unit.
Student Voice to Gather Throughout class, students will be asked for their understanding of the material their formative assessment.  When given instructions teacher will ask students to show their understanding by a thumbs up or thumbs down.

12. Differentiated Instruction

Students with hearing difficulties will be aided by the presence of the activities and poem on the DocCam. Kinesthetic learners will be given the opportunity to complete the figurative language handout. Aural learners will benefit from the class discussion and hearing the terminology read aloud.  Student interest will be intrigued by sharing their personal interpretation of the poem.

13. Resources and Materials

Brookfield, S. (n.d.). Discussion as a Way of Teaching. Discussion as a Way of Teaching. Retrieved from http://webshare.northseattle.edu/Sustainability_in_Healthcare/Discussion_as_a_Way_of_Teaching%20INC-Learning%20Circles.pdf Great Minds. (n.d.). Retrieved March 02, 2017, from http://www.commoncore.org/ CCSS Standards Kasten, W. C. (1992). Bridging the Horizon: American Indian Belief's and Whole Language Learning. Anthropology & Education Quarterly,23(2), 108-119. Retrieved February 9, 2017. ReadWriteThink. (n.d.). Retrieved March 02, 2017, from http://www.readwritethink.org/ Figurative Language definitions worksheet Poe, E. A. (2009). Complete Tales and Poems. Castle Books. Poem Choice TeAch-nology.com. (n.d.). Retrieved March 04, 2017, from http://www.teach-nology.com/ Figurative Language Activity Handout

14. Management and Safety Issues

The teacher will be involved in the majority of activities presented during this unit.  Students will be monitored during use of school technology and during group activities to ensure their use is appropriate, safe, and on target.  If students have cell phones out during the lesson, they will be asked to put them away, if caught with it out again, cell phone will be removed until the end of class.  Student will be given a warning for the next class session. If the problem persists, I will send a note home to be signed by the parent or guardian.

15. Parent & Community Connections

At the beginning of a new unit, parent letters will be sent home informing them of the new topic of study, the assignments due within and at the end of the unit, and encouraging them to learn alongside their student.  Parent involvement is integral to student success.