Name: Jessica LaBello LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

1 A, B, D, 4C, D, E, F The student will, in 40 minutes, use their
metacognitive skills to make inferences and use
evidence to support understanding on SOAPStone.
Specific Measureable Attainable Relevant _Time
Grade: 11 Subject: English

Task Analysis: (C4) What lang. must be taught: Occasion (for Strategy to teach Language: (C4)
purposes of setting) I will model use of a SOAPStone graphic
What skills must be taught:
organizer and define Occasion during the
Use of a SOAPStone graphic organizer – Identifying Setting,
prior day’s instruction
Occasion, Audience, Purpose, Speaker, and Tone

Assessment: (C5)
Students will turn in their SOAPStone graphic organizer and receive a formative assessment

Strategies for Success: (C6) Element of Technology: (C6)

SOAPStone graphic organizer No technology will be used/needed during this day of
instruction

Learning Styles Addressed: (C6) Resources / Materials needed: (C6)

Visual – Students will watch classmates act out a I will provide a copy of the SOAPStone graphic
commercial organizers for the students to fill out.
Auditory –
listen to lecture and performances
Kinesethic –
Students will act out a commercial (skit)

Higher Order Questions to ask: (C6)

1. To whom is the commercial directed? (audience)

2. What is the reason for this piece? (purpose)

3.
What is the tone of the message?

Hook: (C7) Closure: (C7)

The hook will be provided during the prior day’s class
lesson. I will perform my own “commercial” for the
class, and then I will model a portion of the SOAPStone
technique and we’ll do guided practice to finish.
Closure and reflection: Ask the students, “If we are able
to decipher the intention behind messages aimed at us,
how are we better able to make decisions or choose to
take action?” “When we analyze, do we gain more
meaning?”
 1. Teacher Input / Direct Instruction / Modeling: (C6)
On Monday, 10/21, I will perform a commercial skit, then model the first part of completing the SOAPStone graphic
organizer. I will then instruct the students on selecting a commercial from a list that they will perform themselves,
on Tuesday, 10/22.

2. Student Activities / Guided Practice: (C6)

There will be guided practice for students to finish analyzing my commercial performance. They will also be
instructed to decide whether they want to perform alone, with a partner, or in a group of three.

3. Independent Practice: (C6)

On Tuesday, 10/22, the students will have two independent activities. They will perform their selected commercial
skit. They will also write an analysis of four of their classmates’ skits on the graphic organizer sheet.

Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R6)

Modified students can fill out three skits instead of I speak slowly, and clearly. There are Spanish/English
four. My student with dysgraphia can fill out the dictionaries available in my classroom as well.
SOAPStone graphic organizer on a pdf.

Notes:
The SOAPStone graphic organizer is an excellent tool to help students analyze messages that are directed at them or a
variety of purposes.
Name: Jessica LaBello
DELIVERY PLAN (C8)
OBJECTIVE: The student will, in 40 minutes, use their metacognitive skills to make inferences and use evidence to
Rigor support understanding on SOAPStone.

OPENING:
Retrieval The hook will be provided during the prior day’s class lesson. I will perform my own “commercial” for the
class, and then I will model a portion of the SOAPStone technique and we’ll do guided practice to finish.
Students will especially need to engage their prior knowledge of tone words and how they convey meaning
or emotion.
TEACHER INPUT:
Relevance This skill is relevant because we are presented with new messages all day from multiple speakers for a
variety of purposes and it serves us well to be able to make informed decisions.
MODEL:
Routing I will model the acting as well as the SOAPStone analysis.

GUIDED PRACTICE:
Retaining / Rehearsing
There will be guided practice for students to finish analyzing my commercial performance. They will also be instructed to
decide whether they want to perform alone, with a partner, or in a group of three.

INDEPENDENT PRACTICE:
Students will have two independent activities. They will perform their selected commercial skit. They will also write an
analysis of four of their classmates’ skits on the graphic organizer sheet.

CHECK FOR UNDERSTANDING:

Recognizing
I will know that students have acquired the desired analysis skills by discussing during guided practice and reviewing their
formative assessment for comprehension.
ASSESSMENT:
Formative assessment, turning in graphic organizer. Is the student able to identify Setting, Occasion, Audience, Purpose,
Speaker, and Tone?

RESOURCES / MATERIALS:
SOAPStone graphic organizer printout

CLOSURE:
Re-exposure
Closure and reflection: Ask the students, “If we are able to decipher the intention behind messages aimed at us, how are we
better able to make decisions or choose to take action?” “When we analyze, do we gain more meaning?”