Name: Taryn Johnson LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

The student recognizes and analyzes genre-specific By the end of the lesson, students will be able to
characteristics, structures, and purposes within and across define and find specific elements when presented
increasingly complex traditional, contemporary, classical, with different texts.
and diverse texts. Specific Measureable Attainable Relevant _Time

Grade: 10 Subject: English

Tone, theme, simile,

metaphor Give definitions,
Strategy show examples/non-
to teach Language: (C4)
TaskUnderstanding
Analysis: (C4)definitions
What lang.ofmust beterms,
given taught: Whattoskills
ability findmust
givenbe
terms examples, show students how to find
in a body of work terms in a text
taught:

Assessment: (C5)
Paper and pencil test
Strategies for Success: (C6) Element of Technology: (C6)
Graffiti Annotate
Compare and Contrast Google Docs
Canva

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

Visual – Charts Laptop

Paper and Colors (Markers/crayons)
Auditory – Apps: Google Docs, Canva, Annotate
Repeating important points
Kinesethic –
Small group demonstrations

Higher Order Questions to ask: (C6)

1. Do you know another instance where tone is important while relaying a message?

2. What differences exists between classical and contemporary texts?

3.
Do you feel like you, as students, should be taught more diverse texts?

Hook: (C7) Closure: (C7)

Who am I/What am I 3-2-1
Or
Rhymes/Rap
 1. Teacher Input / Direct Instruction / Modeling: (C6)
Repeat important information and make sure the students understand to take note of what is being said

2. Student Activities / Guided Practice: (C6)

Go through text excerpts and show them how to find literary terms examples
Show them the process
Check for comprehension through Peardeck

3. Independent Practice: (C6)

Students will be broken up into small groups and on Peardeck they will identify certain elements in an excerpt that
they were given; then they will present their answers to the whole group after 10 mins.

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

Notes:
Name:
DELIVERY PLAN (C8)
OBJECTIVE: By the end of the lesson, students will be able to define and find specific elements when presented with
Rigor different texts.

OPENING:
Retrieval Who am I/What am I
-Choose a definition and have the students give the corresponding term if they know the answer

TEACHER INPUT:
Relevance Students will need to know the different literary elements and their definitions.

MODEL:
Routing I will choose a word and I will find a creative way to describe that word to rest of the class. It can be via rap,
drawing, words etc.

GUIDED PRACTICE:
Retaining / Rehearsing
Students get into their groups and do a practice word to make sure that they understand what is being asked, and if they
need help, I will be walking around to answer any questions.

INDEPENDENT PRACTICE:
Students will know be by themselves, in their small groups, and work on the assignment for 10 minutes.

CHECK FOR UNDERSTANDING:

Recognizing
By doing a heads-up type of activity. Students will put their head down on the table and when prompted with questions
they will raise their hand if they understand or do not understand. This gives them a safe space if they do not understand.
ASSESSMENT:
At the end of the class, the student will take a short assessment to determine mastery of lesson

RESOURCES / MATERIALS:
Google docs
Google slides
Pear deck assessment
CLOSURE:
Re-exposure
3-2-1
3 takeaways
2 questions
1 thing they enjoyed