Intern Name: Kayla Kwiatkowski

Lesson Title (Subject/Topic): Nonfiction Text

Grade:8
Length of Lesson: 1hr 15 min
Date Taught: 5/15/21
LESSON PLAN TEMPLATE
In this lesson…
Overview

8.4 The student will apply knowledge of word origins, and figurative language to extend vocabulary
development within authentic texts.
a) Identify and analyze the construction and impact of an author’s use of figurative
language.
b) Use context, structure, and connotations to determine meaning and differentiate among
multiple meanings of words and phrases.
c) Use roots, affixes, synonyms, and antonyms to determine the meaning(s) of unfamiliar
words and technical vocabulary.
e) Use word-reference materials to determine meanings and etymology.
f) Discriminate between connotative and denotative meanings and interpret the
connotation.

Standards of 8.6 The student will read, comprehend, and analyze a variety of nonfiction texts.
Learning a) Identify an author’s organizational pattern using textual clues, such as transitional
words and phrases.
b) Apply knowledge of text features and organizational patterns to analyze selections.
c) Skim materials to develop an overview or locate information.
d) Make inferences and draw conclusions based on explicit and implied information using
evidence from text as support.
e) Analyze the author’s qualifications, viewpoint, word choice, and impact.
f) Analyze details for relevance and accuracy.
g) Differentiate between fact and opinion.
h) Identify the main idea.
i) Summarize the text identifying supporting details.
j) Identify cause-and-effect relationships.
k) Evaluate, organize, and synthesize information for use in written and other formats.
l) Analyze ideas within and between selections providing textual evidence
Summarize the passage using keywords.
Essential Questions Using the context from the text what is the definition of...

Students will be able to…

Read and analyze the nonfiction text, “The Mysterious Mr. Lincoln”
Objectives

● I can use context, structure, and connotations to determine meaning and

Learning Target differentiate among multiple meanings of words and phrases.
● I can explain the use of symbols and figurative language.
Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 ● I can use roots, affixes, synonyms, and antonyms to determine the
meaning(s) of unfamiliar words and technical vocabulary.
● I can make inferences and draw conclusions based on explicit and
implied information using evidence from text as support.

Necessary Prior Students will need to have some knowledge of who Abraham Lincoln is.
Knowledge
Every student will need their school issued chromebook, and internet acess.
Materials
A 12 question kahoot with facts about Abraham Lincoln
Link to Kahoot
Introduction/Hook

Students will join the Pear Deck “The Mysterious Mr. Lincoln”. Then I will
play an audio of the reading of the story while students follow along on the text.
Periodically I will stop the Pear Deck and the students will answer questions
about the story.
Instructional
Link to Pear Deck
Activities & Link to "The Mysterious Mr. Lincoln" Audio
Strategies

● Listless
● Idiom
● Patronized
● Impatient
Key Vocabulary or ● Melancholy
Concepts ● Paraphrase
● Denounce
● Amature
● Meddled
After students finished the Pear deck they took a quiz on the story on Socrative.
Assessments Link to Socrative
After we finished reading the story, students wrote a paragraph on why Fredrick
Duglass changed his opinion of Lincoln.
Closure Activity

No accommodations needed
Accommodations
Resources ● Pear Deck
Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 ● Kahoot
● Socrative
● Mrs.Horner and Mrs. Long provided materials as well.

Reflection on a Lesson Plan Taught

Virginia Teachers for Tomorrow
Intern Name:Kayla Kwiatkowski
Lesson Title (Subecjt/Topc): Nonfiction Text
Date of Lesson Taught: May 4, 2021
Cooperating Teacher & School: Virginia Beach Middle School
Grade:8th
Time of Day: 10:30-11:45

1. What steps did you go through to create this lesson? With whom did you talk, discuss, or edit your lesson?
Mrs. Hornerk, and Mrs. Long had already created a Pear Deck for this story from last semester. There was no
reason for me to start from scratch when they already had an amazing pear deck, so I added the learning
targets and opening activity, the Kahoot, to the Pear Deck.

2. How did the SOLs and Objectives help focus your instruction?
The SOLs and Objectives help me know what to tell the students during the lesson. I use the SOLs and
Objectives to explain why each answer is right, and how this lesson is good practice for the SOL that they
will take next month.

3. What parts of the instructional plan worked as you anticipated?

The whole lesson worked as anticipated, there were no technical problems!

4. What, if any, adjustments needed to be made once you began?

I would make sure that the Socrative quiz was already posted before i started teaching, because the
students had to wait for me to post it after the Pear Deck.

5. How well did you anticipate the materials needed?

All they needed were their school issued chromebooks, so I anticipated the materials needed well.

6. How effective was the assessment you chose to use? (If no assessment was used, what will the future
assessment be and how will you gauge its effectiveness?)
The assessment was effective, and we are going over the most missed questions tomorrow.

7. To what degree do you feel that this lesson was a success? What evidence do you have for the success of
the lesson? (Hint: Student learning is the key to a lesson’s success!)

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
This lesson was a success, because the students learned how to analyze nonfiction tests, and tomorrow we
will go over the most commonly missed answers.

8. How did the time spent preparing for your lesson contribute to its success?
The fact that Mrs. Horner provided me with the Pear Deck, it did not take me too much time to complete.

9. If you could do this lesson again with the same students, would you do anything differently? If so, what?
I would post the quiz before we start the pear deck.

10. Any last comments/reflections about your lesson?

It was so much fun teaching this lesson, and I can’t wait to teach the next one!

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)