Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidates): Rebecca Shaw- Grade-Level: Lesson Date: 2/21-2/22

Fuller 7

Title of Lesson: Imagery Cooperating Teacher: Mrs. Diamond

Core Components
Subject, Content Area, or Topic
 English: Reading

Student Population
 Between all 4 blocks:
o Advanced
o ELL
o IEPs
o 504s
Learning Objectives
1. I can define imagery.
2. I can describe the impact of imagery on an author’s style.
Virginia Standard(s) of Learning (SOL)
7.5 The student will read and demonstrate comprehension of a variety of fictional texts,
literary nonfiction, poetry, and drama.
g) Describe the impact of word choice, imagery, and literary devices, including figurative
language, in an author’s style.
j) Use reading strategies to monitor comprehension throughout the reading process.
Materials/Resources
 Imagery Experience Videos (Cafe) (Mountainside)
 Google Slides (U4 Day 12 2/21-2/22 (Shaw-Fuller Version))
 Student Chromebooks
 Copies of A Long Walk to Water for all students
 Copies of the question sheets for all students (ALWTW chapters 15 and 16)
 Enough copies of each poem for each group to have one (Poetry Stations)
 Exit Ticket (Imagery Exit Ticket)
 Review and retest (Imagery review and retest)

Highlight Key

Cooperative Learning Classroom Management Instructional Strategy

Differentiation

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
X Reinforcing Efforts & Providing Recognition 29%
X Homework & Practice 28%
X Nonlinguistic Representations 27%
 X Cooperative Learning 23%
X Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%
Does your instructional input & modeling yield the positive returns you want for your
students?
Check if Strategy Return
Used
Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
X Discussion 50%
X Demonstration 30%
X Audio Visual 20%
X Reading 10%
X Lecture 05%
Safety Considerations
N/A

Time
(min.) Process Components
8 *Anticipatory Set
 Imagery Experience
o TTW play a video in the background of a drawn cafe
o TTW ask students what they see and hear
o TTW ask students what certain items would feel like
o TTW ask students if there would be a smell or taste associated with
this place
o TTW repeat these questions with a video of a mountainside

2 *State the Objectives (grade-level terms)

 I can define imagery.
 I can describe the impact of imagery on an author’s style.
7 *Instructional Input, Modeling, or Procedures
 TTW define imagery as descriptors that appeal to the 5 senses
 TTW explain why an author would use imagery
o It adds the the text via intrigue, and helps you experience rather than
simply read)
 I Do:
o TTW put a quote from ALWTW on the board that includes imagery
o TTW read the quote and ask what sensed this appeals to
o TTW ask what the imagery adds to the text
o Quote: “The juices dripped and sizzled. A delicious smell filled the air.”

*Check for Understanding

 TTW be very specific about asking “why” in this lesson. Knowing the content
is one thing, but the students need to know why an author would use imagery
to fulfill the SOL. Strategy: Ask “why?” like you’re in kindergarten
5 *Guided Practice
 TTW repeat the I Do twice with different quotes. The first one will be teacher
led, with the teacher still driving the answers. The second one will be student
led, with the students driving the answers
 Quotes:
o Teacher led: “The air was filled with dust that had been kicked up by
all those running feet.”
o Student led: “Doing something, even carrying big, awkward piles of
slippery reeds, was better than doing nothing.”
26 *Independent Practice
 Poetry Stations
o TTW place 5 separate poems around the room
o TTW split the students into 5 groups
o Each group will get a team sheet that they will write their answers on
the the question, “What does imagery add to *insert poem here*?”
o Students will have 5 minutes at each station to read the poem,
underline examples of imagery, and answer the question on the sheet
5 Assessment
 (After writing prompt) TSW take the imagery exit ticket in Canvas with a goal
of 4/5
Time
(min.) Process Components A Long Walk to Water Chapters 11-12

9 *Guided Practice
 TTW do choral reading with the students for chapter 15, pausing to answer
the questions on the sheet
18 *Independent Practice
 TSW do partner reading for chapter 16
o TSW break into pairs
o Partner A will read while Partner B listens for the answers for the
question sheet
o Partners A and B switch roles after each answer is found
5 Assessment
 On a Canvas discussion board, students will answer this prompt in 2-3
sentences: “Find an example of imagery in our reading for today. Quote it and
explain how the imagery changes the text.”
5 *Closure
 You’re Stuck Here Until…
o Before students can leave, they must describe something in the room
with imagery
Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style,
multicultural).
 TTW provide printed copies of the assessment for students who prefer paper, or have
audio accommodations
 Audio for chapter 16 and headphones will be provided for students with auditory
accommodations and ELL students
 Remediation: If students do not get a ⅘ on the exit ticket, they will complete a review
and retest on Quizizz
 Classroom Management Strategies (To ensure a positive learning environment).
If you can hear me clap x
Attention up front in 5
Use of PBIS
*Denotes Madeline Hunter lesson plan elements.

Imagery Exit Ticket

Read each example of imagery. Then, select which of the 5 senses the imagery appeals to.

1. The sweet aroma of the bakery reminded me of my favorite birthday cake.

a. Sight
b. Taste
c. Touch
d. Smell
e. Hearing
2. Laying in the meadow, the grass was wet and prickly on my arms and legs.
a. Sight
b. Taste
c. Touch
d. Smell
e. Hearing
3. The birds sang a symphony of tweets and chirps.
a. Sight
b. Taste
c. Touch
d. Smell
e. Hearing
4. Deep in the woods, the stream ran over rocks, making slight splashing noises.
a. Sight
b. Taste
c. Touch
d. Smell
e. Hearing
5. The spotlights reflected off her sequined costume, casting beautiful multi-colored lights
on the walls.
a. Sight
b. Taste
c. Touch
d. Smell
e. Hearing
 Lesson Reflection:

Imagery

Rebecca H. Shaw-Fuller

College of Arts & Sciences, Regent University

UED 496: Field Experience/E-Portfolio

Dr. Jenny Sue Flannagan

March 4, 2024
 Lesson Reflection:

Imagery

For this lesson, I wanted to bring the material alive because that is what imagery is.

Imagery brings the text alive and helps the reader experience it rather than just read it. For this

lesson, I zeroed in on InTASC standard 2, which involves understanding and honoring learning

and learner differences. According to InTASC standard 2(e), successful teachers should

incorporate “tools of language development into planning and instruction, including strategies

for making content accessible to English language learners and for evaluating and supporting

their development of English proficiency” (CCSSO, 2013). With so many ELL students in my

classes, I figured that imagery was the perfect opportunity to incorporate understandable visuals

no matter how comfortable they were with English.

This standard led me to my anticipatory set, essentially a see, think, wonder tailored for

imagery. I showed two videos, one of a café and one of a mountainside, and asked the students to

connect not only to their sense of sight but also to their senses of touch, smell, taste, and hearing.

The see, think, wonder strategy strengthens curiosity and metacognitive skills by scaffolding

higher-order thinking for low-achieving students and enriching it for high-achieving students

(Tabuzo, 2023). In short, this strategy appealed to all levels of achievement and my ELL

students, which adheres to my teaching philosophy of working hard to include all students.

The other main activity in this lesson was the poetry stations. For this activity, I designed

the groups. InTASC Standard 2(n) states that a good teacher “makes learners feel valued and

helps them learn to value each other” (CCSSO, 2023). Previously, whenever my students worked
collaboratively, I always allowed them to choose their groups. This often led to groups of friends

making very little progress while they complained about having to include the handful of

students who did not have any friends in the class. I know that part of being successful in life is

having the ability to work with diverse groups of people, and I wanted to instill that in my

students.

When I made their groups, I focused on breaking up friend groups, separating students

who would distract each other, and making them heterogeneous for achievement, gender, and

culture. I gave my students a mini-lecture on the importance of peaceful diversity and how much

we can learn from different people. This went over very well. There was no complaining about

including anyone because I did not have to thrust a few students into random groups; I made all

of the groups. My Christian faith also influenced this activity as I wanted to show my students

how Christ wants us to treat others. I cannot give them a Bible lesson about loving God’s people

and how we are all one body, but I can place them in situations where they must learn that to

succeed.
 References

Council of Chief State School Officers. (2013). InTASC Model Core Teaching Standards and

Learning Progressions for Teachers 1.0: A Resource for Ongoing Teacher Development.

Washington, DC: Author.

Tabuzo, A. (2023). Using the “I Notice, I Think, I Wonder” Thinking Routine in Developing

Curiosity and Science Capabilities in Year 7 Female Learners. Professional Learning

from Classroom-Based Inquiries. Springer, Singapore. 159-69.

https://doi.org/10.1007/978-981-99-5099-7_12