Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher: Isaac DeBoer

Date Nov. 4, 2017 Subject/ Topic/ Theme Language Arts/ Narrative Writing/ Sensory Images
Grade ____9th Grade____________

I. Objectives
How does this lesson connect to the unit plan? Emotional writing is an important part of creating good, complete, organized
narrative writing.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
Identify emotion-filled phrases/words in narrative writing An, E
Use emotion-filled words and sentences in their own narrative writing U, Ap
Use a web diagram to aid in the planning of their narrative writing C, An
Use a combination of similes and emotion-filled words in their sentences U, Ap

Common Core standards (or GLCEs if not available in Common Core) addressed: W.9 .3d, R.9.1a, L9. 5.a
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

-Students should have a grasp on how to identify and use connotation (vs. denotation) words in
Identify prerequisite
narrative writing
knowledge and skills.
- Students should have understood how to identify and use similes in their writing
- Students should have already written their own narrative story and be prepared to edit it
Pre-assessment (for learning):
review of connotation vs. denotation words
Formative (for learning):
Outline assessment Students work in groups to identify connotation words, emotion-filled words (possibly: sensory words)
activities in sentences
(applicable to this lesson) Formative (as learning):
-
Summative (of learning):
- identifying connotation /emotion-filled words worksheet
What barriers might this Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
lesson present? Engagement Representation and Expression
Provide options for self-regulation- Provide options for comprehension- Provide options for executive
expectations, personal skills and activate, apply & highlight functions- coordinate short & long-
strategies, self-assessment & - Talking about the term goals, monitor progress, and
What will it take
reflection connotation words in modify strategies
neurodevelopmentally,
- Reading the section to the the story
experientially, students
emotionally, etc., for your - Underlining emotion-
- Having the students read filled/connotation
students to do this lesson? the section on their
words in section
own/with their group
- Using the web diagram
for connotation words
Provide options for sustaining Provide options for language, Provide options for expression and
effort and persistence- optimize mathematical expressions, and communication- increase medium
challenge, collaboration, mastery- symbols- clarify & connect of expression
oriented feedback language

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 Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats -Students use the connotation
- Students make their words/emotion-filled words
own web skill in their own writing
- Students make web
with group
- Students add
connotation/emotion-
filled words to their
own writing
Materials-what materials -Student Packets
(books, handouts, etc) do -Interactive whiteboard
you need for this lesson -blue, red pens and highlighters writing utensils
and are they ready to
use?

How will your classroom - Students will be in group clusters of 4-5

be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
-have instructions on the board: Students are working on a Do Now worksheet
Motivation 1. Take Do Now worksheet from the back table again after doing this procedure many times.
(opening/ and work on identifying connotation vs. denotation
introduction/ worksheet It is not unusual for them to read Reading Log
engagement) book after being finished.
(10 minutes)

2. When finished, read Reading Log book

- Ask students what are some denotative Students should be working diligently on Do
words? What are some connotative Now worksheets, they have 5 minutes to do this.
words?
- call on volunteers to answer
- Explain the difference between emotion-filled
words (connotative vs. denotative)
- Explain the importance of these words in Romeo
and Juliet, giving 3 specific examples
Students are responding to your questions.
- Tell students that youre going to read
these three examples and that they should
listen very closely
- Read three sections Students should listen quietly while you read the
- point out that many of the emotion-filled section.
words in the story are adjective and verbs,
and that students should remember that
when they read it again

(15-20 minutes)
Development
(the largest - After reading the story, ask students to
component or turn to Act 3 scene 2, lines 44-68 the
part of the story we are up to.

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 Students should turn to the packet they already
- Tell students to go through the story with possess of Romeo and Juliet, there are extras
their group and identify phrases or words available if they dont have it.
that are connotative, giving emotion to the
story and the specific interaction.

- In each of their groups, they should go Students should be working in their groups at this
through the story and focus on one line at time.
a time.

- Ask students to identify words of LOVE

with red pen:
Students should highlight/underline according to
- ANGER with highlighter the colors you tell them.

- JEALOUSY with blue pen

- And pencil and label any other

connotative words that evoke emotion

(10 minutes)

- As students work in their groups, walk

around the classroom and make sure that Students should be focusing on their group work
they are all on task. during this time
- Review what sentences their groups
found. Point out a few they might have
missed
main body of
- After going over the first group
the lesson)
assignment, explain that you are going to
give each group a situation out of a list of
different situations The whole class will be going over their group
- Tell them that you would like them to work here
make a web (on the sketch page of their
worksheet) of the situation they are given.
Draw a web on the worksheet with an Students should be listening to these directions
example, and have the connotative words
come off of it in bubbles.
- Use the classroom as an example Students will be waiting for their situation slip
- Hand out situation sheets
- Tell them to work in their group to
complete their web.
When the groups have finished, go over each
situation as a class. The whole class will go over the group situationsbi

(30-35 minutes)

- Instruct the students to turn to the next

page in their sketchbook page
- Tell students to make their own web of
connotative words for their own home or some
place they frequent (sports, extra-curriculars)

(10 minutes)
Closure - When the students have finished their Students will make their own individual web
own web, have them use the web and add

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 at least three sentences to their own
connotative-filled story.
(conclusion,
culmination,
- As they also use a simile (learned in
wrap-up)
previous classes) in one of their sentences
- Assign this as homework if they dont
finish it in class. They can work on Students will be working on independent reading
independent reading if theyre finished silently at their desks if they are finished
early.
(20 minutes)
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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