CSOELP2 (1) (2)
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Oxnard College *
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MISC
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Communications
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Feb 20, 2024
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CSOE & SOE Lesson Plan Template
CSOE & SOE Lesson Plan Template
GRADE
9th and 10th grade
SUBJECT
English Language Arts
CONTEXT (new)
There are twenty-four 9th and 10th-grade students in a self-contained class. The school is located in a middle-level, socio-economic community. It is the middle of the academic year. They particularly need opportunities to learn content in different ways and to revisit content. Many of the students enjoy the school environment and like to socialize with each other. Most of the students are active in after-school activities, including sports, clubs, tutoring, and other community activities, which leaves little time for homework. There are our students who qualify for Special Education services. Their following disabilities have been identified as SLD (Specific Learning Disability), ED (Emotional Disturbance), and OHI (Other Health Impairment). There are two English Language Learner students whose primary language is Spanish. Lesson Summary
This lesson follows the lesson on figurative language in hip-hop music. The first lesson introduced students to figurative language and its forms, including similes, metaphors, onomatopoeia, and personification. Through the use of figurative language, the students learned how literary texts create imagery and enhance meaning. We will build upon that foundation by discussing how figurative language impacts the meaning of hip-hop songs and reflecting on the emotional connections that we feel to them. Various strategies and supports will be used to accommodate individual learning needs and use technology effectively.
Students' individual learning needs are met through a variety of learning supports and
assistive technologies integrated into the lesson. Using online quizzes as formative assessments and reflective writing as a summative evaluation, I will assess students' progress. Accommodations and adjustments will be made to meet the diverse needs of students through differentiated instruction. Students will be informed about the lesson objectives, lessons activities, and how they relate to previous and future lessons through classroom management techniques.
This lesson plan accompanies the diverse learning needs of the 24 high school students by integrating various learning supports, assistive technologies, and the Genius.com EdTech tool. In both formative and summative assessments, I measure my students' progress and understanding of figurative language, allowing them to grow and reflect. Students with disabilities are afforded equal access to the lesson plan as a result of the ADA compliance of EdTech tools and assistive devices used.
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How is Theory applied in this lesson?
Connectivism Theory will be applied in the lesson by providing students with opportunities for active learning and collaboration. Students will engage in analyzing their favorite hip-hop songs, identifying figurative language, and sharing findings with their peers. Through this process, students will construct their understanding of figurative language in hip-hop by exchanging songs and repeating the analytical process. Their current knowledge and experience with hip-hop music will be utilized as a foundation for learning, and students will actively construct meaning through their
interactions with the lyrics and discussions with their classmates. Western Governors University (2021, May 27) https://www.wgu.edu/blog/connectivism-learning-theory2105.html
ISTE Standards for Students How will you address the ISTE Standards for Students? 1.1 Empowered Learner: Students will leverage technology to take an active role in selecting, accomplishing, and
demonstrating competency in their learning objectives. 1.6 Creative Communicator: Students will be able to communicate clearly and express themselves creatively for a variety of uses using the platforms, tools, styles, and digital media appropriate to their objectives.
STATE or COMMON CORE How will you address your States or the Common Core standards?
CCSS.ELA.RL.7.4: Determine the meaning of words and phrases are they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (alliterations) on a specific verse or stanza of a poem or section of a story or drama.
CCSS.ELA.WS.7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. MEASURABLE OBJECTIVE What will your students be able to do?
By the end of this lesson, students will be able to:
1. Analyze their favorite hip-hop songs to identify and interpret figurative language.
2. Apply their knowledge of figurative language to discuss the impact and effectiveness of its use in hip-hop music.
3. Utilize various learning supports and assistive technologies to accommodate their diverse learning needs.
4. Utilize the Genius.com EdTech tool to enhance their learning and incorporate technologically based formative assessment and summative evaluation.
ASSESSMENT How will you know whether your students have made progress toward the objective? How and when will you assess mastery? I will provide opportunities for students to demonstrate mastery or progress through formative assessments, such
as an online quiz, and the summative evaluation through the reflective writing activity. Additionally, I will implement a technologically based formative assessment to determine mastery. Technologically Based Formative Assessment::
- Utilize online polling tools such as Genius.com to create a formative assessment quiz.
- Include questions that assess students' understanding of figurative language in hip-hop music.
- Students can access the quiz on their devices and submit their responses.
- Review the quiz results to identify areas where additional instruction or support may be needed.
- Summative Assessment: The reflective writing paragraph provides a summative evaluation of students' ability to
analyze and reflect on the impact of figurative language in their favorite hip-hop songs.
DIVERSE LEARNERS (Mixed Abilities)
1. How will your instruction support the diversity of learners in your classroom? 2. List the specific strategies you will use. Version 3
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1. Students with Disabilities
Students with SLD can utilize writing supports and graphic organizers to help them identify and analyze figurative language.
- Students with ED can use phonetic spelling software to support their reading and understanding of the lyrics.
- Students with OHI can work in a low-stimulation area or take frequent breaks as needed for optimal engagement.
- EL students can use eDictionaries and text-to-
speech technology to support their comprehension of the lyrics.
2. English Learners (ELD Standards)
EL students can use eDictionaries and text-to-
speech technology to support their comprehension of the lyrics.
3. Advanced Learners
Advanced Learners will be
required to write a poem/song using at least 3 types of figurative language or more from the vocabulary list. 4. At Promise
The two at-promise students will be provided with extra accommodations. One student has an assigned para-educator, while the other student will be allowed to work with the classroom instructional aid. I will implement small-
group instruction or individualized support to address learning and provide additional scaffolding and guided practice for complex tasks
DIFFERENTIATION
Differentiated instruction is not the same as individualized instruction.
Differentiation allows students to show what they know in different ways.
1. Content
Differentiation strategies will include
providing writing supports and graphic organizers for students with
SLD, phonetic spelling software for students with ED, low-stimulation areas and breaks for students with OHI, and eDictionaries and text-to-
speech technology for EL students.
I will also vary instructional methods, allowing for individual, small-group, and whole-class activities to cater to different learning preferences and abilities.
2. Process
Students will be provided with a PowerPoint before the introduction of the lesson. PowerPoint will include video links to music videos, as well as the definition of figurative
language, and some examples of the types of figurative language.
3. Product
Students will write their hip-hop song with a classmate utilizing concepts from the lesson.
EL and SPED students will need to write a minimum of one chorus and a verse and incorporate at least one
figurative language term. Advanced Learners will be required to complete 2 choruses and one verse, and integrate at least 3 figurative language terms.
CLASSROOM MANAGEMENT
How will you create a healthy learning environment? At the beginning of the lesson, clear behavioral expectations will be communicated to the students. These expectations will cover areas such as
active listening, respectful communication, participation, and collaboration. Throughout the lesson, positive reinforcement will be used to acknowledge and encourage desired behaviors and academic achievements. Verbal praise, recognition, and reward will be distributed to create a positive and supportive learning environment.
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How will you create and maintain a
supportive and safe learning environment?
Individualized support will be provided to students with specific needs, such
as those with learning disabilities or attention-related challenges. This can include preferential seating, access to assistive technologies, and personalized accommodations to ensure their engagement and success. The classroom will be fostered as a safe space where all students feel valued and respected. Collaboration and teamwork will be encouraged to promote positive peer interactions and a sense of belonging.
How will you establish a climate of learning?
Class-building activities, and opportunities for student input and decision-
making, will be integrated to foster a sense of community and shared responsibility for the learning environment. Additionally, instructional strategies will be tailored to meet the diverse needs of learners, ensuring that all students are actively engaged and challenged at their appropriate level. Differentiated instruction will involve providing varying levels of support, scaffolding, and accommodations to address individual learning styles and abilities.
OPENING (10 minutes – suggested)
How will you communicate what
is about to happen? How will you communicate how
it will happen? I will begin the lesson by providing a clear and concise overview of the objectives and the activities. I will explain that we will be analyzing their favorite hip-hop songs, as well as literature, and text, to identify and interpret figurative language. I will outline the steps of the lesson, including group discussion, individual song analysis, and a reflective writing activity. Visual aids, such as a lesson agenda or a slide presentation, will be utilized
to enhance comprehension. I will also incorporate verbal cues and instructions that will allow me to reinforce the objectives and enable students to understand the purpose and lesson expectations. How will you communicate its
importance
?
How will you communicate connections
to previous & future lessons?
Using hip-hop songs as an example, I will demonstrate the relevance of figurative language to language arts skills and personal expression. The purpose of explaining figurative language in hip-hop is to allow students to understand the deeper meaning of the lyrics and appreciate the songwriter's artistry. Additionally, I will describe how this skill can enhance their ability to write and communicate. The previous lesson on figurative language in literary texts will be explicitly referenced to make connections between previous and future lessons. I will
explain how figurative language in hip-hop songs can be analyzed with the skills and knowledge they learned in that lesson. Furthermore, I will discuss
how this lesson is a springboard for future creative writing, poetry, and songwriting lessons.
How will you engage students and capture
their interest?
Before the lesson, I will communicate the objectives and activities to the students, ensuring they understand what will be covered.
During the lesson, clear instructions and explanations will be provided, along with visual aids or demonstrations to enhance understanding.
I will highlight the importance of analyzing figurative language in hip-hop songs, emphasizing its relevance to language arts skills and personal expression.
Connections to previous lessons and future applications will be made to emphasize the continuity and progression of learning on this topic.
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TIME
10 minutes
TEACHER
Engage students in a discussion about their favorite hip-hop songs.
Explain the objective of the lesson to analyze these songs for figurative language.
Introduce Genius.com as an Edtech tool that provides song lyrics with annotations, including explanations of figurative language.
STUDENTS
Students with SLD can utilize writing supports and graphic organizers to help them identify and analyze figurative language.
Students with ED can use phonetic spelling software to support their reading and understanding of the lyrics.
Students with OHI can work in a low-stimulation area or take frequent breaks as needed for optimal engagement.
EL students can use eDictionaries and text-to-speech technology to support their comprehension of the lyrics.
MATERIALS, STRATEGIES, & TECHNOLOGIES USED Laptops, tablets, or desktop computers with internet access
- Headphones or earbuds
- Favorite hip-hop songs (audio or video)
- Writing supports (graphic organizers, sentence frames, etc.)
- Phonetic spelling software
- Low-stimulation area
- eDictionaries
- Text-to-speech technology
EdTech Tool: Genius.com (Genius Annotations)
INTRODUCTION OF NEW MATERIAL (10 minutes – suggested) How will you introduce academic language?
The academic language will be introduced through explicit instruction and modeling. I will provide examples of important key terms related to figurative language, such as simile, metaphor, personification, alliteration, onomatopoeia, and hyperbole. Definitions of the terms along with how each
term is used in sentence structures as well as in many types of literature (short stories, songs, poems, music, etc.).
What key points will you emphasize and reiterate? Key points to emphasize and reiterate include the definition and examples of figurative language, its purpose and impact in hip-hop music, and the connection between figurative language and personal expression.
How will you ensure that students actively
take-in information? To ensure that my students are actively retaining information, I will administer instructional approaches to make the content accessible to all learners. This may include the use of visual aids and hands-on activities. 1:1 assistance will also be provided for students who exhibit difficulties. Additionally, I will ask students to verbalize findings and explain where they are at in the process. Lastly, students will also be allowed to take notes that
they will be able to refer to for future lessons. How will you vary your approach to make information accessible to all students? How will you differentiate your instruction for all your learners?
Differentiation will be implemented by offering ways to access the lesson, providing additional support or scaffolding for struggling learners, and offering extension activities. Additionally, students will be able to view the instructions, expectations, and outcomes on the whiteboard, interactive monitor (PPT), and handouts. The instructions and examples will also be reviewed as a class, and students will be able to access the PowerPoints on their district laptops at their desks. Which potential misunderstandings will you anticipate? Potential misunderstandings may include difficulties in identifying different types of figurative language or understanding the intended meaning behind specific examples. To address these, I will provide clear explanations, offer guided practice opportunities, and provide feedback and clarification as needed.
Why will students be engaged and interested?
I will use engaging instructional strategies, such as analyzing popular hip-
hop songs, working collaboratively in small groups, and incorporating technology tools. Students will be actively involved in analyzing lyrics, discussing figurative language, and reflecting on personal connections, promoting their interest and motivation.
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TIME
10 minutes
TEACHER
I will ask students to define one of the key terms at random and to provide an example. Through a brief overview or a connection between the new material and their existing knowledge, I will capture their attention and activate their prior knowledge. To make the new information engaging and relatable, I'll use visual aids, multimedia resources, and real-
life examples. My explanations will be concise and clear, breaking down key concepts into
manageable chunks. My goal is to ensure that students understand by asking questions, promoting student participation, and addressing any misconceptions they may have during the presentation. I will conclude the introduction by summarizing the key points, highlighting the relevance, and previewing what students can expect to learn or achieve in the upcoming lessons.
STUDENTS
Students will be expected to define the words correctly and provide a relevant example from their chosen song. Once I have introduced new material, students will become more actively involved in learning. Through guided practice, they will apply new concepts or skills. It may involve completing exercises, analyzing texts, or participating in hands-
on activities. Based on the nature of the task, students may work individually, in pairs, or small groups. Resources, including textbooks, worksheets,
manipulatives, and digital tools, will be provided to students for practicing and applying their understanding. Students will engage in active participation, ask questions, seek clarification,
and collaborate with peers throughout this guided practice.
MATERIALS, STRATEGIES, & TECHNOLOGIES USED Laptops, tablets, or desktop computers with internet access
- Headphones or earbuds
- Favorite hip hop songs (audio or video)
- Writing supports (graphic organizers, sentence frames, etc.)
- Phonetic spelling software
- Low-stimulation area
- eDictionaries
- Text-to-speech technologyLaptops, tablets, or desktop computers with internet access
GUIDED PRACTICE (15 minutes – suggested)
How will you clearly state and model behavioral expectations? Behavioral expectations will be stated clearly prior to the beginning of the lesson and reiterated throughout. Students will be given a list of specific behaviors and expectations in different formats to avoid confusion and misinterpretation. The list of expectations will be as follows: -Students should attentively listen to their classmates when they are speaking or presenting, maintaining eye contact and showing interest in what is being said.
-Students will raise their hands and wait for their turn to speak, avoiding interruptions or side conversations while others are speaking.
-Students will exhibit patience and understanding towards their peers, allowing them to express their thoughts and ideas without interruption or judgment.
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How will you integrate the academic language?
During the lesson, I will be actively facilitating the lesson or moving around the classroom as needed to provide individual support. Through explicit vocabulary instruction, sentence stems, and prompts, I will strategically integrate academic language into my classroom instruction. By starting with
simple exercises, I will scaffold the practice exercises so that students can apply their new knowledge and skills. Gradually, I will increase the difficulty level of the exercises by incorporating higher-order thinking tasks or problems as they demonstrate proficiency.
How will you ensure that all students have multiple opportunities to practice? Students will have multiple opportunities to practice through individual analysis of favorite songs, group discussions, formative assessments, and the reflective writing activity. Practice exercises will be scaffolded from easy to hard by starting with identifying simple examples of figurative language and gradually
progressing to more complex and nuanced examples.
Through song analysis, group discussions, formative assessments, and reflective writing activities, students will have ample opportunities to practice what they have learned.
How will you scaffold practice exercises from easy to hard? During guided practice, I will provide straightforward tasks aligned with the learning objectives to scaffold the practice exercises from easy to hard. Students will gain confidence from these tasks by grasping the basic concepts. By gradually adding additional challenges, higher-order thinking skills, or more advanced applications of the knowledge, I will slowly make the exercises more complex as students demonstrate proficiency. Students
will be able to develop skills and understanding gradually by working through this incremental progression, ensuring that they are challenged appropriately while still feeling accomplished.
How will you monitor and correct student performance? I will use Genius.com and observation during guided practice to monitor and correct student performance. As students work on the exercises, I will circulate the classroom and actively observe and listen to them. It will allow me to identify areas of need or errors made by my students. I can also use Genius.com to create online quizzes and assessments so I can gauge students' understanding and receive immediate feedback. I can identify misconceptions or areas of weakness in each student or class by analyzing
the results and providing targeted corrections or additional support.
Why will students be engaged and interested?
My goal is to make guided practice activities meaningful and relevant to the
students to maintain their interest and engagement. Learning can be enhanced by using real-world examples, incorporating technology, and using hands-on materials. In addition to encouraging active participation, I will guide students in creating interactive tasks that require them to put their
knowledge into practice. I will also vary the instructional methods and provide students with choices when appropriate so that they can choose which format or topic they would like to use. Version 3
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TIME
25 minutes
TEACHER
I will be actively facilitating the
lesson from the front of the classroom or navigating around the classroom to provide individual support as needed. I will be strategically integrating academic language by using explicit vocabulary instruction, sentence stems, and prompts to guide students in their use of the language. Scaffolding exercises will be integrated throughout the lesson, starting with simpler tasks where students can apply the newly learned concepts or skills. As students begin to demonstrate proficiency, I will gradually increase the difficulty level of the exercises
by incorporating more complex problems or tasks.
STUDENTS
Students will be actively engaged in practicing the concepts or skills that were introduced, either individually,
in pairs, or small groups, depending on the nature of the activity.
MATERIALS, STRATEGIES, & TECHNOLOGIES USED Students will be using various
materials such as textbooks, worksheets, manipulatives, or
digital resources to complete the practice exercises. Furthermore, they will analyze
texts, or engage in discussions to apply their understanding. Students will have access to educational apps, online platforms, or interactive whiteboards to enhance their learning search
for the songs and videos they will need for their assignments. INDEPENDENT PRACTICE (25 minutes – suggested)
How will you clearly state and model behavioral expectations? My first step would be to provide a concise and comprehensive list of the expected behaviors to clearly state and model them. Moreover, I would use visual aids such as posters and charts to clarify the behavioral expectations. Whenever possible, I would model the desired behaviors myself, explaining the importance of proper conduct and demonstrating how it can be achieved. A role-
playing exercise, an example, or a real-life scenario can be used to model these behaviors. I can effectively communicate the desired behaviors and create a positive and respectful work environment by consistently and explicitly stating the expectations and modeling them.
How will students demonstrate understanding of the academic language?
This will be demonstrated through written or verbal responses, accurate descriptions, and appropriate application of types of figurative language. Another example would be for students to utilize
sentence structures with the specific terminology that they were assigned, and while they present to the class or in written form (poem, song, PPT).
In what ways will students attempt to demonstrate independent mastery of the objective? Completing independent assignments that will require them to apply knowledge and skills independently. Another example would be completing presentations and demonstrations, where students will demonstrate their knowledge and understanding of the objective. This can be done through a PowerPoint presentation, reading song lyrics or a poem, or performing the song they created with their partner. Lastly, students will also be evaluated through formal assessments such as quizzes, tests, or oral recitations of the vocabulary. Version 3
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How will you provide opportunities for extension? I would offer additional assignments or activities designed to challenge and engage students who have already mastered the objective. Students will be provided with access to enrichment resources such as books, articles, websites, or multimedia materials related to the topic. This would allow students to explore the subject matter in greater depth and breadth, expanding their knowledge and understanding. Lastly, I would invite guest speakers and local hip-
hop artists to the classroom which would provide an opportunity for students to gain insights beyond the classroom and engage in meaningful discussions with professionals
Why will students be engaged and interested?
Engaging students through active participation keeps them involved and interested. Providing hands-on activities, discussions, group work, and interactive tasks allow students to actively contribute, collaborate, and take ownership of their learning. Additionally, utilizing a variety of instructional strategies, such as multimedia resources, technology tools, and presentations, keeps students engaged by providing different modes of learning and catering to diverse learning styles.
TIME
15 minutes
TEACHER
I will be actively facilitating the
lesson from the front of the classroom or navigating around the classroom to provide individual support as needed. I will be strategically integrating academic language by using explicit vocabulary instruction, sentence stems, and prompts to guide students in their use of the language. Scaffolding exercises will be integrated throughout the lesson, starting with simpler tasks where students can apply the newly learned concepts or skills. As students begin to demonstrate proficiency, I will gradually increase the difficulty level of the exercises
by incorporating more complex problems or tasks.
STUDENTS
Students will be actively engaged in practicing the concepts or skills that were introduced, either individually,
in pairs, or small groups, depending on the nature of the activity.
MATERIALS, STRATEGIES, & TECHNOLOGIES USED Laptops, tablets, or desktop computers with internet access
- Headphones or earbuds
- Favorite hip hop songs (audio or video)
- Writing supports (graphic organizers, sentence frames, etc.)
- Phonetic spelling software
- Low-stimulation area
- eDictionaries
- Text-to-speech technology
CLOSING (5 minutes – suggested)
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How will students summarize what they learned?
Students will summarize what they learned by engaging in a reflective writing activity. They will be asked to write a summary or response that highlights the key points they have learned about figurative language in hip-hop songs. This can include their understanding of different types of figurative language, the impact of figurative language in enhancing meaning, and the significance of figurative language in personal expression. Additionally, students will
engage in formative assessments, such as online quizzes using the Genius.com EdTech tool, where they will have to apply their understanding of figurative language by answering questions and providing examples. How will students be asked to state the significance of what they learned?
Students will be asked to state the significance of what they learned by reflecting on how figurative language enhances the meaning and impact of hip-hop songs, as well as its relevance to personal expression and language arts skills.
How will you provide all students with opportunities to demonstrate mastery of, or progress toward, the objective? I will provide opportunities for students to demonstrate mastery or progress through formative assessments, such as an online quiz, reciting vocabulary correctly, and using examples appropriately. Students will demonstrate mastery through the reflective writing activity and a summative evaluation. Students will actively engage in these assessments by submitting their responses and reflecting on their learning.
TIME
5 minutes
TEACHER
During the last five minutes of the assignment, as the teacher, I would focus on wrapping up the activity and
providing closure to the lesson. I would ensure that students are aware of the remaining time and encourage them to use it effectively to complete any final tasks or wrap up their work. Furthermore, I would circulate the classroom, checking in with students individually or in small groups. This allows me to provide any last-minute guidance, answer questions, or address any concerns before the assignment concludes. Lastly, I would briefly recap the main takeaways or key points covered during the assignment. This serves as a reinforcement of the learning objectives and helps students consolidate their understanding.
STUDENTS
During the last five minutes of the assignment, students
will be focused on wrapping
up their work. They will be finalizing their answers, reviewing their responses, or completing any remaining tasks. They may also be engaging in discussions with their peers, reflecting on their learning, or organizing their
materials. The students will be using this time to ensure
that their work is complete and ready to be submitted or shared with the teacher.
MATERIALS, STRATEGIES, & TECHNOLOGIES USED Laptops, tablets, or desktop computers with internet access
- Headphones or earbuds
- Favorite hip hop songs (audio or video)
- Writing supports (graphic organizers, sentence frames, etc.)
- Phonetic spelling software
- Low-stimulation area
- eDictionaries
- Text-to-speech technology
HOMEWORK
(if appropriate). How will students practice what they learned? To practice what they learned, students will have multiple opportunities throughout the lesson. They will
analyze and identify figurative language in their favorite hip-hop songs, discussing their findings in small groups or whole-class discussions. This collaborative analysis will allow students to practice applying their knowledge and interpreting figurative language within the context of real examples.
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COLLABORATION
What other education professionals will you collaborate with to ensure all learner needs are met?
Collaboration with special education teachers, English language development specialists, and other support staff such as Paras or Instructional Assistants may be necessary. SOCIAL AND EMOTIONAL SKILLS
Which of the following social and emotional competencies (World Economic Forum, 2016), does this lesson support?
●
Critical Thinking/Problem Solving
●
Creativity
●
Communication
●
Collaboration This lesson supports Curiosity by encouraging students to explore and analyze hip-hop lyrics, fostering their curiosity about their use of figurative language and its impact on meaning. This lesson also supports Social and Cultural Awareness. By students analyzing hip-hop lyrics, they are exposed to different perspectives, stories, and social messages, thereby promoting social
and cultural awareness.
Which of the following social and emotional character qualities (World Economic Forum, 2016), does this lesson support? ●
Social and cultural awareness
●
Leadership
●
Adaptability
●
Persistence/Grit
●
Initiative
●
Curiosity
This lesson supports Creativity. Students are given the opportunity to create
their hip-hop songs using figurative language, which promotes creative expression and thinking.
This lesson also supports Communication and Collaboration, as students will be working with a partner throughout the lesson. They will analyze poems, define academic language, curate their preferred songs, and write an original hip-hop song as a duo. Collaboration and effective communication between students is crucial, and an integral part of the process.
World Economic Forum. (2016). New vision for education: fostering social and emotional learning through technology
. Geneva, Switzerland: World Economic Forum. Retrieved from http://hdl.voced.edu.au/10707/443447
. PROFESSIONAL TEACHING STANDARDS
InTASC
What InTASC standards are supported by this lesson?
Standard #4 Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to ensure mastery of the content.
Standard #5 Application of Content: The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem-solving related to authentic local and global issues.
ISTE Standards for Teachers
What InTASC standards are supported by this lesson?
ISTE Standard 2.5 Designer: Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability.
TPE’s
What TPE’s are supported by this lesson?
TPE 1: Engaging and supporting Students in Learning
TPE 2: Creating and Maintaining effective environments for Student Learning
TPE 3: Understanding and organizing subject matter for Student Learning
TPE 4: Planning Instruction and Designing learning experience for all students
TPE 5: Assessing Student Learning
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LESSON REFLECTION (Pre – and Post – teaching the lesson)
Pre-Teaching Lesson
Pre-teaching lessons may involve introducing key vocabulary, providing background knowledge
on hip hop music and figurative language, and activating prior knowledge.
Post-Teaching Lesson (if applicable)
Post-teaching lessons may include reinforcement activities, extension tasks, and opportunities for students to showcase their learning through presentations or creative projects.
REFERENCES
: List any research used or quoted consistent with APA style guidelines.
Common Core State Standards Initiative. English Language Arts Standards (2021). Retrieved from https://www.thecorestandards.org/ELA-Literacy/L/7/
CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org
Council of Chief State School Officers. (2013). InTASC Model Core Teaching Standards and Learning Progressions for Teachers 1.0. Retrieved from: https://ccsso.org/sites/default/files/2017-
12/2013_INTASC_Learning_Progressions_for_Teachers.pdf
ISTE. ISTE Standards: Students. (2023). Retrieved from: https://www.iste.org/standards/iste-standards-for-
students
Kolb, L. (2017). Learning first, technology second: The Educator's guide to designing authentic lessons. International Society for Technology in Education. ISBN: 9781564843890.
Wiggins, G., & McTighe, J. (2005). Understanding by design. ProQuest Ebook Central.
PROFESSIONAL TEACHING STANDARDS REFLECTION
InTASC
Of the InTASC standards identified as being supported by this lesson, rate your performance: Does Not Meet
Developing Effective
I would rate this lesson as developing, as it was very challenging and time consuming to complete. I tried my best to design this lesson in a way that is a correlating and an obvious continuance of the initial lesson plan on discovering figurative language. After reviewing it numerous times, I feel that it meets most of the criteria, however, I struggled with integrating and mentioning the use of EdTech tools effectively, and choosing appropriate ones for the lesson.
*Note. This is an opportunity for you to identify areas of development. It is important for you to be honest in your reflection, so you know what areas you need to strengthen. ISTE Standards for Teachers
Of the ISTE standards identified as being supported by this lesson, rate your performance: Does Not Meet
Developing I would also rate this section as developing, as I feel that I could have done a better job of describing the teachers role during the independent and guided practice sections of the lesson. Perhaps expanding on the s
Effective
*Note. This is an opportunity for you to identify areas of development. It is important for you to be honest in your reflection, so you know what areas you need to strengthen.
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TPE’s
Of the TPE’s identified as being supported by this lesson, rate your performance: Does Not Meet
Developing Effective
*Note. This is an opportunity for you to identify areas of development. It is important for you to be honest in your reflection, so you know what areas you need to strengthen.
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