SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC DETAILS CK
Name Miss Scott
Subject Reading Comprehension
Grade Level 1
st

Date/Duration October 2, 2014/10 minutes
Big Ideas Recognition of literary devices in poetry allows the reader to
understand the text more deeply and helps them interact with the
poem in a new way.


Essential Questions What is a literary device?
How do literary devices affect poetry?

PA/Common
Core/Standards
Read, understand, and respond to works of literature.
Recognize different types of genres such as poetry, drama,
and fiction.
Identify literary elements (characters, setting, and plot) in
selected readings
Identify literary devices in selected readings (e.g.,
personification, rhyming, alliteration).



Objectives

Bloom's Taxonomy

Webb's Depth of
Knowledge (DOK)

While reading a poem, students will individually be able to
determine at least one literary device used by the poet.
In groups of four, students will demonstrate their knowledge by
explaining to one another how they knew which literary device
was used in their poem.






Formative &
Summative
Assessment
Evidence
Students explanations
Walking around and seeing their work
Homework assignment


ISTE Standards for
Students

Framework for 21st
Century Learning


Elaborate, refine, analyze and evaluate their own ideas in
order to improve and maximize creative efforts
Develop, implement and communicate new ideas to others
effectively


Accommodations,
Modifications
Certain accommodations can be made that will be beneficial for students
with different disabilities:

During lessons in my class, we will have volunteer note takers.
Three to five students will be asked to do this per lesson as
necessary. They will take notes during the lesson. All the notes
will be copied and distributed to all the students so the students
can take information from that. This helps the student with
hearing impairments because they can now focus on the board
instead of trying to listen, read, and write at the same time. It will
also help students with ADHD or other learning disabilities by
reinforcing the lesson in a different way. It would even help the
students without disabilities.
Written and oral cues
Repetition
Poems will include pictures
Keeping an open line of communication between myself, the
student, and the parents
Student with ADHD
Seating the student near me
Seating the student next to people who will not distract him
Keep an eye out for quick frustration or lack of interest
Individually ask the student if he or she has any questions about
the lesson or the homework before the lesson is over
Provide extra time if needed

Student with Hearing Impairment
Provide written cues on top of oral cues
Speaking loudly and repeating what I or other students say
When in groups, the student will be assigned a volunteer helper.
This student will be someone for the student with hearing
impairments to ask questions to or ask to hear something
repeated.
Making sure the student did not miss anything during the lesson
by talking to them individually after class

Students with Learning Disabilities
Modified poems to match the students reading level
Provide this student with a self-developed file of vocabulary
words along with visual aids to relate words and ideas heard or
read throughout the lesson
Enlarge his or her poem to make it easier to see
Meet with the student individually before class is over to clarify
any questions and make sure the students information and
homework is organized
SUPERVISING
TEACHERS
SIGNATURE






Seton Hill University Lesson Plan Template Step-by-Step Procedures
RATIONALE for the
Learning Plan
This lesson is built upon the students ability to read and understand age
appropriate poems. After learning what a literary device is and reading
the poems, students will be able to go back and identify at least one
literary device used in their poem. Then, they will be able to listen to
others explanations with different literary devices, as well as explain
their own to their group.

CK
Introduction Activating Prior Knowledge
Question and Answer: 1) ask the students if they are familiar with
poetry: What is special about a poem? Do you know any
poems? etc. 2) ask the students if they know what onomatopoeia,
alliteration, rhyming, personification, and other literary devices are

Hook/Lead-In/Anticipatory Set
Students will be counted off into groups of 4s. They will be given
ten seconds to meet with their group members and sit back down.
Then, after answering the leading questions, students will learn the
key vocabulary.

Explicit
Instructions
Big Idea Statement
Recognition of literary devices in poetry allows the reader to
understand the text more deeply and helps them interact with the
poem in a new way.

Essential Questions Statement
What is a literary device?
How do literary devices affect poetry?

Objective Statement
While reading a poem, students will individually be able to
determine at least one literary device used by the poet.
In groups of four, students will demonstrate their knowledge by
explaining to one another how they knew which literary device
was used in their poem.

Transition
The students will get up and move before the lesson begins to join
their groups. They will have fifteen seconds to find their group
members while singing their ABCs. After the class discussion, the
students will transition into independent work by being asked to
take out their pencils in ten seconds or less. When they are
finished, they will put their pencils down. Students will transition
into group work by standing up when they are explaining their
literary device to their group. After group work, students will be
called back to their seats by shirt color and will be asked to put
their things away then to look at me when theyre done. Finally, we
will have a brief discussion at the end summarizing what the
students learned.


Key Vocabulary
Literary device: terms used to make writing more exciting. They
help the writer tell a story or make a point.
Personification: giving human qualities to an object or animal
Ex: Lightning danced across the sky. Traffic slowed to a crawl. Time
flies.
Rhyming: two or more words of phrases that end in the same
sound
Ex: The cat in the hat. Twinkle, twinkle, little star/How I wonder what
you are.
Alliteration: when words that start with the same sound (usually a
consonant) are used close together in a phrase or sentence.
Ex: Silly Sally sailed the seven seas. Lazy lizards lying like lumps.
Onomatopoeia: words that mimic the sound of an object or action
that it refers to.
Ex: arf, buzz, hiss, achoo, phew, shhh, clap
Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
PreAssessment of Students
The students will be asked if they are familiar with the key
vocabulary. The vocabulary will be spoken and written on the
board for students.
Modeling of the Concept
The students will see the definition of the key vocabulary words on
the board along with an example. They will then be asked if to raise
their hands if they can come up with any examples.
Guiding the Practice
After the students begin to work individually, I will walk around
the room to assess their work and in case anyone has a question or
needs help. It is important to look for children that appear to be
struggling or see if there is one concept many children are having a
problem with. My students with disabilities will get my attention
first. The student will be spoken to in a calm, reassuring manner as
I ask him or her if they need any help or clarification before we
begin.
Providing the Independent Practice
The students will receive a poem and work independently for
about 5-10 minutes. They will be asked to read the poem and circle
the words or phrases that determine what literary device is used in
the poem. There will be modified poems for children with learning
disabilities. I will be there to help them as needed. Then, they will
get more practice in their groups.
Transition
The students will get up and move before the lesson begins to join
their groups. They will have fifteen seconds to find their group
members while singing their ABCs. After the class discussion, the
students will transition into independent work by being asked to
take out their pencils in ten seconds or less. When they are
finished, they will put their pencils down. Students will transition
into group work by standing up when they are explaining their
literary device to their group. After group work, students will be
called back to their seats by shirt color. Finally, we will have a brief

discussion at the end summarizing what the students learned.
Adaptations/Accommodations for Students with Special Needs
Certain accommodations can be made that will be beneficial for students
with different disabilities:
During lessons in my class, we will have volunteer note takers.
Three to five students will be asked to do this per lesson as
necessary. They will take notes during the lesson. All the notes will
be copied and distributed so the students can take information
from that. This helps the student with hearing impairments
because they can now focus on the board instead of trying to listen,
read, and write at the same time. It will also help students with
ADHD or other learning disabilities by reinforcing the lesson in a
different way.
Written and oral cues
Repetition
Poems will include pictures
Keeping an open line of communication between myself, the
student, and the parent
Student with ADHD
Seating the student near me
Seating the student next to people who will not distract him
Keep an eye out for quick frustration or lack of interest
Individually ask the student if he or she has any questions about
the lesson or the homework before the lesson is over
Provide extra time if needed

Student with Hearing Impairment
Provide written cues on top of oral cues
Speaking loudly and repeating what I or other students say
When in groups, the student will be assigned a volunteer helper.
This student will be someone for the student with hearing
impairments to ask questions to or ask to hear something
repeated.
Making sure the student did not miss anything during the lesson by
talking to them individually after class

Students with Learning Disabilities
Modified poems to match the students reading level
Provide this student with a self-developed file of vocabulary words
along with visual aids to relate words and ideas heard or read
throughout the lesson
Enlarge his or her poem to make it easier to see
Meet with the student individually before class is over to clarify
any questions and make sure the students information and
homework is organized
Evaluation of the
Learning/Mastery
of the Concept
Formal Evaluation
Homework assignment

Informal Evaluation
Walking around the room

Students explanations of their poems and the devices used to one
another

Closure Summary & Review of the Learning
This will come at the end of the lesson after students have
transitioned back into their seats. The students will be asked to
summarize what they learned about literary devices in their own
words. Then, they will be asked how those devices affect writing.
Do they make the writing more exciting? Is it easier to picture a
scene when literary devices are used? Questions will be projected
onto a screen as we are discussing them. Students will write key
words and phrases on the board throughout the discussion. Finally,
they will be assigned their homework. The homework assignment
will also be projected onto the board, and students will be provided
with their own set of directions as well.
Homework/Assignments
Students will write their own short poem including at least one
literary device of their choice one that they did not use for their
poem in class.

Reading Materials
Technology
Equipment
Supplies
Various poems
Modified poems for students with disabilities




Teacher
Self-reflection
Teaching a first grade lesson to adults was a difficult challenge, but
this activity gave me a taste of what its like to actually be teaching.
The hardest part for me was pacing the lesson. I ended up with a
few minutes left over. Also, I found that I got ahead of myself a few
times. I would begin to talk about something before thoroughly
going through the previous concept. With young children, it is vital
to be thorough with important information to ensure they
understand it. This was a great practice for me, and the feedback I
received from my group members really helped me improve my
lesson plan. They all had great examples that I could learn from,
too. I enjoyed teaching my first lesson and will take a lot away
from this assignment.
Although modifying lessons to suit to children with different
special needs can be difficult, it is not impossible. Every student
deserves the same chance at learning whether they have mental
disabilities, physical disabilities, or both. It is very fulfilling and
satisfying to know that by modifying my lessons and
understanding a students disability, I can make learning fun for
him or her. My attitude, behaviors, and accommodations can make
all the difference in that childs school experience. As a teacher, it is
my job to make sure every childs experience is a worthwhile one.