UMF Unit-Wide Lesson Plan Template

Name: Chelsea Wallace Program: Elementary Education Course: EDU 450

Lesson Topic / Title: Figurative Language and Poetry Pre- Assessment

Lesson Date: March 1, 2018 Lesson Length: 20 min Grade/Age: 7th Grade

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals
based on content standards.
Learning Objective(s) Instructional Decisions / Reasoning

Students will show their understanding of figurative - This pre-assessment is given to

language and poetry analysis. the students in order for me to
determine their prior
“I can show what I know about figurative language and knowledge. Given that
how to read and analyze poetry form and structure.” information I will know for
future lessons how far I can
delve into figurative language
and poetry analysis.
- This assessment could be
difficult for my students to
complete or incredibly easy,
this is just an informational
tool for me.

Content Standard(s) Instructional Decisions / Reasoning

CCSS.ELA-LITERACY.RL.7.5 - These are two of EEMS’s

Analyze how a drama's or poem's form or structure (e.g., “Power Standards”—standards
soliloquy, sonnet) contributes to its meaning that were chosen for seventh
graders to absolutely master.
CCSS.ELA-LITERACY.RL.7.4 These will be the two main
Determine the meaning of words and phrases as they are standards that I focus on
used in a text, including figurative and connotative throughout my TWS, though a
meanings; analyze the impact of rhymes and other few others will be added in
repetitions of sounds (e.g., alliteration) on a specific verse throughout.
or stanza of a poem or section of a story or drama. -
Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning

Pre- Assessment- Formative - This is a formative pre-

This entire lesson will be focused on the students sitting assessment.
and taking a pre-made pre-assessment. The quiz was - SK is allowed to leave the
made by me and tailored to fit my goals for my TWS. I am classroom and ask his ED Tech
merely assessing what the students prior knowledge is. to scribe for him.
Before giving out the quiz I will ask my students what - I have written down
their experiences with poetry and certain figurative definitions of certain vocab in
language may be. I will note what my students say, even if the poems themselves because
their responses are opinion based (i.e. “I hate poetry”). my goal is to determine prior
knowledge—I do not want my
students getting caught up in
vocabulary that they may not
have seen before.
- I will use this information to
determine how much time I
need to spend on teaching
figurative language and poetry
terminology.
Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.
Materials, Resources, and / or Technology Instructional Decisions / Reasoning

- Pre-Assessment (40 copies) - The pre assessment will show

- Writing Utensil me what the students prior
- Gradebook knowledge is.
- In my grade book I can write
down what my students think
about poetry.

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
Rev 8/17
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning

Activity Length of Time Explanation - This is a pre-assessment so the

Introduction 2 min I will notify my entire 80 min ELA block will
and Prior students that not be needed.
Experience over the next
Questions week or two
they will be
working on a
short poetry
unit. I will ask
students what
 they know about
poetry, forms of
poetry,
figurative
language, etc.
Hand out Pre- 10 min Students will be
Assessment/ given a double
Students take sided page pre-
Assessment assessment.
They will be
asked to work
independently
as I need to
know where
each individual
student is. I will
inform them
that even if they
get answers
wrong it will not
be held against
them.
Wrap-up 2 min I will ask the
students if they
think the pre-
assessment was
a good tool for
them to show
their prior
knowledge of
poetry and
make note of
their feedback.
We will then
transition to the
next part of the
ELA block.

Meeting students’ needs (differentiation, extensions, Instructional Decisions / Reasoning

modifications, accommodations)
- SK has an IEP which allows
- SK may need assistance from Ed. Tech. him to have assistance writing
- No extensions necessary as this is a formative certain things.
tool.

Field Courses Only – Post lesson

Reflection
I believe I should have given students who finished early an activity to do because
many were sitting in their chairs doing nothing while they were waiting for their
peers to finish their pre-assessment. Because this was a pre-assessment there
wasn’t much teaching I could do during the lesson: I could only gather formative
feedback regarding ability and student opinions.

Teaching Standards and Rationale

Standard #6 Assessment
6b, 6h, 6j, 6k, 6l, 6r

Because this is a pre-assessment, Standard #6 perfectly aligns with this lesson. The
paper and pencil formative was a quick and easy way for me to gauge how much
prior knowledge my students had about this topic. Upon analyzing the formative, I
learned that my students were acquainted with figurative language and only had a
few misconceptions that I knew I could clear up over the course of this TWS.

Standard #7 Planning for Instruction

7a, 7b, 7d, 7g, 7l, 7o, 7p

This pre-assessment made me think about my learning goals and what I want my
students to know overall at the end of my TWS. I spent time looking at grade 7
standards, the EEMS power standards, and asked my mentor what students prior
knowledge could be before creating and implementing my pre-assessment. I also
asked a small group of students how they felt about poetry to gauge student
interest.