DAILY LESSON PLAN TEMPLATE

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Candidate Name: Ajia Saunders Lesson Date: 5/9/2022

Subject: English Learners’ Grade Level/s: 8

Planned Lesson Duration:1 Two 50 min

plans

KEY CONCEPT/THEME: Analysis of the Text.

OVERVIEW: This is a two-day lesson plan where students will analyze and discuss a
text, write in journals, and collaborate with other group members. This will be
accomplished by a small lecture, creative writing, and exit tickets. The goal of these
lessons is to have students leave understanding the text they have read and for me
personally to know how they understood it by reading their journals.

RATIONALE: At the end of this class, students should know how to analyze, compare
and contrast, and expand their vocabulary. The reason why these things are important
is that analyzing helps you better understand what you are reading. This skill helps in
not just English but other subjects like Science and Math. Comparing and contrasting
helps students form better arguments and learn the difference between terms in a text.
Finally, expanding their vocabulary is the most important because students will sound
more professional and score better grades on their essays when in college.

1
in minutes
COMMON CORE STANDARDS (All content areas):

CCSS.ELA-LITERACY.RI.8.4
Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the impact of
specific word choices on meaning and tone, including analogies or allusions to
other texts.

CCSS.ELA-LITERACY.RI.8.6

Determine an author's point of view or purpose in a text and analyze how the
author acknowledges and responds to conflicting evidence or viewpoints.

ELD STANDARDS (All content areas):

ELD.PI.8.3.Ex. (Collaborative)
Open discussion where students will talk with one another about the text they have
just read. They will use references from the text to discuss their analysis and
counterarguments ideas.

ELD.PI.6.Em. (Interpretive)
Students will talk about conclusions drawn by the text using a variety of verbs to
defend their argument. Verbs such as Shows that and based on.

ELD.PI.11.Br. (Productive)
Students will use the information given from the text as a way to persuade others
in their arguments. They will use nuance words such as Potentially, certainly, and
should.

OBJECTIVES/LEARNING TARGETS:
By the end of the day, students will be able to:
 -Discuss the language and structure of a text as well as the author's meaning.
(Understanding)
-Break down the theme, the meaning, and the emotion behind the text.
(Analysis).
-Recall the specific words and their meanings that were used in the text. The
students will also label the uses of connotative, figurative, and technical meanings.
(Remember).

INSTRUCTIONAL STRATEGIES AND DIFFERENTIATED INSTRUCTION:

Group discussions (Interactive)- Often, students will come together in group discussions
to analyze and interpret the text given in class. They will use this time to express big
ideas and counterarguments revolving around the text.

Weekly Journals (Individual)- Almost every day of class, students will be asked to write
in their journals about a question brought upon the board. This journal will be turned in
once a month and gives students the chance to express ideas on the text or on the
class in general.

Presentations (Interactive)- Students will be asked to give presentations in their group

revolving around the text we have read at that time. They will describe their
interpretations and opinions on the text and answer a few questions.

Posters/whiteboards (Direct Instruction)- Students will be required to read the

whiteboards and posters I have up that explain the schedule of the class day and what
their assignments will be throughout the week.

SDAIE TECHNIQUES AND PRACTICES:

Emphasis on Success and Comprehension:

Vocabulary Development is vital to this class because of how often those words
will be used. Students need to be able to define these words in order to analyze the text
better throughout the semester. This vocabulary will also benefit them in debates
brought up in class.

Check Frequently For Attention and Understanding:

When it comes to confirmation and comprehension checks, these will be done
through small quizzes at the end of the week. These quizzes will be based on the
lessons, debates, and vocabulary done throughout the week. The comprehesnion
checks will also be done through journal entries.

Input Simpilification:
clear enunciation, slower speech rate; longer pauses; increased redundancy will
all be used during my lectures and assingments. I believe speaking too fast and giving
too much information all at once is destine to lose the students focus. For my
assignments, I will make short and simple directions and not to complex directions
where the students cannot remember or follow along very well.

ACADEMIC LANGUAGE:
Analyze, discuss, compare, contrast, conclude, evaluate, argue, imagery,
metaphors, similes, sentence structure, recall, connotative, figurative, theme, and
analogies.

PROCEDURES:

Introduction/Anticipatory Set: At the start of Day 1, students will be required to

write in their journals answering a question provided on the board. This question will be
vaguely about the text that we will read in the class. from there I will give a brief
explanation of what we will be doing for the rest of the week. On day 2, I will have a
more detailed question about the text that students will be required to answer in
journals. I will then give a brief recap of yesterday's lesson.
 Activity Sequence:

Day 1: Analysis and discussion

● 8:00-8:05 AM will be spent asking a question such as “Have you read where the
wild things are? If not, what do you think it is about? if so, what message do you
think the author is saying?”
● 8:05-8:10 AM I will explain what we will be doing for today and the rest of the
week.
● 8:10-8:20 AM will be spent reading and analyzing the poem Where the Wild
Things Go. After reading it and allowing some students to take notes, we will
discuss our thoughts on this poem.
● 8:20-8:35 AM I will form everyone into groups and give each group a different
question to talk about. Hypothetically, I will have four different groups of students.
The student's questions will range from “What do you think the wild things are in
this poem?” and “How does the use of imageries and similes improve the
message getting across from the author?”
● 8:35-8:45 AM one student from each group will talk about their answers to the
questions and as a class, we discuss each answer.
● 8:45-8:50 AM the students will have time to clean up their desks and turn in their
journal entries.

Day 2: Compare and Contrast and Argue

● 8:00-8:05 AM will be spent with another journal entry answering a question about
the text we read yesterday.
● 8:05-8:15 AM will be spent discussing what we will be doing for the rest of the
day and what we talked about yesterday.
● 8:15-8:20 AM will be spent reading the actual book “Where the Wild Things Are”
for the kids who have never read it. Note: if everyone has read the book, we will
still review it to refresh everyone's minds.
 ● 8:20-8:30 AM will be comparing the “wild things” in both the poem and the Book
itself. This will be an open class discussion about the differences and similarities.
● 8:30-8:40 Students will break up into groups for which they will be given a
controversial topic such as “Is Max a more realistic child in the book or the
poem?”. The groups will talk together and then close with an entire class
discussion on the topic. Note: if the entire class disagrees or agrees altogether,
the time will be spent discussing why they feel this way.
● 8:40-8:45 AM Students will have time to reflect on how they feel about this poem,
and more specifically, how it felt analyzing this poem, what points in the debate
they feel were valid, and what new words they may have learned.
● 8:45-8:50 AM will be spent cleaning up desks and turning in journal entries.

Closure: At the end of class students will turn in their journal entry and their final
paper explaining what they gained from this discussion. There are no wrong answers as
long as the students answered the questions. I will grade this as participation points for
answering my questions in thoughtful responses. If they fail to answer my question, I will
dock them points.

ASSESSMENT:

Formative Day 1: The exit ticket will be students turning in their journals that they filled
out at the beginning of the class. This journal will have questions based on the
atmosphere of the class, personal questions, or questions relating to the text.

Formative Day 2: Students will be required to do a short quiz about their readings due
throughout the week. They will turn in their quiz as an exit ticket.

Summative: At the end of each reading, there will be an essay due based on a few
prompts about the reading. This essay will usually occur at the end of the month or
whenever the book has been finished. Or, at the end of the reading period, a
presentation will be required based on the book.

MATERIALS:
● Notebooks and pens.
-For kids who cannot provide them.
● Whiteboard and screen for presentation.
● “Where the Wild Things Are” digital copy.
● Expo markers.
● Flashcards for individual group questions.
● “Where the Wild Things Go” Poem by D. Gilson

REFERENCES (teacher knowing where you got your stuff):

Poem- https://www.poetryoutloud.org/poem/where-the-wild-things-go/

REFLECTION: