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Lesson Plan #1:

Lesson Topic: Literary Elements Grade level: 10thLength of lesson: 1.5 hours

Stage 1 – Desired ResultsContent Standard(s):

Reading:9-10.RL.3.1: Analyze and evaluate how an author’s choices concerning how to structure a work of literature, order events within it (e.g., parallel episodes), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Vocabulary:9-10.RV.3.1: Analyze the meaning of words and phrases as they are used in works of literature, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings.

9-10.RV.3.3: Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text

Speaking and Listening:9-10.SL.2.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade-appropriate topics, texts, and issues, building on others’ ideas and expressing personal ideas clearly and persuasively.

Understanding (s)/goalsStudents will understand:

Writers of literature use strategies to effectively communicate their points to an engaged audience.

Recognizing strategies used in literature can enhance the understanding and impact of the work.

Essential Question(s):

What are strategies that writers use in their literature to make their point?

How do these strategies enhance the overall message of the work?

Long-Term Question: How can writing about an idea enact global change?

Student objectives (outcomes):Students will be able to:

Recognize the strategies used by writers in their work. Communicate how these strategies add to the message of the work.

Stage 2 – Assessment EvidencePerformance Task(s): Other Evidence:

Submit an annotated bibliography that outlines what works of others were used and how they relate to the student’s personal writing.

Write a paper that takes a stance on a current social justice issue that utilizes facts and emotion to argue its point of view.

Present a speech encapsulating their main points.

Questionnaire Notes on personal connections discussed

in class from their time coding texts Community bingo participation (allows

teacher to see how well students grasp the way that their questionnaire works used literary strategies)

Stage 3 – Learning PlanLearning Activities:

Time Teacher Will Be: Students Will Be: Rationale:15 minutes

Administering questionnaires to students and collecting responses to see where students are in terms of their recognition of literary strategies

Completing a questionnaire that asks students to list the ways in which writers effectively communicate their points (appeal to personal, factual information, attention grabbing phrases, etc.) and list works they’ve read that they recognize have implemented these strategies

This activity allows students to start thinking about the fact that writers use literary strategies, and allows the teacher to have a solid understanding of where the students are starting from

25 minutes

Creating a bingo sheet from the works students cited in their questionnaire

Coding a passage from a modern novel to find text-to-text, text-to-self, and text-to world connections

Students have time to independently practice their ability to recognize literary strategies, and gives the teacher time to use personal student work in the design of an activity that can be used later in the class

10 minutes

Leading discussion on student coding and the connections the students made, writing down specifically how the students recognized works relating to them personally

Sharing what connections they made in a class-wide discussion

The teacher will be able to gain relevant evidence on the students’ abilities to recognize how writers appeal to their audiences in a way that enhances the significance of their work, and students will see the things that other students recognized that they may not have

20 minutes

Participating in community bingo by including his/her own literary selections on the sheet and walking around discussing with other students their selections and the reason the literary strategies they recognized impacted them

Playing a “community bingo game” where the works all students referenced in their questionnaires are written on a bingo grid. Students then have to go and find the student who was responsible for recognizing a work and having a conversation on what the student noticed in it and what effect it had on their reading experience

This allows students to get up and moving and interacting with one another, while also allowing them to further discuss the ways in which their fellow students notice strategies used by authors. In this way, students will have a wide range of literary examples where authors enhanced their work by using literary strategies that stuck out to readers

20 minutes

Collecting work at the end of class

Writing a reflection about the class, specifically addressing what literary strategies they discussed today that they hadn’t noticed before, and

Allows students to reflect on the progress they’ve made and the teacher to have a guide to see what they gleaned

Lesson #2: *To Be Graded

Lesson Topic: Literary Elements & Quality Writing Grade Level: 10th

Length of Lesson: 1.5 hours


Reading:9-10.RN.2.1: Cite strong and thorough textual evidence to support analysis of what a text says explicitly as well as inferences and interpretations drawn from the text.

9-10.RN.4.1: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Writing:9-10.W.3.1 Write arguments in a variety of forms that –● Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create anorganization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.● Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengthsand limitations of both in a manner that anticipates the audience’s knowledge level and concerns.● Use effective transitions to link the major sections of the text, create cohesion, and clarify therelationships between claim(s) and reasons, between reasons and evidence, and between claim(s) andcounterclaims.

9-10.W.5 Conduct short as well as more sustained research assignments and tasks to build knowledge about theresearch process and the topic under study.● Formulate an inquiry question, and refine and narrow the focus as research evolves.● Gather relevant information from multiple authoritative sources, using advanced searches effectively,and annotate sources.

Understanding (s)/goalsStudents will understand that: Writers use a combination of

structure, fact, and emotion to communicate their point.

The research of others is an important tool to expand our

Essential Question(s): What can we learn from the work

of others that can support our own writing?

How can we effectively argue a position in writing?

How can we use the work of others

personal knowledge on a given subject.

Writing about a subject/opinion offers an essential opportunity for personal growth and global change.

in our own writing? How can papers be structured in

order to best communicate their ideas?

Long-Term Question: Why is it important to consider social justice issues? How can writing and speaking about these issues change the world/why is this important?

Student objectives (outcomes):Students will be able to: Recognize the facts and emotions employed by other writers. Research a given subject concerning a current social justice issue and find

relevant information that pertains to the point trying to be made. Outline the personal paper about a current social issue that utilizes research and

emotion to effectively communicate a given stance in a logical progression.

Stage 2 – Assessment EvidencePerformance Task(s): Submit an annotated bibliography

that outlines what sources were used and how they relate to the student’s personal writing.

Write a paper that takes a stance on a current social justice issue that utilizes facts and emotion to argue its point of view.

Present a speech encapsulating their main points.

Other Evidence: Photograph of Chalk Talk 3-2-1 Sheets Students notes on article structure Walk around notes on how well the

students are understanding the use of structure and supporting their points with research

Student Paper Outlines


Time: Teacher Will Be: Student Will Be: Rationale:10 minutes Photographing and Silently writing This will allow

analyzing the student responses to a Chalk Talk to analyze where the students started from in their personal research/writing

their ideas on the board to ideas such as “What are some current social justice issues and what is your stance?” , “What evidence do you have/where can you find evidence to support your stance?” , and “Why does this issue matter and how can you make everyone understand that it’s important to them?”

students to brainstorm their opinions and the way they will go about supporting their argument and making it relevant to others. It also allows the teacher to see where students are at in terms of their paper/coming up with an idea and how well they know how to strongly argue a position.

20 minutes Discussing how to/helping students find credible sources and collecting 3-2-1 sheets.

Locating one article that takes a position on the social justice issue they have in mind and identifying 3 facts they employed, 2 feelings that were produced while reading, and 1 take away idea they have for their own paper.

Students will use mentor texts to understand how other writers effectively argue points through fact and emotions, as well as begin to collect solid research they can use for their own writing.

15 minutes Collecting notes on the structure and taking focused notes on the how students recognized the connection between structure and effective communication.

Engaging in a Read-Write-Pair-Share where students take notes on the structure used in their article and then share to a partner as to how that structure was crucial in bringing the article together and communicating what the writer

This activity gives students time to consider how the structure of writing can positively affect how successfully the writer communicates their points. It also gives the student the chance to engage with other students and

wanted to communicate.

discuss their thoughts in a way that allows for other perspectives and ideas to be heard.

45 minutes Answering student questions, walking around and taking notes specifically on how well students are using research to directly support their points.

Creating an outline for their paper that includes the research that will serve as the support for their points.

Allows for students to have a structure for how their paper will flow so that they can write arguments that are fluid, supported with research, and effectively communicate their point.

Reflection: What did I learn through teaching this lesson? What do I want to remember the next time I teach this lesson? How will assessment data from today’s lesson impact tomorrow’s teaching?

Since this lesson was one that came closer to the end of a unit, it was challenging to create learning activities and student outcomes that more closely resembled or led to the performance tasks. This lesson plan forced me to think big-picture in terms of lesson planning, and I think I learned about what activities will really help students successfully complete their performance tasks. In this case, I was forced to consider what activities could help students feel confident in arguing a point by employing research and emotion in a fluid structure. It also forced me to once again realize that education is student-centered, so while I might be tempted to create activities that involve me lecturing or telling students exactly what to do, it’s helpful to give them enough freedom to see for themselves what ideas work and what trajectory they want their work to take.

Lesson Plan #3: *To Be Graded

Lesson Topic: Speaking About Written Information Grade level: 10thLength of lesson: 1.5 hours


Presentation of Knowledge and Ideas:9-10.SL.4.1: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Speaking and Listening:9-10.SL.2.5 Respond thoughtfully to multiple perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify personal views and understanding and make new connections in reference to the evidence and reasoning presented.

9-10.SL.3.2 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.Understanding (s)/goalsStudents will understand:

Quality speakers summarize their thoughts/writings into clear and concise statements that engage audiences.

Speakers employ relevant information and other strategies to effectively communicate their points.

People can learn about and improve their public speaking by evaluating themselves and others.

Speaking effectively about a relevant idea or opinion can affect change.

Essential Question(s): What makes a speaker “good”? How can speakers effectively engage

their audience and communicate their point?

Long-Term Question: Why is it important to consider social justice issues? How can writing and speaking about these issues change the world/why is this important?


Note the information communicated and strategies used by other speakers that make their speeches effective or not.

Communicate their argument in a clear and concise manner that relays all relevant information and engages and persuades the audience to see their point of view.

Evaluate one’s own speaking to see room for improvement and begin to consider the importance of their speech on the people around them.

Stage 2 – Assessment EvidencePerformance Task(s):

Deliver a speech concerning their social justice issue and their position on it in a way that effectively communicates relevant information and uses strategies to persuade others to see their perspective.

Right a reflection on their speech and the significance it had on the minds of those around them.

Other Evidence:

3 Stars and A Wish evaluations on other student speeches- allows teacher to see what positive elements the students can pick up on in others and where they see possibility for improvement

Self-evaluation exit slip



This lesson was difficult to plan for, because it revolved around a performance task and was a bigger investment of time rather than a normal day with several different learning activities. This made me consider the intentionality of the activities I chose, because since they’re taking up such a large amount of time it’s essential that they positively influence the student’s path towards

Time Teacher Will Be: Students Will Be: Rationale:80minutes

Evaluating student speeches based on the strength of information presented and their communicate and argue their perspective on a social justice issue

All 15 students will be sharing their 4-5 minutes speeches one by one and evaluating their peers by writing 3 “stars” of things that added to the quality of their speech, and one wish they have for improvement moving forward

Allows students to practice their public speaking and ability to present information and communicate an argument while also allowing students to work on their ability to recognize effective elements of a speech and the possibilities of continual improvement

10minutes

Collecting written evidence on student reflection and analyzing common areas of strength or weakness

Writing an exit slip about how well they felt they communicated information on their social justice issue and argued their perspective.

Gives students a chance to self-reflect and allows the teacher to collect evidence on where the students feel they are in terms of their performance tasks.

grasping the goals and objectives. I learned that it’s okay to not have the flashy activities following one after the other all the time, so long as whatever you choose to do benefits the students’ learning. With something like this, I considered how important it is to have time to reflect, because without having learning activities that allow for teacher evaluation it’s harder to understand where students are at in terms of learning. I also thought about what the teacher could do to make a class time that isn’t as broken up by activities, such as a day of speeches, more engaging. It could be fun to turn the day into a “festival” of sorts with presentations, and students could dress up and bring in food. In this way, students would be more excited and their physical need for food and other needs discussed this semester would be fulfilled.

Lesson Plan #4:

Lesson Topic: Poetry Annotation Grade level: 10thLength of lesson: 1.5 hours


Indiana Department of Education Standards-Vocabulary:9-10.RV.3.3: Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.


Poets use different devices in a poem. These poetic devices serve a purpose in

the poem.


What are some of the various poetic devices used by poets?

Where can these poetic devices be seen in the poetry you’ve read?

Long-Term Question: Why does poetry matter and what can it add to the world? How can the elements of poetry add to its effect on the world?


Provide concrete definitions for the various poetic devices used in poetry. Annotate poems by pointing out a variety of different poetic devices used by the writer.


1. Students will compile a list of their 5 favorite poems and annotate them to illustrate their recognition of the poetic devices used.

2. Students will write a paper on 1 of their favorite poems communicating what the poetic devices used do for the piece as a whole.

Other Evidence:

+, / , - Sheets Walk around notes on which poetic

devices were the most recognized 5 Annotated Poems- Students will turn in

their 5 favorite poems annotated, which will allow the teacher to see where they are in their recognition of poetic devices

Chalk Talk



This lesson was difficult to plan for, because it was very similar to the goals and objectives for a previous lesson. In this situation, I focused my attention on the performance tasks that I created, which reminded where my lessons should be heading. In this way, I learned how to come up with new learning activities that lead up to and support the performance tasks that build on the knowledge of previous lessons without blandly repeating them. By creating this lesson plan, I was able to get a realistic sense of how lessons build on one another, and how to use the objectives obtained in the previous lesson to create further knowledge and achievement towards the performance tasks.


Reviewing the students + , / , - sheets to see which poetic devices the students do not have solidified definitions for

Completing a + , / , - sheet that asks them to mark their comfort level defining a specific poetic device and then provide a definition

Gives the students a concrete understanding of each poetic device to later build on, and allows the teacher to see what the students have gleaned from their introductory lesson on devices used by poets to enhance their poetry

60 minutes

Walking around and taking notes on which poetic devices are recognizing the most in their annotation

Working on their performance task of annotating their 5 favorite poems

Evaluates the students ability to recognize poetic devices on their own in poems that are intriguing to them

10 minutes

Conducting and photographing a chalk talk

Silently participating in a chalk talk where they answer which poetic devices they found the most in their poems and which poetic device they enjoyed the most based on the role they played in the poem

Offers the teacher further evidence on which devices the students have a strong grip on, as well as gets the students thinking about the purpose their devices serve in a poem

Lesson Plan #5: *To Be Graded

Lesson Topic: The Purpose of Poetic Devices Grade level: 10th Length of lesson: 1.5 hours


Indiana Department of Education Standards-Vocabulary:9-10.RV.3.3: Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

Reading:9-10.RL.4.1: Analyze multiple interpretations of a story, play, or poem, evaluating how each version interprets the source text.

Speaking and Listening:

9-10.SL.2.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade-appropriate topics, texts, and issues, building on others’ ideas and expressing personal ideas clearly and persuasively.Understanding (s)/goalsStudents will understand:

1. Poets use different devices in a poem.2. These poetic devices serve a purpose in

the poem.


1. What are some of the various poetic devices used by poets?

2. Where can these poetic devices be seen in the poetry you’ve read?

3. What purpose do these devices serve in the poem?

Long-Term Question: Why does poetry matter and what can it add to the world? How can the elements of poetry add to its effect on the world?


1. Recognize a range of different poetic devices in pieces of poetry.2. Begin considering the purpose of poetic devices/reason they were used by the

poet/significance they bring to the work.

Stage 2 – Assessment EvidencePerformance Task(s): Other Evidence:

3. Students will compile a list of their 5 favorite poems and annotate them to illustrate their recognition of the poetic devices used.

4. Students will write a paper on 1 of their favorite poems communicating what the poetic devices used do for the piece as a whole.

1. Sticky notes from the personal student definitions

2. Photographs from Jigsaw groups3. Observational notes taken while walking

around during annotation and Think-Pair-Share

4. KWL Charts- Will illustrate what students have learned and what they still need more time learning.



While creating this lesson, I learned how important it is to have a specific goal in mind when creating learning activities. I found myself coming up with educational and engaging ideas, but


Collecting the sticky notes that illustrate common misconceptions so that they can be addressed specifically

Exploring the various poetic devices hung up around the room and putting their personal sticky-note definitions by the words

This activity allows the teacher to see where the students are at in terms of comprehending each poetic device, and allows students to get up and walk around.

30 minutes

Leading discussion in certain expert groups, taking photographic evidence of notes taken

“Jigsaw”- Students will be placed in home groups to discuss the basic definitions they made on the walls, then join expert groups to explore a certain poetic device(s) in depth, then return to their home group to explain the terms they are now “experts” on.

Students are allowed to talk through their individual definitions with a group in order to evolve their thinking process, and then will become masters in the poetic devices through research and hearing from others.

20 minutes

Walking around with a notepad observing/writing down which devices are being easily recognized and which areas of the poem students are avoiding.

Students will be annotating 2 poems supplied by the teacher to find as many poetic devices they can.

This allows students to practice actually finding the devices they’ve learned about in poetry in order to better understand what forms they come in and what they do in a poem.

10 minutes

Participating in Think-Pair-Share groups when the conversation seems to have stalled, take notes on what they aren’t understanding

Students will find a partner and will participate in a Think-Pair-Share in which they discuss what poetic devices they found and why they think the poet used them.

This allows students to begin to consider the “why” of poetic devices as well as collaborate with others to see things they might not have noticed on a first try.

10 minutes

Reading through KWL charts

Students will make a revised- KWL charts discussing what they didn’t know before class, what they now know, and what they are still unsure about or want to know, placing specific focuses on what function poetic devices serve.

This allows the students to reflect on their growth throughout the lesson and helps the teacher see where the students are at in terms of their learning by the end of the lesson.

they didn’t directly speak to the essential questions or student objectives outlined. It’s important to understand exactly what function your lessons serve in the classroom so that they are as valuable as possible. I also learned how much strategy is used when coming up with learning activities, because you want to have a variety of activities that flow together in order to help the students leave the classroom feeling as though they grew that day in their understanding of a given question.

Lesson Plan #6:

Lesson Topic: ISTEP Practice Testing Grade level: 10thLength of lesson: 1.5 hours


Reading:9-10.RL.3.1: Analyze and evaluate how an author’s choices concerning how to structure a work of literature, order events within it (e.g., parallel episodes), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Vocabulary:9-10.RV.3.1: Analyze the meaning of words and phrases as they are used in works of literature, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings.

9-10.RV.3.3: Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text

Writing:9-10.W.3.1 Write arguments in a variety of forms that –● Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create anorganization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.● Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengthsand limitations of both in a manner that anticipates the audience’s knowledge level and concerns.● Use effective transitions to link the major sections of the text, create cohesion, and clarify therelationships between claim(s) and reasons, between reasons and evidence, and between claim(s) andcounterclaims.● Establish and maintain a consistent style and tone appropriate to purpose and audience.● Provide a concluding statement or section that follows from and supports the argument presented.


Recognizing elements of literature and poetry is important to academic growth.

Effectively communicating a point in writing is essential for true understanding.


What strategies do authors use in their writing?

What purpose do these strategies serve in the work?

How can ideas and points of view be effectively communicated in writing?


Recognize the elements of and strategies used in literature. Understand the purpose these elements and strategies serve in the context of English

literature. Communicate their ideas and points of a view on literature in a clear and effective way.


ISTEP test

Other Evidence:

Anticipation guide Chalk talk (let’s teacher see what

students are intrigued or confused by so far in the classroom)

Student essay Exit Slip



This lesson was probably the most challenging to craft, because the actual class time it was based off of was spent completely in silence with students taking a practice ISTEP test. At first this was frustrating to me and I didn’t think any quality lesson could be planned around this. Nevertheless, designing this lesson made me accept that standardized testing is a reality, and that preparation for it can still talk the form of a positive and effective learning environment. I learned that while it’s


Administering an anticipation guide for the students

Completing an anticipation guide that asks Agree/Disagree questions as well as for explanations on certain literary elements, what they are, if they are present in a work, and what purpose they serve

This allows students to begin to warm up to question/answer material on the ISTEP concerning literature and its strategies

10 minutes

Collecting the evidence of the chalk talk to decide prompt options for the timed write

Silently writing on the board either: 1) A topic (novel, discussion, etc.) in class that has peaked their interest or 2) An idea they are confused on or want to explore more

This gives students time to reflect on their learning as well as autonomy in their preparation and allows them to improve in classroom subjects while also working towards success on the ISTEP

60 minutes

Administering a timed write essay for the students based on the prompt chosen through the chalk talk

Writing a five-paragraph essay about a thesis that in some way relates to the topic or idea they wrote about in the Chalk Talk

This let’s student practice their ability to coherently discuss a literary concept in a structured essay, while also letting them learn more about or dive into an idea they are passionate about in order to enhance engagement and learning

5 minutes

Collecting exit slips Writing an exit slip about how prepared and confident they felt in their ability to recognize literary elements and their purpose as well as their ability to write a clear and effective five-paragraph essay.

This gives the students time to reflect on where they are in their learning leading up to the ISTEP test, and allows the teacher to have a sense on what areas could still be improved before the real test day.

important for students to understand exactly what will be expected of them on a standardized test, there are ways in which class time can still use learning strategies that enhance understanding and engagement. Looking forward, planning this lesson will help me understand how to make the best learning environment possible, no matter the situation.

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