teaching work sample morgan van zee language arts

Teaching Work Sample

Morgan Van Zee

Language Arts / Figurative Language

Longfellow Elementary

5th Grade

12/4/2015

TABLE OF CONTENTS

CONTEXTUAL FACTORS

Community

District/School

Classroom

Implications for Instruction

GOALS AND OBJECTIVES

TIME LINE AND LESSON PLANS

Time Line

Lesson Plans

Reflection Log

ASSESSMENT

Pre-Assessment

Ongoing Assessment

Post Assessment

Student Work Document (All student work examples should be in a

separate folder with each document properly labeled)

DATA ANALYSIS AND RECOMMENDATIONS

Individual students

Whole Class

SUMMARY OF STUDENT PROGRESS

Example: Letter to parents

Example: Website posting regarding unit

CONTEXTUAL FACTORS

Return to ToC

Community – Mitchell, SD

The community of Mitchell is located in Davison County, in the southeastern part South

Dakota. With a population 15,254, Mitchell is the 6th largest city in South Dakota, but is still

considered a rural community. According to the 2010 census, the ethnicity makeup is 93.6%

White, 0.5% African American, and 3.0% Native American. The rest of the population is made

up of Asian, Pacific Islander or Hispanic/Latino. Median household income for persons living in

Mitchell is $45,833, and percent of persons below the poverty level is 13.3%. The

unemployment rate of Mitchell is currently 3.1%.

District/School – Mitchell School District, Longfellow Electuary

The Mitchel school district currently has 2710 students enrolled K-12. There are three

pubic elementary schools, one middle school and one high school. There are also two small

colony schools. The ethnic makeup of the school district includes 87.7% White, 5.9% American

Indian, 3.5% Hispanic, 1.2% African American, 1% Asian or Pacific Islander, and 0.7% of two

of more races. 14.6% of the students in the district receive some kind of special education

services. Of the elementary students in the district, 47% are eligible for free and reduced lunches.

Longfellow Elementary School is located on the eastern side of Mitchell and has 397

students enrolled. Of those students, over 60% qualify for free and reduced lunches. The

attendance rate of Longfellow is at 94.8%. Within the school, there are many different programs

to help student achievement. LEAP is a before and after school tutoring program for students

who need extra attention or help with their work. They also have a Reading First program that

focuses on putting proven methods of early reading instructions in classrooms. Longfellow is

eligible for Reading Recovery and Title I services. They have three teachers that fill these

positions. The elementary school also takes part in the Backpack Program that provides students

with a bag of food to take home for over the weekend.

Classroom – 5th Grade

I am teaching in a 5th grade classroom that I will refer to as “5G” (5th grade, teacher –

Gilman) throughout this sample. 5G has 22 students, 15 boys and 22 girls. There are 5 students

in the classroom that are receiving special education or speech therapy services. Two of these

students receive full time special education services and are in the regular classroom for 45-75

minutes throughout the day. One of those students has Down Syndrome and one has Angelmans

Syndrome. One of the 5 students on an IEP is receiving speech services 2 times a week for 20

minutes. Another one receives one-on-one time during reading interventions and has a

paraprofessional in the room during reading. The last one has learning disabilities in math,

reading, and writing. He is pulled out during these subjects and also receives speech services 3

times a week for 15 minutes.

The students in 5G are from ages 10-11. There are two African American students in the

class, the rest are White, non-Hispanic. The skills and achievement levels of the students in this

class range from a third grade level in both math and reading to an 8th grade level. Six of the

students take part in the “Backpack Program” and 4 of them attend the LEAP program after

school.

This particular classroom is very structured during the duration of the school day. The

students have a set seating chart, as well as routines and procedures that have been very

consistent throughout the school year. The students always know what is expected of them.

Implications for Instruction

This class has a very large span in their learning abilities. The lowest student is at a third

grade level, and the highest students are at an 8th grade level. This could prove to be very

difficult to adjust to during my lessons. I will use strategic grouping for any group activities I

have planned to make sure there is differentiation taking place. I am planning to do reading

centers, so I will group the students by reading level and have them do activities and teach mini

lessons that meet the students where they are.

Mitchel School District has not updated their elementary reading curriculum since the

change to the Common Core State Standards. This makes teaching reading a little more difficult.

Because I don’t have a curriculum that incorporates the standard I will be focusing on, I will

have to use other resources to supplement my lessons. Resources will include those from internet

sites (Teachers Pay Teachers, Pinterest), as well as assessments and activities designed myself.

There will be a paraprofessional in the classroom during my reading instruction. She is in

there for one of the students on an IEP, but she is very helpful during all instruction with all of

the students. She is a go-getter when it comes to helping with students that need motivation to

get their work or to help the classroom instruction as a whole. This will allow me to do activities

that might require more than one set of hands or eyes within the classroom.

GOALS AND OBJECTIVES

Return to ToC

Unit Goals –

1. Students will become familiar with three different types of figurative language (similes,

metaphors, idioms) and be able to identify them within a text.

2. Students will be able to determine the meaning of three different types of figurative language

(similes, metaphors, idioms).

Unit Objectives –

1. After the unit, students will be able to correctly identify types of figurative language on their

post assessment 4 out of 5 times.

2. After the unit, students will be able to correctly find the meaning of three different types of

figurative language on their post assessment 4 out of 5 times.

UNIT STANDARD: 5.RL.4 Determine the meaning of words and phrases as they are used in a

text, including figurative language such as metaphors and similes.

I CAN STATEMENTS:

I can understand the meanings of words and phrases in the text.

I can identify similes and metaphors.

I can understand similes and metaphors.

TIME LINE AND LESSON PLANS

Return to ToC

Timeline

Lesson # Lesson 1 Lesson 2 Lesson 3 Lesson 4

Date 10/13/15 10/14/15 10/15/15 10/16/15

Time 8:30 AM 8:30 AM 8:30 AM 8:30 AM

Procedure Direct

Instruction:

Reading story

aloud, discuss

and fill out

inference

organizers

Direct

Instruction:

Reading story

aloud, discuss

and fill out

inference

organizer,

discuss idioms

Centers:

DEAR,

ScootPad, Simile

Mini Lesson,

Simile task card

and sentence

activity

Centers:

DEAR,

ScootPad, Simile

Mini Lesson,

Simile task card

and sentence

activity

Assessment Discussion,

inference

organizer, Simile

Discussion,

inference

organizer, Simile

Discussion, Mini

lesson activity,

Task card Sheet

Discussion, Mini

Lesson Activity,

Task card sheet

Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9

10/19/2015 10/20/15 10/21/15 10/22/15 10/23/15

8:30 AM 8:30 AM 8:30 AM 8:30 AM 8:30 AM

Centers:

DEAR,

Metaphor Mini

Lesson,

Scootpad,

Metaphor Task

card and game

Centers:

DEAR,

Metaphor Mini

Lesson,

Scootpad,

Metaphor task

cards and game

Centers:

Simile/Metaphor

Story,

Simile/Metaphor

Game, Idiom

Mini Lesson,

Idiom activity

Centers:

Simile/Metaphor

Story,

Simile/Metaphor

Game, Idiom

Mini Lesson,

Idiom activity

Kahoot/Review

Game

Discussion, Mini

lesson Activity,

Metaphor task

card sheet

Discussion, Mini

Lesson Activity,

Metaphor task

card sheet

Discussion, Mini

Lesson Idiom

Graphic

Organizer,

Amelia Bedelia

Sheet

Discussion, Mini

Lesson Idiom

graphic

Organizer,

Amelia Bedelia

Sheet

Discussion, Post

Assessment

Lesson Plans

Dakota State University

College of Education

LESSON PLAN FORMAT

Name: Morgan Van Zee

Grade Level: 5th Grade

School: Longfellow Elementary

Date: 10/13/2015

Time: 8:30 AM

Reflection from prior lesson:

This is the first lesson of my work sample. In previous reading lessons from this year, I have noticed that

students have a difficult time picking up on figurative language. Most of the time, the simile, metaphor,

and idiom hast to be explicating pointed out and discussed for students to notice and understand it. We

have briefly touched on similes and idioms in past class discussions, but this work sample will really

more into recognizing those and metaphors, and creating some of our own.

Lesson Goal(s) / Standards:

5.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative

language such as metaphors and similes.

5.RL.1 Quote accurately from a text when explaining what the text says explicitly and when drawing

inferences from the text.

Lesson Objectives:

While reading the story aloud, students will work as a whole group to fill in the first two boxes on their

inference sheet, and then fill in the third box on their own, making one correct or believable inference

with 100% accuracy.

After discussing similes, students will identify and write the simile from the last paragraph of their

reading, and write down the two things the simile is comparing with 100% accuracy.

Materials Needed:

Reading teacher manual, student reading textbooks, inference sheets

Contextual Factors/ Learner Characteristics:

The class participating in the lessons of this work sample contains 22 students; 15 boys and 7 girls. Two

of the students, one boy and one girl, will not be present during instruction as they are full time special

education students. One student is substantially low level and will have a para professional in the room

during this time. These students are generally hard workers and great listeners. They work well in

groups and cooperative learning situations. Many of the students in this group are more math minded

than reading minded, so reading can sometimes be a challenge.

A. The Lesson

1. Introduction (3 minutes)

getting attention – “How do people help animals? What is the difference between

helping animals and helping pets?”

relating to past experience and/or knowledge – “Have any of you helped an animal

before?” “If so, how?”

creating a need to know –

sharing objective, in general terms – “Today we are going to be reading the story of

“Shiloh,” working on making inferences, and discussing similes.

2. Content Delivery (25 mins Direct instruction)

o Read “Shiloh” aloud as a class.

o Stop reading after first page and make first inference

o (text clues + what you know =inference)

o Discuss and fill out inference sheet as a class

o Fill out all three boxes as a class

o Fill out second inference sheet after page 2 (first two boxes together, las on

their own)

o Discuss similes on page 152 on second paragraph

o “hums to Shiloh like he’s a baby in a cradle, not a dog in a box”

o Student write a simile of their own comparing two things

o Discuss second simile on page 154, last paragraph

o “a sound like makes my bones feel like icicles inside me.”

3. Closure (2 mins)

o Ask for predictions about how they feel the book will end the next day.

B. Assessments Used

Informal – Class discussion

Formal – inference organizer sheets

C. Differentiated Instruction

There is a paraprofessional in the room to give extra instruction to our low level student. If there are

students who are needing extra help understanding the idea of simile and inference, I will gather those

students together to give them individualized help after the lesson.

D. Resources

- Macmillan/McGraw-Hill Treasures reading series teacher manual

- 20 Macmillan/McGraw-Hill student textbooks and textbook inference chart



LESSON PLAN FORMAT




Date: 10/14/2015

Time: 8:30 AM


The students did very well with the inferencing table (text clues, what I know, and inference boxes).

Once I gave them clues on the first inference question, they did the second inference question on their

own, and then we talked about it as a class. Both of the objectives for the lessons need a little more

work. About half of the students completely met the objectives. We will do inferencing again tomorrow

and similes during the next two days. The students loved the story we read aloud in class today (Shiloh).

They paid attention during reading and were very ready and willing to answer any comprehension

questions or inferencing questions I asked. During one of the questions, the students were very hesitant

to answer, so I had them “turn and talk” to their neighbor, and then had them answer aloud to the class.

This worked nicely.




5.RL.1 Quote accurately from a text when explaining what the text says explicitly and when drawing

inferences from the text.

Lesson Objectives:

While reading the story aloud, students will fill in an inference organizer by themselves with 75%

accuracy (at least 2/3 sections will be filled in correctly).

During class discussion, students will show understanding of the example idiom in the story by

identifying it from the reading and stating the meaning in writing with 100% accuracy.

Materials Needed:

Reading teacher manual, student reading textbooks, inference sheets




education students. One student is substantially low level and will have a para professional in the room

during this time. These students are generally hard workers and great listeners. They work well in



A. The Lesson


getting attention – “Turn and Talk” with neighbor

relating to past experience and/or knowledge – Discuss what was read yesterday.

creating a need to know – Why is learning to make inferences important?

sharing objective, in general terms – Today we are going to finishing reading

Shiloh, make one more inferences about the text, and learn about a new type of

figurative language.

2. Content Delivery (25 mins Direct instruction)

o Finish reading last half of “Shiloh” aloud as a class.

o Stop reading after the 6th paragraph to discuss idioms

o “pull through”

o Idioms are phrases or expressions whose meanings cannot be understood from

the ordinary meanings of the words.

o Student write an idiom of their own

o Discuss and fill out inference sheet as a class at the bottom of page 156

o Students fill first box out alone

o Second box as a class, last box on their own

o Review what a character trait is

o What do Judd Travers’s actions reveal about his character trait?

o What evidence do you have to prove this?

3. Closure (2 mins)

o Go over inference sheet. Review similes. “Tomorrow we will be digging into similes

and working in centers!”

B. Assessments Used

Informal – Class discussion

Formal – inference organizer sheet


There is a paraprofessional in the room to give extra instruction to our low level student. If there are

students who are needing extra help understanding the idea of idiom and inference, I will gather those

students together to give them individualized help after the lesson.

D. Resources

- Macmillan/McGraw-Hill Treasures reading series teacher manual

- 20 Macmillan/McGraw-Hill student textbooks and textbook inference chart



LESSON PLAN FORMAT




Date: 10/15/2015 Time: 8:30 AM


After looking at the assessment pieces I gave to the class, the students understood the idiom discussion

fairly well. Some of the students did not correctly identify the meaning of the idiom. The inferencing

objective was met by all the students. They were able to make a correct inference by themselves. The

idiom objective was not quite met. We will spend more time on this concept during centers later next

week. While most of the students were engaged during the class, I noticed that some of them were

losing focus with the story. We were able to get through today, but tomorrow we will be doing center

work. This should be a little more exciting as we have not done centers yet this year.




Lesson Objectives:

After mini lesson, students will be able to identify and underline a simile in a particular sentence 5 out of

5 times.

After the mini lesson, students will be able to tell what two things a simile is comparing 5 out of 5 times.

Materials Needed:

Notebook paper, note taking sheets, fill in blank worksheet, identify simile worksheet, picture

worksheet, Ninja tasks cards and sheets, 5 iPads




education students. One student is at a substantially lower level and will have a para professional in the

room during this time. These students are generally hard workers and great listeners. They work well in



A. The Lesson


getting attention – Show Simile Flocabulary video

relating to past experience and/or knowledge – Refer back to simile from “Shiloh”

creating a need to know – while reading, figurative language is important

sharing objective, in general terms – Today we will be working in centers and

focusing on identifying and finding the meaning of similes.

2. Content Delivery (40 mins, center small groups)

4 groups and 4 centers; 2 centers a day for 20 minutes each.

o Center 1

o Simile mini lesson with teacher

o Note taking sheet - cut out and glue to lined paper (write definition and

examples)

o Simile Worksheet – On each sentence, underline simile and circle two things

that are being compared

o Center 2

o Simile activity with leveled group

o Simile task cards matching activity (match simile to what simile means)

o Writing what simile means on task card sheet

o If finished, play simile game

o Center 3

o DEAR time

o Individualized reading around the room or in the library.

o Center 4

o Scootpad (ELA practice on iPads)

o Students will only work on standard focusing on during this work sample

3. Closure (2 mins)

o Bring students back to middle, review simile structure, turn and talk

B. Assessments Used

Informal – mini group discussion

Formal – Simile worksheet, scootpad results, task card sheets


Level groups – center groups will be made so students of similar skill levels are paired together. During

the mini lesson, the two higher groups will be doing a more difficult activity than the lower groups. If

they lower groups master their sheet, they will move on to what the higher level groups did.

D. Resources

Simile Ninja – Teachers Pay Teachers – Hashtag Fifth

Simile and Metaphor Activity Pack and Task Cards – Teachers Pay Teachers – Teaching with a Mountain

View



LESSON PLAN FORMAT




Date: 10/16/2015 Time: 8:30 AM


Centers worked very well for this group of students. I was able to work with one group at the table and

trust that my other student were following directions in their group. There were a couple of times I had

to redirect students, but they quickly got back to work. One thing I need to be better at during centers is

being aware of other groups around the room and what they are doing. I worked with two groups today.

In one of the groups, the objectives were met completely. The second group (the lower of the two

groups) was able to identify the simile and what it was comparing 4 out of 5 times. I really liked the use

of the notetaking sheet and the picture book with example similes. I saw a substantial amount of growth

in knowledge using these two things.




Lesson Objectives:

After mini lesson, students will be able to identify and underline a simile in a particular sentence 5 out of

5 times.

After the mini lesson, students will be able to tell what two things a simile is comparing 5 out of 5 times.

Materials Needed:

Notebook paper, note taking sheets, fill in blank worksheet, identify simile worksheet, picture

worksheet, Ninja tasks cards and sheets, 5 iPads








A. The Lesson


getting attention – Turn and tell your neighbor either one thing you learned about

similes yesterday, or one example of a simile.

relating to past experience and/or knowledge – Ask students to share what they

learned


sharing objective, in general terms – Today we will be continuing with centers.

Each group should have two left!


4 groups and 4 centers; 2 centers a day for 20 minutes each. Each group will continue to last to

centers on this day for similes.

o Center 1

o Simile mini lesson with teacher

o Note taking sheet - cut out and glue to lined paper (write definition and

examples)

o Simile Worksheet – On each sentence, underline simile and circle two things

that are being compared

o Center 2

o Simile activity with leveled group

o Simile task cards matching activity

o Writing what simile means on sheet

o If finished, play simile game

o Center 3

o DEAR time

o Individualized reading around the room or in the library.

o Center 4

o Scootpad (ELA practice on iPads)


3. Closure (2 mins)

o Bring students back to middle, review simile structure, turn and talk

B. Assessments Used

Informal – mini group discussion Formal – Simile worksheet, scootpad results, task card sheets



the mini lesson, the two higher groups will be doing a more difficult activity than the lower groups.

D. Resources

Simile Ninja – Teachers Pay Teachers – Hashtag Fifth


View



LESSON PLAN FORMAT


Grade Level: 5th Grade School: Longfellow Elementary

Date: 10/19/2015 Time: 8:30 AM


Based on the data I collected from the mini lesson, both of my small groups did very well with similes.

The lower of the two groups struggled at first, but by the end of the 20 minute lesson, they were on

track. The lesson objectives were met by both of my small groups of 5. The students in my small group

center were engaged throughout the lesson. I really the small group instruction I am going because it

gives me a change to work with students initially and see who is having the most difficulty. Based on the

past two days, I will continue to use center groups during this work sample.




Lesson Objectives:

After mini lesson, students will be able to identify and underline a Metaphor in a particular sentence 4

out of 4 times.

After the mini lesson, students will be able to tell what two things a metaphor is comparing 4 out of 4

times.

After the mini lesson, students will be able to decipher the meaning of a given metaphor, in writing.

Materials Needed:

Interactive note taking sheets, fill in blank worksheet, identify metaphor worksheet, Metaphor task

cards and answer sheets, game boards and game cards, 5 iPads








A. The Lesson



similes yesterday, or one example of a simile.


learned





4 groups and 4 centers; 2 centers a day for 20 minutes each. Each group will be starting the

rotation today. Next lesson will be a continuation of these centers.

o Center 1

o Metaphor mini lesson with teacher at kidney table

o Note taking (same lined paper and organizer from simile center),

o Metaphor worksheet - Underling metaphors in each sentence and circling what

two things are being compared

o Center 2

o Metaphor activity with leveled group

o Metaphor task cards and answer sheet

o Writing what metaphor means and what is being compared on sheet

o If finish, hand in to homework bin and read AR book

o Center 3

o DEAR time

o Individualized reading in the library.

o Center 4

o Scootpad (ELA Assignment on iPads)


3. Closure (2 mins)

o Bring students back to desks, ask about post assessment

B. Assessments Used


Formal – Metaphor worksheet, scootpad results, task card sheets




Differentiated Task cards – Metaphor will be underlined for lower level students

D. Resources


View



LESSON PLAN FORMAT



Date: 10/20/2015 Time: 8:30 AM


After analyzing student work from the past lesson, I realized that my group who went to the activity

center right away (before getting to meet in my “teacher center” first), struggled a little, compared to

the group who met with me and then completed that activity. The students continue to be engaged

during this “center instruction.” We have bit of an issue with transitions. I think I am implementing a

timing system for transitions. The last group I had did not quite meet my objectives for the day. They

could I identify the metaphor, but struggled a little bit to determine what the meaning was. I will

analyzed my student work from the next lesson to see how they did in the activity center




Lesson Objectives:

After mini lesson, students will be able to identify and underline a metaphor in a particular sentence 5

out of 5 times.

After the mini lesson, students will be able to tell what two things a metaphor is comparing 5 out of 5

times.

After the mini lesson. Students will be able to decipher the meaning of a given metaphor, in writing.

Materials Needed:

Interactive note taking sheets, fill in blank worksheet, identify metaphor worksheet, Metaphor task

cards and answer sheets, game boards and game cards, 5 iPads








A. The Lesson



metaphors yesterday, or one example of a metaphor.


talked about with partner





4 groups and 4 centers; 2 centers a day for 20 minutes each. Each group will continue to last two

centers on this day for metaphors.

o Center 1

o Metaphor mini lesson with teacher at kidney table

o Note taking (same lined paper and organizer from simile center),

o Metaphor worksheet - Underling metaphors in each sentence and circling what

two things are being compared

o Center 2

o Metaphor activity with leveled group

o Metaphor task cards and answer sheet

o Writing what metaphor means and what is being compared on sheet

o If finish, hand in to homework bin and read AR book

o Center 3

o DEAR time

o Individualized reading in the library.

o Center 4

o Scootpad (ELA Assignment on iPads)

o Students will only work on standard focused on during this work sample

3. Closure (2 mins)

o Bring students back to desks, ask about post assessment

B. Assessments Used

Informal – mini group discussion Formal – Metaphor worksheet, scootpad results, task card sheets




Differentiated Task cards – Metaphor will be underlined for lower level students

D. Resources


View


College of Education LESSON PLAN FORMAT



Date: 10/21/2015 Time: 8:30 AM


After observing the student work from the past lesson, I could tell the students were picking up on

metaphors quickly. The activity they were to do as a group in the “activity center” was being turned in

with great results. One of my instruction decisions from the past lesson use a timer that that was

projected on the board and played the theme song to Mission Impossible for 3 minutes at the end. The

lesson objective of “finding the meaning of the metaphor” was met. Students struggled to find the

metaphor once in a while, but once they did, they knew the meaning.




Lesson Objectives:

During the mini lesson, students will be able to decipher the meaning of a specific idiom and write it

down correctly, 3 out of 3 times.

After the mini lesson, students will be able to fill out a graphic organizer with the correct meaning of

their chosen idiom.

After the mini lesson, students will be able to use their idiom in a sentence that correctly implies it’s

meaning.

Materials Needed:

“Who Let the Cat out of the Bag” book, “Don’t Take it Literally” graphic Organizer, Simile/Metaphor

Story, Story Sheet, “Amelia Bedelia Plays Ball” book, Amelia Bedelia graphic organizer, Simile Metaphor

Game Board, game cards, game makers, dice








A. The Lesson

1. Introduction (used in center #3, 2 mins)

getting attention – Have you ever heard a phrase that means something totally

different than what it sounds like?

relating to past experience and/or knowledge – Sing of the Beaver (feed the fire)

creating a need to know – figures of speech/hear them while reading

sharing objective, in general terms – Today we will be learning some new idioms

and figuring out their meanings.


4 groups and 4 centers; 2 centers a day for 20 minutes each. (First time through today)

o Center 1

o Simile/Metaphor Story (review)

o Students will read the story, underline and similes and metaphors they find and

write down whether it is a simile or metaphor, and write down the meeting

o Center 2

o Simile Metaphor Board Game (review)

o Center 3

o Idiom Book/Graphic organizer Center

o I will read and idiom book to the students and periodically ask them to write

down the meaning of the idioms we find

o After reading, students will pick their favorite idiom and fill in their graphic

organizer based on their idiom.

o Center 4

o Amelia Bedelia Reading Center

o Students will read Amelia Bedelia Plays Ball” out loud and identify the idioms in

the book and tell their meanings.

3. Closure (used in center #3, 2 mins)

o Students will show their small group their graphic organizer picture and their group

members will guess what idiom that student picked.

B. Assessments Used


Formal – Idiom graphic organizer, Amelia Bedelia Graphic Organizer, Simile/Metaphor Story Sheet




D. Resources


View

Practicing Idioms with Amelia Bedelia – Teachers Pay Teachers – Where the Wild Things Learn





Date: 10/22/2015 Time: 8:30 AM


This past group of students was very good at idioms. They had fun with them and could tell me their

meanings. I had to remind students only once during the course of centers that their voices were getting

too loud. To do this I briefly interrupted my center to talk to the whole group. The objective to this

lesson was met. Students were able to decipher the meanings of common idioms and were able to

identify them within a text. One of my center groups struggled putting a common idiom in a sentence

that described the meaning.




Lesson Objectives:

During the mini lesson, students will be able to decipher the meaning of a specific idiom and write it

down correctly, 3 out of 3 times.

After the mini lesson, students will be able to fill out a graphic organizer with the correct meaning of

their chosen idiom.

After the mini lesson, students will be able to use their idiom in a sentence that correctly implies it’s

meaning.

Materials Needed:

“Who Let the Cat out of the Bag” book, “Don’t Take it Literally” graphic Organizer, Simile/Metaphor

Story, Story Sheet, “Amelia Bedelia Plays Ball” book, Amelia Bedelia graphic organizer, Simile Metaphor

Game Board, game cards, game makers, dice








A. The Lesson

1. Introduction (used in center #3, 2 mins)

getting attention – Have you ever heard a phrase that means something totally

different than what it sounds like?

relating to past experience and/or knowledge – Sing of the Beaver (feed the fire)

creating a need to know – figures of speech/hear them while reading

sharing objective, in general terms – Today we will be learning some new idioms

and figuring out their meanings.


4 groups and 4 centers. This will be the second day of these same centers. Students will complete

the last two

o Center 1

o Simile/Metaphor Story (review)

o Students will read the story, underline and similes and metaphors they find and

write down whether it is a simile or metaphor, and write down the meeting

o Center 2

o Simile Metaphor Board Game (review)

o Center 3

o Idiom Book/Graphic organizer Center

o I will read and idiom book to the students and periodically ask them to write

down the meaning of the idioms we find

o After reading, students will pick their favorite idiom and fill in their graphic

organizer based on their idiom.

o Center 4

o Amelia Bedelia Reading Center

o Students will read Amelia Bedelia Plays Ball” out loud and identify the idioms in

the book and tell their meanings.

3. Closure (used in center #3, 2 mins) Students will show their small group their graphic

organizer picture and their group members will guess what idiom that student picked.

B. Assessments Used


Formal – Idiom graphic organizer, Amelia Bedelia Graphic Organizer, Simile/Metaphor Story Sheet




D. Resources


View

Practicing Idioms with Amelia Bedelia – Teachers Pay Teachers – Where the Wild Things Learn






Date: 10/23/2015

Time: 8:30 AM


Students really liked the idiom book I read with them. They were very engaged and loved looking at the

pictures that were designed by 4th graders from California. I decided to use less guidance at my center so

my students could really show me what they understood idioms. This worked much better. Only a

couple of students struggled with the difference between the “literal” meaning and what the idiom

meant. The unit objectives were met. As I read the idiom book I went around the circle to ask students

what the meaning of the idiom. Some of the idioms were not as common as others, but if I used them in

some kind of sentence or context, they were able to figure them out.




Lesson Objectives:

Students will participate in a Kahoot review game and to show how much they learned about similes,

metaphors and idioms.

Materials Needed:

10 iPads, projector, computer, post assessments








A. The Lesson

1. Introduction (2 mins)

getting attention – “Remember that pre assessment we took at the beginning of

these centers? How many of you think you could do much better on that test now?”

relating to past experience and/or knowledge – “Think back to our first day of

reading Shiloh…

creating a need to know – While reading Shiloh we pointed out many different

similes and idioms within the story. There is so much more figurative language in

stories than you even realize!”

sharing objective, in general terms – “Today we are going to review those different

types of figurative language using “Kahoot.” Then you will all have a chance to take

that quiz we took last week again.”

2. Content Delivery (40 mins)

o Students will be put into groups of two and each pair will have an iPad

o Bring students to the front of the room

o Give student game pin and have them put in a team name

o Students participate in the “real-time” review game

o As a pair, each student must agree on one of the four multiple choice answers

o After each question we will discuss the right and wrong answers by asking

students to explain why they did or did not pick certain asnwers.

o I will give extra examples of the questions to help students understand the right

answers if they get them wrong

3. Closure (2 mins)

o Ask students for any questions or if they need clarification about anything from the

review game or about similes, metaphors or idioms.

o Give post assessment

B. Assessments Used

Formal – Kahoot review game answers, Post-assessment


Students were paired up with people of their same reading/ability level. This ensured that I wasn’t just

getting the scores of the higher leveled students.

D. Resources

https://getkahoot.com/

Figurative Language Stories – Teachers Pay Teachers – Lovin’ It

https://getkahoot.com/

Reflection Log

Lesson 1 Summary of Student Progress:

The students did very well with the inferencing

table (text clues, what I know, and inference

boxes). Once I gave them clues on the first

inference question, they did the second

inference question on their own, and then we

talked about it as a class.

Were the lesson objectives met?

Both of the objectives for the lessons need a

little more work. About half of the students

completely met the objectives. We will do

inferencing again tomorrow and similes during

the next two days.

Instructional decisions:

The students loved the story we read aloud in

class today (Shiloh). They paid attention

during reading and were very ready and willing

to answer any comprehension questions or

inferencing questions I asked.

During one of the questions, the students were

very hesitant to answer, so I had them “turn

and talk” to their neighbor, and then had them

answer aloud to the class. This worked nicely.

Include in tomorrow’s lesson:

- Another inference sheet (this will be done

completely on their own)

-More figurative language (idioms)

Lesson 2 Summary of Student Progress

After looking at the assessment pieces I gave to

the class, the students understood the idiom

discussion fairly well. Some of the students did

not correctly identify the meaning of the idiom.

All of the students made a correct inference

about Shiloh as well.


The inferencing objective was met by all the

students. They were able to make a correct

inference by themselves. The idiom objective

was not quite met. We will spend more time on

this concept during centers later next week.

Instructional decisions

While most of the students were engaged

during the class, I noticed that some of them

were losing focus with the story. We were able

to get through today, but tomorrow we will be

doing center work.


Tomorrow, I will be incorporating small group

settings to help the students go more in-depth

with similes.


I really liked the use of the notetaking sheet

and the picture book with example similes. I

saw a substantial amount of growth in

knowledge using these two things.


I worked with two groups today. In one of the

groups, the objectives were met completely.

The second group (the lower of the two

groups) was able to identify the simile and

what it was comparing 4 out of 5 times.


Centers worked very well for this group of

students. I was able to work with one group at

the table and trust that my other student were

following directions in their group. There were

a couple of times I had to redirect students, but

they quickly got back to work.

One thing I need to be better at during centers

is being aware of other groups around the room

and what they are doing.


Tomorrow I will use a timer during centers to

make sure that I am not going over the 20

minute time limit.


Based on the data I collected from the mini

lesson, both of my small groups did very well

with similes. The lower of the two groups

struggled at first, but by the end of the 20

minute lesson, they were on track.


The lesson objectives were met by both of my

small groups of 5.


The students in my small group center were

engaged throughout the lesson. I really the

small group instruction I am going because it

gives me a change to work with students

initially and see who is having the most

difficulty. Based on the past two days, I will

continue to use center groups during this work

sample.


Tomorrow’s lesson will include metaphors,

which are a little more difficult. I am going to

try and start centers a little earlier to give each

group 25 minutes with me instead of 20.


After analyzing student work from this lesson,

I realized that my group who went to the

activity center right away (before getting to

meet in my “teacher center” first), struggled a

little, compared to the group who met with me

and then completed that activity. This was to

be expected, even though this group in my

highest rated reading group.


The last group I had did not quite meet my

objectives for the day. They could I identify

the metaphor, but struggled a little bit to

determine what the meaning was. I will

analyzed my student work from the next lesson

to see how they did in the activity center.


The students continue to be engaged during

this “center instruction.” I am loving it! We

have bit of an issue with transitions. The

students are taking much too long and are

talking too much. I think I am implementing a

timing system for transitions.


I have the lowest and the highest groups during

tomorrow’s lesson. My mini lesson will need

to be very differentiated to make sure both

groups get the most out of the lesson that they

can.


After observing the student work from this

lesson, I could tell the students were picking up

on metaphors quickly. The activity they were

to do as a group in the “activity center” was

being turned in with great results. My high

group from the last lesson did much better with

me versus the activity.


The lesson objective of “finding the meaning

of the metaphor” was definitely met. Students

struggled to find the metaphor once in a while,

but once they did, they knew the meaning.


One of my instruction decisions today was to

use a timer that that was projected on the board

and played the theme song to Mission

Impossible for 3 minutes at the end. During

this 3 minutes, students were to silently

transition from one center to another as fast

and as quietly as they could. It worked great in

my morning class. The students loved it! I will

definitely be using this again.


-Timer projected on board

-only 30 seconds to transition

-more group activities (getting rid of DEAR

and Scootpad centers)


This group of students is very good at idioms.

They had fun with them and could tell me their

meanings. To make sure they were still

working on similes and metaphors, there was a

game and a Simile/Metaphor story. My lower

group struggled with this.


The objective to this lesson was met. Students

were able to decipher the meanings of common

idioms and were able to identify them within a

text. One of my center groups struggled putting

a common idiom in a sentence that described

the meaning.


Instead of doing a DEAR center and Scootpad

center I decided to add more activities to this

group of centers. I had to remind students only

once during the course of centers that their

voices were getting too loud. To do this I

briefly interrupted my center to talk to the

whole group.


-more guidance for Simile/Metaphor Story

center

-less guidance at my center (let students

complete graphic organizer on their own.)


Students really liked the idiom book I read

with them. They were very engaged and loved

looking at the pictures that were designed by

4th graders from California.

The students did great at fill out their graphic

organizers. This was a fun way to end the unit!


The unit objectives were met. As I read the

idiom book I went around the circle to ask

students what the meaning of the idiom. Some

of the idioms were not as common as others,

but if I used them in some kind of sentence or

context, they were able to figure them out.

Instructional decisions

I decided to use less guidance at my center so

my students could really show me what they

understood idioms. This worked much better.

Only a couple of students struggled with the

difference between the “literal” meaning and

what the idiom meant.

Once again the timer worked great!


-Review rules about talking to teacher during

center time (we will be continuing with small

group instruction through our next reading

unit)


Based on my data from the Kahoot review

game we played, most of the students scored

an 80% or above on the review. We took the

posttest and all students showed some kind of

growth.


Objectives were met. All students showed

some kind of increase in figurative language

knowledge.


The students were extremely engaged during

this lesson. They loved using the iPads to play

the game. I will definitely be using Kahoot in

other areas of teaching.

We had an issue keep the server connected to

20 iPads as well as my main computer. The

website kept kicking us all out of the game. I

decided to have the pair and work in groups of

two. After we but out iPad usage in half, the

website worked great!


(last lesson of the unit)

ASSESSMENT

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Pre-Assessment

Figurative Language

Directions: Read the story below. After reading, answer the questions listed below.

1 Tonight was the night she had been waiting for. Princess Penelope was head over 2 heels for Prince Patrick and she had finally persuaded her father to allow her to attend 3 the annual royal ball. She could hardly wait. Upon hearing the news, Penelope had 4 sprinted like a cheetah all the way down to the royal dress shop to pick out the perfect 5 dress. As she searched through the racks, each dress seemed to shudder with 6 excitement, waiting to be chosen. Glancing around, Penelope’s eyes landed on the most 7 beautiful dress ever made. The dress was a sparkling ruby as it reflected light from 8 every angle. Penelope thought the dress must be the color of Dorothy’s slippers. Trying 9 on the dress. Penelope knew it was meant to be worn by her. Now at the ball, her dress 10 swished as she passed the prince. When she turned around, she found his eyes fixed 11 on hers like laser beams.

1. Read the simile in line 4. How did the princess run to the royal dress shop?

a) sluggishly b) merrily c) swiftly d) sadly

2. In line 4, which of the following words could be substituted for the word “cheetah”

without changing the meaning of the simile or the sentence?

a) Olympic runner b) quickly c) puppy d) lightning

3. Identify the idiom in lines 1-2 and write it on the line:

______________________________________________________________________

4. What is the meaning of this idiom?

________________________________________________________________________

5. Write an original sentence that contains this idiom and implies its meaning.

________________________________________________________________________

________________________________________________________________________

6. Identify the metaphor in line 7 and write it on the line:

_____________________________________________________________________

7. What two things are being compared in this metaphor?

______________________________________________________________________

8. What does this metaphor tell us about the princess’s dress?

_____________________________________________________________________

9. Read the simile in lines 10 and 11. How were the princes eyes fixed on the princess?

a) lazily b) intensely c) politely d) wearily

10. When is a time that you fixed your eyes on something the way the prince fixed his eyes

on the princess?

________________________________________________________________________

________________________________________________________________________

Ongoing Assessment

Day 1 – Inferencing organizer, Simile, Discussion

The assessment during this large group lesson was an inference organizer, identifying a smile,

and deciphering the meaning of the simile. There were three sections on the inference organizer.

The three sections were filled out together as a class during the first inference. During the second

inference, the students filled in the sections on their own. Only about half the students made a

correct inference during this second attempt. Because of this, I decided to do another inference

activity on day 2.

About 75% of students were able to identify the simile within the text, but 90% were able to tell

me what the meaning of the simile was.

Day 2 – Sticky note: Final inference and Idiom meaning, Discussion

Because not everyone met the inference objective during lesson one, I decided to have the

students do one more inference activity during this lesson. Instead of having them fill in the same

graph as the pervious lesson, I had the students to the “text clues” and “What I know” on the

board with me. After we did these two sections together, the students had to write their inference

on a sticky note. The students also had to identify an idiom within the text and write down it’s

meaning on the sticky note.

Day 3 and 4 – Mini Lesson Discussion, Simile Task Card Sheet, Finding Simile Sheet

The mini lesson discussion took place during the “teacher center” where students worked with

me to complete the “Finding Similes” sheet. During the discussion I could tell students had a

good grasp on similes. The first three problems were completed as group and the last two were

completed by each student individually. On the back of the worksheet I had students write down

the meaning of the similes. Ex. The meaning of “as funny as a clown” would mean “very funny.”

The Simile Task Card sheet was completed in a center group where students had task cards, were

required to find the simile on each card, write down the two things being compared, and then

wrote down the meaning.

Day 5 and 6 – Finding Metaphor Sheet, Mini Lesson Discussion, Metaphor Task Card Sheet

The mini lesson discussion took place during the “teacher center” where students worked with

me to complete the “Finding Metaphors” sheet. The students struggled a little more with

metaphors than they did with similes. Because there is not a definite “like” or “as” to look for

like in similes, metaphors are a little trickier to identify within a sentence. The first three

problems were completed as group and the last two were completed by each student individually.

On the back of the worksheet I had students write down the meaning of the metaphors. Ex. The

meaning of “mad dad is a clown” would mean “my dad is very funny.”

The Metaphor Task Card sheet was completed in a center group where students had task cards,

were required to find the metaphor on each card, write down the two things being compared, and

write the meaning of the metaphor.

Day 7 and 8 – Amelia Bedelia Book/Sheet, Idiom Organizer, Discussion in Mini Lesson

In my teacher center during days 7 and 8, the small groups and I read a book filled with idioms

and student created pictures. As we read, I called on different students to tell me the meaning of

the idioms. After reading, students were to fill out a graphic organizer with their favorite idiom.

On the graphic organizer the students wrote the idiom, its meaning, drew a picture of the literal

meaning of the idiom, and used the idiom in a sentence. All of the students did the first three

sections of the graphic organizer correctly, but some of them struggled to put the idiom in the

sentence to show its meaning.

In the student center, students read an Amelia Bedelia book and identified idioms within the text,

wrote the literal meaning (or what Amelia actually did within the story) and what the idiom

actually meant (what Amelia was supposed to do). Some of the groups struggled finding the

idioms, but if they did, they did well at writing the meanings.

Day 9 – Kahoot Review Game

Post Assessment

Post assessment was identical to Pre Assessment

Link to Student Work Folder

DATA ANALYSIS AND RECOMMENDATIONS

Return to ToC

Individual students

Twenty 5th grade students took part in this work sample unit. The unit was on figurative

language, specifically, identifying and determining the meaning of similes, metaphors, and

idioms. The test was made up of 10 questions in the form of either multiple choice or short

answer. Four of the questions were focused on similes, three questions on metaphors, and three

questions on idioms. From the pre-assessment to the post-assessment, all of the student’s scores

increased by at least 4 points. Some of the student scores increased by up to 8 points. Every

student taking the pre and post assessment moved from a below basic or basic level or

understanding to a basic, proficient, or advanced level of understanding. Student 4 was only

student who did not move up at least one “level.”

Levels include:

Below Basic 1-4 answers correct

Basic 5-7 answers correct

Proficient 8-9 answers correct

Advanced 10 answers correct

Whole Class

Based on the data from these graphs and other data from the test, of the 12 students who were in

the “below basic” category after the pre-test, 100% of them moved to the “basic,” “proficient,”

or “advanced” category. Of the 8 students who started in the “basic” category, 7 of them moved

up to the “proficient” or “advanced” category. The 8th student in the “basic” category increase

his post assessment score by one point, but still fell in the “basic” category.

Recommendations

While I thought this figurative language unit went very well, there is always room for

improvement and changes so students get the best educational experience possible. The first

challenge I encountered while planning this unit was curriculum. Mitchell school district’s

reading curriculum is about 7 years old and not aligned with common core. Because of this, I had

to find or create my material and activities for the students.

Although having an aligned reading curriculum would have made planning this unit

much easier, luckily, figurative language resources aren’t too difficult to find. I found some

wonderful things using teacherspayteachers.com. Teachers Pay Teachers is a site where teachers

can sell the resources they have created to other teachers. I purchased a 3 different “figurative

language” bundles from this site and they worked very well. A few of the things I used were task

cards, worksheets, game board and pieces, and graphic organizers. Along with the Teachers Pay

Teachers resources, I did use one story from the school’s current reading curriculum that I used

for whole group lessons and two picture books from my cooperating teacher.

Most of this unit (6 of the 9 days) was done in centers, or small group instruction. There

were four centers, one being with me learning about the new type of figurative language. The

other three centers focused on supplementing what the students were doing with me, or other

reading instruction. One of the centers was a technology centers where the students used an iPad

and an application called “ScootPad.” The app is aligned to common core, and I could program it

so the students were working specifically on the standard we were focusing on in this unit.

Although this part of the app is nice, I’m not sure if the students received a meaningful

experience from using it. If I were to do this unit again, I would maybe find something else for

them to do on the iPads.

As far as timeline, I thought the 9 lessons I had to teach three different types of figurative

language worked well. I’m thinking that if I did this unit again, I would maybe try to introduce 4

or 5 different types instead of just 3. The students seemed to handle the amount I gave them, but

to challenge them a little more, I could probably throw at least one or two more different types in

there as well.

SUMMARY OF STUDENT PROGRESS

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Example: Letter to parents

Dear Parent or Guardian of Student 13,

During the past couple of weeks, your student has been participating in a unit study of

figurative language in reading class. One of the 5th grade reading standards is focused on making

sure students can determine the meaning of words and phrases while reading, including

figurative language. The figurative language types we focused on during the past two weeks

were similes, metaphors, and idioms.

The unit study started out with some whole group instruction that introduced some

figurative language as the students read “Shiloh” with me as a whole class. After this, students

were broken into center groups that reflected their reading levels. Within these center groups,

students completed different activities to help them identify and determine the meanings of these

different figurative language types. Some of the activates included filling in graphic organizers,

reading short stories, Scootpad word study on the class iPads, and working with me on some

read-alouds and group work.

Before I started teaching the unit, each student took a pre-assessment where I determined

each student’s level of understanding in figurative language. This is also how I grouped the

students into their level center groups. Your student scored a 2 out of 10 on this pre-assessment

and fell into the “below basic” category. Throughout the unit, your student did well at identifying

these different types of figurative language, but struggled a little to find what two things a simile

or metaphor was comparing. Even though he struggled, he did a great job at asking questions

when he needed help. After a few days of center work, he was doing much better and had the

material mastered.

After the two week unit, I gave this same assessment again. On this second assessment,

your student scored a 9 out of 10, putting him in the “proficient” category. He worked very hard

and made a significant amount of progress within these two weeks. I enjoyed working with him

very much and continue to enjoy working with him as the school year continues.

Sincerely,

Miss Van Zee

Example: Website posting regarding unit

Reading Class News!

5G just completed a two week study of figurative language! We had so much fun

working in center groups and learning about similes, metaphors and idioms.

Students started the week by talking a pretest. The average score on this pretest

was a 36%. We worked hard for two weeks in center groups completing activities

and games to help us identify and understand figurative language. Some of the

activities included Scootpad on the iPads, task cards, read-alouds, graphic

organizers, and simile/metaphor games. We even got to play a fun review games

using the SmartBoard and iPads!

After the two weeks of centers we took the same test that we took at the start of the

study. This time, the student scored an average of 86% on the test! This is a

wonderful improvement! They worked so hard and we had so much fun. I am so

very proud

If you have any questions, please feel free to contact me at

[email protected]

teaching work sample morgan van zee language arts

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