CSOE Lesson Plan (1)

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Oxnard College *

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MISC

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Communications

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Feb 20, 2024

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CSOE Lesson Plan Template CSOE Lesson Plan Template GRADE 11th and 12th grade SUBJECT English CONTEXT There are seven students total, two juniors and five seniors. All students have IEPs and were referred to alternative education by the IEP team and their respective districts. Out of the seven students, two are female and five are male. The two female students are seniors, two male students are juniors, and the remaining three male students are also seniors. Four of the five senior students are on pace to graduate, while the other is difficult to determine based on the inconsistent output of work and amount of missing credits. One of the two female seniors is a legal adult and teen parent, who recently requested her school schedule to be modified to 1/2 time, in order to care for her daughter. The school is an alternative education high school, composed of students from different schools in the county that were referred by their district due to behavioral issues, significant credit deficiencies, legal issues, or at the recommendation of their IEP teams. LESSON SUMMARY The lesson will be on Figurative Language found in hip hop music.Students will present their favorite hip hop songs and identify the different types of figurative language terms in the songs. How is Theory applied in this lesson? Connectivism theory will be applied in the lesson by providing students with opportunities for active learning and collaboration. Students will engage in analyzing their favorite hip hop songs, identifying figurative language, and sharing finding with their peers. Through this process, students will construct their understanding of figurative language in hip hop by exchanging songs and repeating the analytical process. Their current knowledge and experience with hip hop music will be utilized as a foundation for learning, and students will actively construct meaning through their interactions with the lyrics and discussions with their classmates. Western Governors University (2021, May 27) https://www.wgu.edu/blog/connectivism-learning-theory2105.html ISTE Standards for Students How will you address the ISTE Standards for Students? 1.1 Empowered Learner: Students will leverage technology to take an active role in selecting, accomplishing, and demonstrating competency in their learning objectives. 1.6 Creative Communicator: Students will be able to communicate clearly and express themselves creatively for a variety of uses using the platforms, tools, styles, and digital media appropriate to their objectives. STATE or COMMON CORE How will you address your States or the Common Core standards? CCSS.ELA.RL.7.4: Determine the meaning of words and phrases are they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (alliterations) on a specific verse or stanza of a poem or section of a story or drama. CCSS.ELA.WS.7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. MEASURABLE OBJECTIVE What will your students be able to do? The students will be able to analyze different hip-hop songs (poetry), and identify the types of figurative language contained throughout and within the verses, choruses, and stanzas. After analyzing their chosen song and those of their peers, they will then write their own song using figurative language. Version 2 05/2020

ASSESSMENT How will you know whether your students have made progress toward the objective? How and when will you assess mastery? For formative assessments: Think-pair-share-students will discuss their findings with their partner before sharing with the rest of the class. Teacher feedback will be provided to help students refine their understanding. Summative assessments: Evaluating students' final written hip hop songs, focusing on their use of figurative language. DIVERSE LEARNERS (Mixed Abilities) 1. How will your instruction support the diversity of learners in your classroom? 2. List the specific strategies you will use. 1. Students with Disabilities Lessons will be modified and/or accommodations will be provided for each student in accordance with individual IEPs. -extended time for tasks or simplified instructions. -differentiated materials and activities to cater to varying learning styles and abilities. -utilize assistive devices, such as text-to-speech software or visual aids, to expand comprehension and engagement. 2. English Learners (ELD Standards) -incorporate visual aids, graphic organizers, or real-life examples to support comprehension. -utilize simplified language and sentence structures when introducing new concepts. -encourage peer collaborations and discussions to promote language development. -create opportunities for English language practice through small group activities, or presentations. 3. Advanced Learners There are no advanced learners. 4. At Risk -The two a-risk students will be provided with extra accommodations. One student has an assigned para-educator, while the other student will be given the opportunity to work with the classroom instructional aide. -implement small-group instruction or individualized support to address learning gaps. -foster a positive and supportive classroom environment that embraces and values effort and growth. -provide additional scaffolding and guided practice for complex tasks DIFFERENTIATION Differentiated instruction is not the same as individualized instruction. Differentiation allows students to show what they know in different ways. 1. Content Students will view a variety of ways in which figurative language exists, such as hip hop, and poetry, as well as other types of literature. Students will also view hip hop/rhyming exhibited in different formats, such as poetry, spoken word poetry, songs, music videos, and live performances 2. Process Students will be provided with a PowerPoint before introduction of the lesson. PowerPoint will include video links to music videos, as well as the definition of figurative language, and some examples. 3. Product Students will have to write their own hop hop song with a classmate utilizing concepts from the lesson. CLASSROOM MANAGEMENT Version 2 05/2020

How will you create a healthy learning environment? To create a healthy learning environment, clear expectations and norms will be established at the beginning of the school year. These expectations and norms will emphasize respect, inclusion, and active participation. A positive classroom culture will be fostered that promotes open communication, values diverse perspectives, and encourages collaboration. Moreover, I will create a physically welcoming classroom that is comfortable, organized, and conducive to learning. How will you create and maintain a supportive and safe learning environment? This will be established by setting clear expectations for respectful communication and active listening. Students will need to wait their turn and not interrupt their classmates when they are presenting. How will you establish a climate of learning? I will foster a climate of learning by embracing mistakes, and perceiving them as opportunities for growth.This will help students feel comfortable expressing their thoughts openly without fear of judgment or criticism. OPENING (10 minutes – suggested) How will you communicate what is about to happen? How will you communicate how it will happen? To express what is about to happen, each lesson will contain clear and concise learning objectives that will be displayed visually on poster boards, or electronically via an interactive monitor, or whiteboard. Additionally, I will verbally explain the purpose of the lesson and accentuate the specific skills and knowledge the students will gain. Lastly, I will provide a brief overview of the activities and tasks the students will be completing during the assignment. For students to understand how the lesson will occur, a step- by-step explanation will be provided of the instructions which will outline the different tasks or strategies that will be used to facilitate learning. This will be done using a combination of visual aids, powerpoint presentations, and handouts with samples for the students to review and reference. I will also have examples for students that exhibit the correlations the students will be expected to make, and a demonstration of the process the students will need to follow in order to successfully complete their lessons. How will you communicate its importance ? How will you communicate connections to previous & future lessons? To communicate the importance of figurative language in hip hop music, I will highlight how it adds richness and creativity to the lyrics, which enhance the emotional impact and storytelling component. I will bridge this lesson to previous lessons on literary devices, highlighting the similarities and differences between figurative language in hop hop music and other forms of literature. Additionally, I will emphasize how understanding figurative language can expand a students' future reading comprehension skills and their ability to interpret and appreciate various forms of artistic expression. How will you engage students and capture their interest? To engage and capture my students' interests, I will incorporate multimedia resources such as music videos or performances by hip hop artists. I may also invite guest speakers or local hip hop artists from the community to share their experiences and insights. By making the lesson relevant to their interests and experiences, my students will be more motivated to actively participate and explore the world of figurative language in hip hop music. Version 2 05/2020

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TIME Day 1 25 minut es TEACHER Once students are in their assigned seats and role has been taken, I will let the students know of the objectives for the day. A thorough explanation of the lesson will be given, including what the expected outcome should be. I will also provide examples orally, and in written form. Additionally, classroom expectations will be conveyed, with an emphasis on appropriate use of technology. Lastly, classroom materials will be handed out. STUDENTS Students will remain in their seats while the teacher is lecturing and will be taking notes, and asking questions to clarify assignment instructions. MATERIALS, STRATEGIES, & TECHNOLOGIES USED Students’ district provided laptops Paper/notebooks for note-taking, brainstorming, and draft writing. Pencils, pencils, highlighters Handouts of poems and song lyrics containing figurative language. Handouts containing definitions of figurative language INTRODUCTION OF NEW MATERIAL (10 minutes – suggested) How will you introduce academic language? I will provide examples of important key terms related to figurative language, such as simile, metaphor, personification, alliteration, onomatopoeia, and hyperbole. Definitions of the terms along with how each term is used in sentence structures as well as in many types of literature (short stories, songs, poems, music etc). What key points will you emphasize and reiterate? The key terms associated with figurative language such as simile, metaphor, personification, and hyperbole, etc. will be emphasized and reiterated throughout the lesson to ensure students understand and can identify the terms in hip hop songs. Additionally, students will be encouraged to use academic language when discussing and sharing their findings with their classmates. How will you ensure that students actively take-in information? To ensure that my students are actively retaining information, I will administer instructional approaches to make the content accessible to all learners. This may include the use of visual aids and hands on activities. 1:1 assistance will also be provided for students that exhibit difficulties. Additionally, I will ask students to verbalize findings and explain where they are at in the process. Lastly, students will also be allowed to take notes that they will be able to refer to for future lessons. How will you vary your approach to make information accessible to all students? How will you differentiate your instruction for all your learners? Differentiation will be implemented by offering ways to access the lesson, providing additional support or scaffolding for struggling learners, and offering extension activities. Additionally, students will be able to view the instructions, expectations, and outcomes on the whiteboard, interactive monitor (PPT), and handouts. The instructions and examples will also be reviewed as a class, and students will be able to access the PowerPoints on their district laptops at their desks. Which potential misunderstandings will you anticipate? Potential misunderstandings may arise when identifying figurative language in complex or fast-paced hip hop lyrics, such as confusion with the different meanings of the key terms, or coming up with their own examples. To address this, guided practice and modeling, which includes breaking down lyrics into smaller sections, and discussing the context and meaning of figurative language used. Why will students be engaged and interested? Students will be engaged as a result of the relevant nature of the assignment, which explores the creative and expressive aspects of their favorite songs. Version 2 05/2020

TIME Day 2 25 mins TEACHER Students will be asked to define one of the key terms at random, and to provide an example. STUDENTS Students will be expected to define the words correctly, and provide a relevant example from their chosen song. MATERIALS, STRATEGIES, & TECHNOLOGIES USED Students’ school distributed laptops Lined paper or notebooks Handouts of examples and song lyrics INDEPENDENT PRACTICE (25 minutes – suggested) How will you clearly state and model behavioral expectations? During independent practice, behavioral expectations will be restated and modeled, emphasizing active engagement and respectful collaboration. How will students demonstrate understanding of the academic language? Students will demonstrate understanding of academic language by applying it in their written hip hop songs and sharing their compositions with the class. In what ways will students attempt to demonstrate independent mastery of the objective? To provide all students with opportunities to demonstrate mastery or progress toward the objective, I will offer differentiated assessments. This could include assessing written hip hop songs for their use of figurative language, conducting one-on-one discussions to gauge understanding, or providing alternative ways for students to showcase their learning, such as creating visual representations or multimedia presentations. How will you provide opportunities for extension? For students who grasp the concept quickly, I will provide more complex and challenging song lyrics to analyze. These lyrics may contain multiple layers of figurative language or require more intense critical thinking to interpret. Students can also compare and contrast figurative language used in hip hop songs and other genres of music, poetry, or literature. They can explore how the use of figurative language has evolved over time. Why will students be engaged and interested? They will be working with a partner to complete the assignment, so participation and engagement will be critical. Students will also be selecting songs that they are familiar with and completing an assignment that is unique. TIME Day 2 45 minut es TEACHER I will walk around and offer assistance and guidance to students finishing up their analyzing or their final drafts. I will also assist with any technological issues, or setting up presentations. STUDENTS Students will work on the final drafts with their partners, and submit their assignment in the format of their choosing (verbally, electronically, written). MATERIALS, STRATEGIES, & TECHNOLOGIES USED Student laptops Pens/pencils Handouts CLOSING (5 minutes – suggested) How will students summarize what they learned? Students will present their song lyrics to the class either on a PowerPoint or reading aloud to the class. How will students be asked to state the significance of what they learned? Students will be asked to complete a survey that will focus on what their thoughts were on the assignment, and whether or not they felt they learned something. How will you provide all students with opportunities to demonstrate mastery of, or progress toward, the objective? Students will have the opportunity to turn in their final drafts by the end of the week. Moreover, students will also be given different formats in which they can complete/submit their lesson such as, a PowerPoint, written song, or typed song. They must demonstrate proper usage of figurative language and provide relevant examples. Version 2 05/2020

TIME Day 2 45 minut es TEACHER I will be walking around the classroom answering any last questions, helping with technological issues, and assisting with final drafts. STUDENTS Students will be submitting their completed songs in the format of their choosing. MATERIALS, STRATEGIES, & TECHNOLOGIES USED Laptops Rough drafts Pencils/pens Handouts Final drafts HOMEWORK (if appropriate). How will students practice what they learned? Homework may be required for students who are having difficulty analyzing their poems, or for small groups struggling to complete their final songs. Being that this assignment will stretch out over a couple of days, students will have the opportunity to spend as much time needed to stay on task with their peers. Additionally, homework may be assigned to reinforce what students have learned, so that they can practice identifying figurative language using the vocabulary introduced in class. Additional practice exercise or online resources may be provided as well. COLLABORATION What other education professionals will you collaborate with to ensure all learner needs are met? I will collaborate with my classroom paraeducators, and instructional aides when designing and implementing the lesson. They will be fully versed and capable of assisting students with any questions they may have. SOCIAL AND EMOTIONAL SKILLS Which of the following social and emotional character qualities (World Economic Forum, 2016), does this lesson support? ● Social and cultural awareness ● Leadership ● Adaptability ● Persistence/Grit ● Initiative ● Curiosity This lesson supports Curiosity by encouraging students to explore and analyze hip hop lyrics, fostering their curiosity about their use of figurative language and its impact on meaning. This lesson also supports Social and Cultural Awareness. By students analyzing hip hop lyrics, they are exposed to different perspectives, stories, and social messages, thereby promoting social and cultural awareness. Which of the following social and emotional competencies (World Economic Forum, 2016), does this lesson support? ● Critical Thinking/Problem Solving ● Creativity ● Communication ● Collaboration This lesson supports Creativity. Students are given the opportunity to create their own hip hop songs using figurative language, which promotes creative expression and thinking. This lesson also supports Communication and Collaboration,as students will be working with a partner throughout the lesson. They will analyze poems, define academic language, curate their preferred songs, and write an original hip song as a duo. Collaboration and effective communication between students is crucial, and an integral part of the process. World Economic Forum. (2016). New vision for education: fostering social and emotional learning through technology . Geneva, Switzerland: World Economic Forum. Retrieved from http://hdl.voced.edu.au/10707/443447 . PROFESSIONAL TEACHING STANDARDS InTASC What InTASC standards are supported by this lesson? Version 2 05/2020

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Standard #4 Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content. Standard #5 Application of Content: The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. ISTE Standards for Teachers What InTASC standards are supported by this lesson? ISTE Standard 2.5 Designer: Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability. TPE’s What TPE’s are supported by this lesson? TPE 1: Engaging and supporting Students in Learning TPE 2: Creating and Maintaining effective environments for Student Learning TPE 3: Understanding and organizing subject matter for Student Learning TPE 4: Planning Instruction and Designing learning experience for all students TPE 5: Assessing Student Learning LESSON REFLECTION (Pre – and Post – teaching the lesson) Version 2 05/2020

Pre-Teaching Lesson I chose this lesson for several reasons: (1) I really like hip hop music, and have been a lifelong fan of it. I understand the significance it has had on society and culture, and the impact that it continues to have with our youth. I felt that this was a relevant topic that students would enjoy and could relate to. Moreover, this lesson will not be too laborious and typical of a standard English lesson. (2) English is one of my two favorite subjects. I recognize the value English has and how crucial it is for critical thinking and problem solving. Lastly, English helps students improve their vocabulary, grammar, and spelling, which are vital pieces for effective communication. (3) I recall working on a similar assignment in college, and it has resonated with me. I tried my best to modify it to a high school student's level, and to make it easy to follow. Post-Teaching Lesson (if applicable) I am currently working a temporary assignment at an alternative education high school. As a sub, I have had limited access to resources, curriculum, and data. As a result, I am unable to complete this section. However, I am intrigued to implement this lesson with my future classroom of high school students, after some modifications are made. REFERENCES : List any research used or quoted consistent with APA style guidelines. Common Core State Standards Initiative. English Language Arts Standards (2021). Retrieved from https://www.thecorestandards.org/ELA-Literacy/L/7/ CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org Council of Chief State School Officers.(2013). InTASC Model Core Teaching Standards and Learning Progressions for Teachers 1.0. Retrieved from: https://ccsso.org/sites/default/files/2017- 12/2013_INTASC_Learning_Progressions_for_Teachers.pdf ISTE. ISTE Standards: Students . (2023). Retrieved from: https://www.iste.org/standards/iste-standards-for- students Kolb, L. (2017). Learning first, technology second: The Educator's guide to designing authentic lessons . International Society for Technology in Education. ISBN: 9781564843890. Wiggins, G., & McTighe, J. (2005). Understanding by design . ProQuest Ebook Central. PROFESSIONAL TEACHING STANDARDS REFLECTION InTASC Of the InTASC standards identified as being supported by this lesson, rate your performance: Does Not Met Developing Effective I struggled significantly with this lesson plan and would rate myself as developing. I think that with more preparation time and a better understanding of my expectations, I would begin to feel more confident and show proficiency. *Note. This is an opportunity for you to identify areas of development. It is important for you to be honest in your reflection, so you know what areas you need to strengthen. Version 2 05/2020

ISTE Standards for Teachers Of the ISTE standards identified as being supported by this lesson, rate your performance: Does Not Met Developing Effective I would rate this lesson in the middle of developing and effective. I believe that this lesson plan might have been missing some important components, particularly with highlighting the types of technology and how they are used. *Note. This is an opportunity for you to identify areas of development. It is important for you to be honest in your reflection, so you know what areas you need to strengthen. TPE’s Of the TPE’s identified as being supported by this lesson, rate your performance: Does Not Met Developing Effective Due to my limited experience with lesson planning, I believe my lesson plan was in between developing and effective. I believe I could have elaborated on the assessment and student learning components and emphasized how the students will be engaged and supported, in order to meet their diverse needs. *Note. This is an opportunity for you to identify areas of development. It is important for you to be honest in your reflection, so you know what areas you need to strengthen. Version 2 05/2020

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CSOE Lesson Plan (1)

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