Direct instruction

Teacher(s): Denea Trovillion Subject: English

Standard(s):

R.4 - Interpret words and phrases as they are used in a text, including determining technical, connotative, and
figurative meanings, and analyze how specific word choices shape meaning or tone. (Anchor)
W.3 - Write narratives to develop real or imagined experiences or events using effective technique, well-chosen
details, and well-structured event sequences. (Anchor)
L.11-12.3 - Apply knowledge of language to understand how language functions in different contexts, to make
effective choices for meaning or style, and to comprehend more fully when reading or listening. (Common Core)
I.A.-.c. - Uses communication style appropriate to audience and situation (Workplace)
1c - Students use technology to seek feedback that informs and improves their practice and to demonstrate their
learning in a variety of ways. (ISTE)

Objectives (Explicit):

Students will be able to display their knowledge of the literary device imagery by creating their own one
to two paragraph story of a scene that impacted their lives.
Evidence of Mastery (Measurable): Summative: Students will turn in their one to two paragraph snapshot the next day for
homework if it is not finished in class. I will grade these based on a checklist. Formative: They will text examples of
imagery from the article on the virtual word wall that will be projected.

Sub-objectives, SWBAT (Sequenced from basic to complex):

Students will cooperate in groups to curate a wall of imagerial words and phrases.
Students will express the benefits of descriptive imagery in their everyday lives by answering questions provided by
the teacher.
Key vocabulary: Materials/Technology Resources to be Used:

Imagery- (n.) the formation of mental images, figures, or Lyrics to The Color of the Wind by Judy Kuhn
likeliness of things, or of such images collectively. This includes
using the five senses; sight, sound, smell, taste, and touch. Refined by Fire: A Family's Triumph of Love and
Faith by Brian Birdwell, Mel Birdwell, and Ginger
Kolbaba

Cell Phones to answer anonymous poll in class

Opening (state objectives, connect to previous learning, and make RELEVENT to real life)

How does the way you speak effect how people view you?

Is this fair? And does it matter to you?

What is an instance in your life, where the way you articulate could make a difference?
I Teacher Will: (10 min) Student Will:
n
st Play the song The Color of the Wind by Judy Kuhn Answer questions as they are asked as a class in their
r notes.
Ask the students What kind of picture did this song
u
paint for you? Share some of the answers they reflected upon as a
c class.
ti Ask the students What was said in the song that made
o you think of this? Formative: Turn in their description for proof that
n they may move on.
a Go over the definition of imagery and how it uses the
l five senses. Write the definition of imagery into their notes.
I
n
Co-Teaching Strategy/Differentiation - The song is being sung aloud with no visual representations due to the point
p
of the lesson. I am however giving time at the end of the song for each student to gather their thoughts on as to what
u
the image the song painted for them. For the first part of the lesson, I did a simpler Disney song so that hopefully
t
everyone would get the basics of the lesson before diving into heavier material. I will listen to some of the examples
as a a class, and if anyone is struggling, clarify the use of imagery for them to find the disconnect.

G Teacher Will: (15 min) Student Will:

u
i Read the article listed in the materials section above, Write any sensory words that they found from the
d aloud to the class. article in their groups. (They will all have copies of
e the article for reference)
Ask them How did the writer put you there using the
d
five senses? Each student in their groups will text one word or
P
phrase to Poll Everywhere using the class code.
r In their class groups, write down words or phrases from
a the article that used imagery. Talk as whole class about the words and phrases they
c came up with and how they relate to the definition of
ti Show them how to text into Poll Everywhere, so all of imagery.
c their ideas are displayed on the projector.
e Formative: I will use the words posted in the virtual
word wall as knowledge that is okay to move on. I
will use the class discussion to identify if any students
or groups are still unclear and need further
instruction.

Co-Teaching Strategy/Differentiation - I know that many of my students have varying cultural backgrounds, and
because of this, I would have a separate passage they may use from the book Gravities Rainbow. This is because the
other article talks in-depth about a 911 account, and may contain sensitive content. I also wanted to appeal to visual
and audio learners by reading the articles aloud, allowing them to read along, and visually representing the sensory
words on the projector using Poll Everywhere. Also, while they are talking to their groups, I would like to walk
around to as many groups as I can and find out how they are doing. I want to see the example they gave for the first
activity and redirect them in their current activity if it is incorrect.
 I Teacher Will: (20 min) Student Will:
n
d Have them think of a small moment that changed their Begin brainstorming the snapshot within their own
e lives or with which they learned something. lives that they want to write about.
p
Ask the students What made this instance so Reflect on the words and phrases they could use that
e significant to them? would better convey their stories.
n
d How are they going to convey how significant this Start their writing and finish at home if necessary.
e "snapshot" was, using imagery?
n Summative: They will turn in their writing to me at
t the end of class or the following day for grading. This
P will later be used to expand on for their personal
r narratives.
a
c Co-Teaching Strategy/Differentiation - I wanted to make the prompt very specific, but also allow them some
ti freedom to choose so it appeals to all of the students. Other students may need this prompt broken down further
c which I will do while walking around and providing individual differentiated instruction to students struggling.
e Help students come up with ideas for writing if necessary. I tried to break this lesson apart with plenty of
time and so that all of the steps went in order and made sense.

Closing/Student Reflection/Real-life connections:

What are some of the benefits to using articulatory vocabulary?

Do you respect people more or less based on the language they use?

Will you need to use descriptive words and phrases for college, a career, or in your future?