Flipped Lesson #1:

Kaylyn Julian
June 3, 2016
Rybakova
Creative Writing Using Figurative Language!
*Lesson plan based on a 50-minute class
Purpose/rationale: This lesson is designed for an 8th grade English classroom. This is a flipped
lesson, meaning a video describing a skill pertaining to the lesson will be shown to the class prior
to the main assignment. Students will be provided with more class time to practice the skills they
are learning, rather then watching the video in class. Students will need to learn the components
of figurative language in order to use them in future writing assignments and tests. Figurative
language includes important vocabulary words and skills that will act as building blocks for these
students as they progress to high school. The students will be completing a creative writing
workshop after the flipped video lesson to allow them to practice the skills they are learning.
Writing will allow the students to practice grammar skills, organization, sentence structure, and
vocabulary. This lesson will be used a scaffold into a new poetry unit, which will incorporate
figurative language skills the students have learned. Prior to this unit students have been working
on sentence structure when using dialogue, as well as how to build strong introductions and
conclusions. After students view the flipped lesson they will be working independently on a
creative writing piece. Students will then be peer reviewing their writing and highlighting any
figurative language used within the work.
Florida Standards:

LAFS.8.L.1.1 Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
a. Explain the function of verbals (gerunds, participles, infinitives) in general and their
function in particular sentences.
b. Form and use verbs in the active and passive voice.
c. Form and use verbs in the indicative, imperative, interrogative, conditional, and
subjunctive mood.
d. Recognize and correct inappropriate shifts in verb voice and mood.
LAFS.8.W.1.3 Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.

a. Engage and orient the reader by establishing a context and point of view and introducing
a narrator and/or characters; organize an event sequence that unfolds naturally and
logically.
b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop
experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts
from one time frame or setting to another, and show the relationships among experiences
and events.
d. Use precise words and phrases, relevant descriptive details, and sensory language to
capture the action and convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated experiences or events

Objectives:
Students Will Be Able To:
Define figurative language terms.
Write a creative writing piece incorporating figurative language.
Apply correct grammar skills into their writing pieces.
Materials:

Paper
Pen/Pencil
Figurative Lesson Video
White Board
Dry Erase Markers
Highlighters

Anticipatory set:
Before starting todays lesson the students will complete a journal prompt as a bell ringer.
Students should find their journals and sit in their desks with something to write with.
Prompt: Using the starting sentence create a one paragraph story using at least one example of
onomatopoeia, The alarm sounded causing me to jump out of bed .
Teaching Strategy/Procedure/Activity:
Time
7 minutes

Student is doing
The students are coming into
the classroom and getting their
journals and something to

Teacher is doing
The teacher is taking role as
the students are completing
their bell ringer, which is a

write with. The students are

then completing their bell
ringer prompt independently
in their seat.

5 minutes

25 minutes

The students are able to ask

any questions they have on the
flipped lesson video that
watched the night before class.
Students may take notes, or sit
quietly while the discussion in
occurring.
The students will now have 25
minutes to write a short
creative story on their own
using the figurative language
skills they just learned. The
students may use their notes,
or raise their hand to ask any
question they may have.

10 minutes

Students are now finding a

partner to switch papers with.
The students are going to peer
review each others papers,
while looking for the
figurative language used.
Students should be
highlighting any figurative
language found in the story.

3 minutes

The students are filling out an

exit card before leaving the
classroom. They must write
down 2 things they learned in
class today, and 1 thing they
would like to learn.

Summary/Closure:

writing prompt; The alarm

sounded causing me to jump
out of bed .
The teacher is answering any
questions the students my
have. He/She is then preparing
the figurative language video
for the students.
The teacher is asking the
students if they have any
questions on the flipped lesson
video they were assigned to
watch the previous night.

The teacher is monitoring the

students as they begin their
creative stories using
figurative language. The
teacher is answering any
questions the students may
have. He/She is walking
around to make sure the
students are on task.
The teacher is directing the
students to find a partner to
peer review their paper. The
students should be instructed
to find the figurative language
used in the story they are
reading, and highlight their
findings. The teacher will be
available to help any students
who need help reviewing a
paper.
The teacher is handing out exit
cards for the students to fill
out before exiting the
classroom. He/she is
answering any last minute
questions the students may
have.

Students will end class by filling out an exit card for the day. Students will need to write down
two things they have learned from class today, as well as one thing they would like to learn in a
future class. Students may also write down any questions they have at the bottom of the card, and
it will be answering in the next class period.
Assessment:

Formal assessment: Creative story using figurative language. (The students must use at
least 3 examples of figurative language)
Informal assessment: The exit cards and in class conversations will be used to monitor
understanding of the concepts.

Homework/follow-up assignment:
None
Accommodations/adaptations:

Herbert Millner (ADHD): This student will have preferential seating in the classroom.
They will be provided with printed out class notes. This student may doodle on their
paper if they find it helpful. If needed, the students may get up and stand in the back of
the classroom when they feel like they cant sit in their desk anymore. The teacher and
the student will have a signal of tapping on his/her desk to remind them to stay on task.
Extra time will be provided when taking tests. If needed the student may use a computer
or tape recorder.
Paten Vander (Speech Impairment): This student will have preferential seating if she
wishes. She will be able to complete and oral assignment in a written format. Paten will
be given the opportunity to work with the teacher or individually instead of a partner for
the peer review section of todays lesson. If the student ever feels overwhelmed she may
step outside of the classroom to collect herself.
Lya Gross (Mild Dyslexia): This student will receive preferential seating in the front of
the classroom to provide her with a clean view of the board. She will be given extended
time on writing assignments. The teacher will give her directions in both written and oral
form. This student will be given extra examples in order to aid her when writing. If
needed the students may use a speech-text computer to aid her.
Oliver Fore (Mild Autism): This student will have preferential seating in the classroom.
The teacher and student will have a pre-designated spot that the student may retreat to
when they feel overwhelmed. This student will be given a print out schedule for each day
that includes instructions that are clear and easy to understand and follow. This student
will be allowed more time to complete assignments. She/he may come to class before
other students and leave after the other students have left. A laptop/computer may be used
if needed.

Attachments/Appendices:
A. Figurative Language Video
Plan B:
If the students are having difficulty understanding the idea of figurative language then the class
with go over more examples together. More time will be spent on learning how to use these
concepts before writing a creative writing story. If the students are not working well when peer
reviewing then the students will simply review and highlight their own papers. If the students
need more time to write then they will peer review in the next class period. If the lesson is too
easy than the students will be challenged with new vocabulary and grammar skills, or will
beginning learning the layout of poetry.

Appendix:
A. https://www.youtube.com/watch?v=a2rUMTqJGmg

Flipped Lesson #2:

Kaylyn Julian
June 22, 2016
Instructor: Rybakova
Pinterest for Modeled Poetry!
*Lesson plan based on a 50-minute class
Purpose/rationale: This lesson is designed for an 8th grade English classroom. This is a flipped
lesson plan, which means a video pertaining to the skill or lesson for the next day will be
watched the night prior to class. A flipped lesson allows students to gain knowledge from a video
given to them by their teacher, and become familiar with a topic before it is discussed in class.
Todays flipped lesson is a short tutorial video on how to set up a Pinterest for our poetry unit.
The students have been working on examining poetry, and are now ready to begin writing their
own. Students are going to use Pinterest to include a technology aspects, which will allow the
students to explore the poetry on a safe website. Students will be exploring poems on Pinterest,
and will be asked to choose a few poems from this website that they which to work with in class.
A flipped lesson video will allow the students to sign up for the website and choose poems
before coming to class, which will allow much more class time to work on the skill of modeling
poetry. Pinterest is a simple website that is easy to use, and contains appropriate content for the
students. The teacher will have full access to each students site to make sure the students are on
task. Modeling poetry will allow the students to practice their knowledge of poetry and will
scaffold into the students creating their own poetry. Students will be using the model poem to
create a poem of their own, this requires knowledge of the structure of a poem, figurative
language, and Standard English skills. Students will also be working in pairs to practice this skill
in order to promote peer review and collaboration.
Florida Standards:

LAFS.8.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading,
or listening.
a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to
achieve particular effects (e.g., emphasizing the actor or the action; expressing
uncertainty or describing a state contrary to fact).
LAFS.8.W.2.6 Use technology, including the Internet, to produce and publish writing and
present the relationships between information and ideas efficiently as well as to interact and
collaborate with others.

LAFS. 8.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on
others ideas and expressing their own clearly.
a. Come to discussions prepared, having read or researched material under study; explicitly
draw on that preparation by referring to evidence on the topic, text, or issue to probe and
reflect on ideas under discussion.
b. Follow rules for collegial discussions and decision-making, track progress toward
specific goals and deadlines, and define individual roles as needed.
c. Pose questions that connect the ideas of several speakers and respond to others questions
and comments with relevant evidence, observations, and ideas.
d. Acknowledge new information expressed by others, and, when warranted, qualify or
justify their own views in light of the evidence presented.

Objectives:
Students Will Be Able To (also can write SWBAT):
Examine the elements and structure of a poem.
Model a poem chosen from an online source.
Write a poem using the correct English writing conventions.
Materials:

Paper
Pencil
Flipped Lesson Video
Computer Tablets
Prints of Poems
White Board
Markers
Projector
Bell Ringer Poem

Anticipatory set:
Before starting todays lesson the students will be given a short poem to model as a bell ringer.
The students will come into class and find a poem on a projector. They will be given a few
minutes to model the poem as best as they can.
This is Just to Say by William Carlos Williams
I have eaten

the plums
that were in
the icebox
and which
you were probably
saving
for breakfast
Forgive me
they were delicious
so sweet
and so cold
Teaching Strategy/Procedure/Activity:
Time
8 minutes

5 minutes

20 minutes

Student is doing
The students are coming into
the classroom and finding
their seats. The students are
going to read the poem This is
Just to Say on the projector,
and will then create their own
version of the poem.
Students are given time to ask
any questions they may have
from the flipped lesson video
about Pinterest. This is the
time for the students to let the
teacher know if they had any
problems creating a Pinterest
account.
Students are going to pull up
their Pinterest board and
choose one poem. Students are
going to spend this time
modeling the structure and
rhyme of the poem they
choose with their own words.

Teacher is doing
The teacher is taking roles as
the students are competing
their bell ringer. The teacher is
answering any questions the
students may have.

The teacher is answering any

questions the students may
have about the flipped lesson
on Pinterest they were
assigned the previous night. If
a student was unable to create
a Pinterest account the teacher
can help the student with a
tablet during this time.
The teacher is walking around
the room to observe that the
students are having no issues
with the tablets. He/She is
then going to model his/her
own poem on the projecter as
the students are working. This
will provide the students with
a live example of how to
model a poem. The teacher
will also answer any questions

15 minutes

2 minutes

Students are now going to find

a partner. The pair are going to
look at each others poem and
help revise their partner poem
in comparison to the model.
Students will swap back
poems and will be given this
time to make the revisions.
Students are turning in their
poems to the teacher. The
students are going back to
their seat and pulling out a
half sheet of paper. The
students are going to write
down their feelings about
todays lesson in 3 words, this
will count as an exit ticket.

the students may have.

The teacher is monitoring the
students as they pair up to read
and revise each others
comments.

The teacher is collecting the

poems written by the students.
The teacher is collecting the
exit tickets as the students
leave the classroom.

Summary/Closure:
The students will end class by filling out an exit card describing how they felt about todays
lesson in 3 words. A main part of poetry is expression, and poets use few words that contain big
meanings. The exit tickets are a fun way for students to practice this skill. Students are always
encouraged to write down any questions they have at the bottom of the exit card.
Assessment:

Formal assessment: The students will hand in their poems as a completion grade.
Informal assessment: Classroom discussions and the exit cards will be used to monitor
understanding.

Homework/follow-up assignment:
None
Accommodations/adaptations:

Herbert Millner (ADHD): This student will have preferential seating in the classroom.
They will be provided with printed out class notes. This student may doodle on their
paper if they find it helpful. If needed, the students may get up and stand in the back of
the classroom when they feel like they cant sit in their desk anymore. The teacher and
the student will have a signal of tapping on his/her desk to remind them to stay on task.

Extra time will be provided when taking tests. If needed the student may use a computer
or tape recorder.
Paten Vander (Speech Impairment): This student will have preferential seating if she
wishes. She will be able to complete and oral assignment in a written format. Paten will
be given the opportunity to work with the teacher or individually instead of a partner for
the peer review section of todays lesson. If the student ever feels overwhelmed she may
step outside of the classroom to collect herself.
Lya Gross (Mild Dyslexia): This student will receive preferential seating in the front of
the classroom to provide her with a clean view of the board. She will be given extended
time on writing assignments. The teacher will give her directions in both written and oral
form. This student will be given extra examples in order to aid her when writing. If
needed the students may use a speech-text computer to aid her.
Oliver Fore (Mild Autism): This student will have preferential seating in the classroom.
The teacher and student will have a pre-designated spot that the student may retreat to
when they feel overwhelmed. This student will be given a print out schedule for each day
that includes instructions that are clear and easy to understand and follow. This student
will be allowed more time to complete assignments. She/he may come to class before
other students and leave after the other students have left. A laptop/computer may be used
if needed.

Attachments/Appendices:
A. Pinterest Tutorial Video
Plan B:
If the lesson isnt working because of the tablets, then the teacher will have pre-selected poems
set aside that the students will be able to work on. If the students are finding the assignment too
difficult then he/she will set aside time to go through an entire poem to provide the students with
an example an explanation of how to model a poem. Students would then work in groups on one
poem, instead of working individually. If the lesson is too easy, then the students will be creating
their own poems based on a given structure. If there is more time for students in the classroom
they will simply begin working on another poem.

Appendix:
A. Pinterest Tutorial Video
http://quick.as/0YoeH7yQJ

Flipped Lesson #3:

Kaylyn Julian
June 23, 2016
The Writing Process: Brainstorming
*Lesson plan based on a 50-minute class
Purpose/rationale: This lesson is designed for an 8th grade English classroom that is working on
the writing process. This is a flipped lesson, which means a video pertaining to the lesson or skill
that will be practiced in class the next day. Students will watch the video at home the night
before the class in which the lesson will take place. A flipped lesson allows the students to
become familiar with a topic prior to discussing or practicing it in class. The students are starting
to learn about the writing process in order to learn the best way to go about writing an essay, or
other written piece in class. The students briefly went over what the writing process is, and have
outlined the steps that make up this process. Todays lesson will be about Brainstorming, which
is the first step in the writing process. Students will learn how to brainstorm in order to help them
create well-organized papers that stay on topic. Students who brainstorm will find it easier to
write their papers in an orderly fashion, as well as cover everything they needed to cover in a
continuous paper. Students will be given different examples of how they can brainstorm for their
papers to allow them to find the perfect way that works for them. As 8th graders, these students
are headed to High School and will be expected to write many papers for their classes and
standardized tests. Todays lesson will help prepare students to face any future papers or written
exams that they will have throughout the rest of their educational careers. A quick overview of
todays lesson is that the students will be broken into groups, and each group will be given a
different way to brainstorm. Students in each group will be given a writing prompt, and will fill
out the brainstorm sheet for the prompt they are given. The students will rotate to each group to
allow them to work with each brainstorming sheet.
Florida Standards:

LAFS.8.L.1.1 Demonstrate command of the conventions of standard English grammar and

usage when writing or speaking.
a. Explain the function of verbals (gerunds, participles, infinitives) in general and their
function in particular sentences.
b. Form and use verbs in the active and passive voice.
c. Form and use verbs in the indicative, imperative, interrogative, conditional, and
subjunctive mood.
d. Recognize and correct inappropriate shifts in verb voice and mood.

LAFS.8.W.2.4 Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 13 above.)
LAFS.8.W.4.10 Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.

Objectives:
Students Will Be Able To (also can write SWBAT):
Outline the steps of the writing process.
Demonstrate brainstorming skills when preparing to write a paper.
Discuss multiple brainstorming techniques a student can use.
Materials:

Paper
Pencils
White Board
Markers
Writing Prompts
Brainstorming techniques

Anticipatory set:
Before starting todays lesson the students will be given a short bell ringer to get them thinking.
Students will walk into class and find their seats before looking at the board for their bell ringer
question.
Bell ringer:
Write out the steps of the writing process that was discussed in the last class period.
Teaching Strategy/Procedure/Activity:
Time
5 minutes

Student is doing
The students are coming into
the classroom and finding
their seats. The students will
be answering the question on
the board as their bell ringer:
Write out the steps of the
writing process that was

Teacher is doing
The teacher is taking role as
the students are coming into
the classroom. The teacher is
reminding the students to
answer their bell ringer for the
day. He/She is answering any
questions the students may

discussed in the last class

period.

10 minutes

The students are listening and

taking notes on the different
brainstorming techniques. The
students may ask any
questions they have at the end
of the lecture.

30 minutes

The students are split into

groups. Each group will sit at
a center, and at each center
will be a writing prompt and
brainstorming technique for
the students. The students
must each read the prompt and
brainstorm for that prompt
using the technique for that
specific center. The students
will all rotate to each center
after 7 minutes. This will
allow every student to practice
each brainstorming technique.

5 minutes

The students are going back to

their seats, and are filling out
an exit card. The students
must write down which
brainstorming technique they
found the most helpful and
which they liked the least.

Summary/Closure:

have. When the students are

finished the teacher is saying
the correct writing process to
allow the students to correct
their bell ringer if it was
incorrect.
The teacher is going to explain
brainstorming, and provide the
students with multiple ways in
which they can brainstorm for
their papers. For todays class
the students will be practicing
four ways to brainstorm: Idea
map, listing, cubing, and 3
perspectives.
The teacher is telling the
students to get into groups,
and each to go to a center
where they will find a prompt
and brainstorming technique.
The teacher will instruct the
students to read the prompt
and brainstorm for the prompt
by using the brainstorming
technique for that center. The
teacher is telling each group
when to switch to the next
center, which is about every 7
minutes. The teacher is
making sure the students are
on task, and is answering any
questions the students may
have.
The teacher is telling the
students to go back to their
desks and fill out an exit ticket
of what technique they liked
the most, and which they liked
the least. The teacher is going
to use this to measure
understanding of todays
lesson.

The students are going to end class by filling out an exit ticket. The students must write down the
brainstorming technique they found the most useful, and which technique they liked the least.
Students are always encouraged to write down any questions they have at the bottom of the exit
ticket, and they will be answered at the start of the next class period.
Assessment:

Formal assessment: The bell ringer will be turned in for a completion grade.
Informal assessment: The exit cards and in class discussion will be used to monitor
understanding.

Homework/follow-up assignment:
None.
Accommodations/adaptations:

Herbert Millner (ADHD): This student will have preferential seating in the classroom.
They will be provided with printed out class notes. This student may doodle on their
paper if they find it helpful. If needed, the students may get up and stand in the back of
the classroom when they feel like they cant sit in their desk anymore. The teacher and
the student will have a signal of tapping on his/her desk to remind them to stay on task.
Extra time will be provided when taking tests. If needed the student may use a computer
or tape recorder. The student may work individually at their desk instead of moving to
each station if they choose.
Paten Vander (Speech Impairment): This student will have preferential seating if she
wishes. She will be able to complete and oral assignment in a written format. Paten will
be given the opportunity to work with the teacher or individually instead of a partner for
the peer review section of todays lesson. If the student ever feels overwhelmed she may
step outside of the classroom to collect herself. The student may choose to work as an
individual instead of working in a group at the centers. The student may also work with a
partner to help her complete the assignment orally, rather than written.
Lya Gross (Mild Dyslexia): This student will receive preferential seating in the front of
the classroom to provide her with a clean view of the board. She will be given extended
time on writing assignments. The teacher will give her directions in both written and oral
form. This student will be given extra examples in order to aid her when writing. If
needed the students may use a speech-text computer to aid her. The student may be given
extra time at each center, and may complete centers in the next class period if she
chooses.
Oliver Fore (Mild Autism): This student will have preferential seating in the classroom.
The teacher and student will have a pre-designated spot that the student may retreat to
when they feel overwhelmed. This student will be given a print out schedule for each day
that includes instructions that are clear and easy to understand and follow. This student

will be allowed more time to complete assignments. She/he may come to class before
other students and leave after the other students have left. A laptop/computer may be used
if needed.
Attachments/Appendices:
A. Flipped Lesson Video on Brainstorming
B. List of writing prompts
C. Brainstorming techniques and their explanations.
Plan B:
If the lesson is not working then the class will do each brainstorming technique together as a
class. If the lesson is too easy the students may challenge themselves to think of new
brainstorming techniques. If students are finding it difficult to use one of the techniques the
teacher will stop centers and go over the technique with the class. If a student does not feel
comfortable moving to each center they may sit at their desk and do each technique individually.
If there is extra time at the end of class the students will participate in a class discussion on the
events of todays class, and will not turn in an exit ticket.

Appendix:
A. Flipped Lesson Video: https://www.youtube.com/watch?v=uxTN1b6huNA

B. Writing Prompts: http://my.hrw.com/support/hos/hostpdf/hostmsprompts.pdf

1. Your principal has asked students to suggest a school rule that should be changed.
Think of one rule that you would like to have changed. Write a letter convincing your
principal that this rule should be changed. Be sure to support your opinion with convincing
reasons and evidence.
2. Think about the last time you attended a special event such as a concert, a fair, or a
sports event. Describe what it was like to be there and include sights, sounds, and smells that
will make the reader feel he or she is there with you.
3. Through the years new inventions have changed the way we live. Think about one
invention that has had an impact on the way you live. Now write to explain to your teacher
how this invention has changed your life.
4. A role model is a person you look up to. Before you begin writing, think about someone
you look up to. Why do you admire this person? Write a composition in which you explain to
your classmates whom you admire and why you admire this person.

C. Brainstorming Techniques: http://writingcenter.unc.edu/handouts/brainstorming/

1. Idea Map: In this technique the students are creating a bubble map. The students will
start with a center bubble, and this is where they place the topic. After the first step, students will
then draw lines to new circles that contain new ideas they which to include in their papers. At the
end a student should have an idea map that consists of bubble branches that contain new ideas
and details.
2. Listing/Bullets: In this technique the students write down a list of words or phrases for
a particular topic. The list can be based on the general topic, one or more words for your thesis or
claim, or a word or idea that is the complete opposite of your original word or idea. Students can
use multiple lists to explore many ideas they have, or for a variety of topics.
3. Three Perspectives: This is where students approach a topic using three different
perspectives. The first perspective is Describe It: A student describes the subject in detail. A
student may ask what is the topic? What are the components? What makes it interesting? The
second perspective is Trace It. What is the history of your subject? How has it changed over

time? What are significant events that happened during this time? The last perspective is Map It.
What is your subject related to? What was it influenced by? Who does it influence? Why?
4. Cubing: This allows the students to look at a topic from six different directions. 1.
Describe it. 2. Compare it. 3. Associate it. 4. Analyze it. 5. Apply it. 6. Argue for and against it.
Students will then look over what they have written for each direction, and collect their thoughts
to produce one coherent paper.