TEACHER: Mrs.

Sarina Morales DATE 10/23/2018

OBJECTIVE: GRADE LEVEL: High School Sophomore
Objective/Purpose: (The student expectations must be clearly defined and in line with the district/state standards.
For the student’s benefit, explain what students will be able to do by the end of the lesson and why these objectives
are important to accomplish

*110.31 ELA B) Knowledge and Skills, 1) Reading/Vocabulary development, B) Analyze textual context to distinguish
between denotative and connotative meanings of words.

*Student Friendly: Today we will analyze your favorite song lyrics and determine the difference between connotative and
denotative words throughout the tune. We will also discuss the exact definition of denotative and connotative.

Materials/Resources/Equipment Needed:
Students will need a pencil, highlighters, notetaking paper, and their technology devices to include, cellphones,
laptops, ipads, etc. I will provide them with their circle maps for the lesson. Also on each table There will be one colored
piece of paper not for student use, but when I need to call on the students I will call on them based on their table color. I
will also provide a sheet of paper with a list of the top 10 trendiest songs of today (all school appropriate). I will also need
expo markers for the board.

Instructional delivery (What information is essential for the student to know before beginning and how will this
skill be communicated to students? This is the section where you explicitly delineate how you will present the
lesson. Direct instruction? Small group? Centers? The instruction could include a variety of instructional
delivery methods.)
Summary:
I will begin by having all 10 of my students break off into groups of 5. Once they are in their groups, they will as a
group decide out of the 10 songs their top two favorites. One of the group members (that being the 1 of the 2 reporters)
will use their device to quickly present a short listening of the two songs. The class from here will vote with a simple
thumbs up or thumbs down and I (the teacher) will keep score of the votes as each song plays. Once we have come to
decision, I will have the students go back to group work and decide on one piece of paper what they think they know
about connotative and denotative words. They should list at least 3-5 things. We will then come together and
share/discuss what they think they know. At this point reporter #2 will speak. After we discuss I will finally give them
the exact definition of denotative and connotative words. This is where each student will pull out a sheet of writing
paper and jot down their definitions so they have them to refer to throughout the lesson. Note: they will also be on the
board, but I need them to physically write and take these notes with them. Next, I will hand out circle maps for each
group and they will label one side of the circle “happiness” and the other “sadness”. (two very basic themes/ideas) One
group will decide what words in the song depict sadness and the other group will choose the words that depict
happiness. Each group must have between 12-15 words. We will then talk about each groups word choices as a class
and they will in their groups (with 2 different colored highlighters) highlight what words are connotative and denotative
in the lyrics. At this point, as we discuss each groups words I expect, and will remind students, to fill in whatever words
the other group has in order to completely fill out the entire circle map. We will wrap up our lesson with a final
discussion and I will propose a couple of questions to check for understanding. I will call on students at random here
and expect them to answer based on what we have learned. To double check/ensure that each student has learned the
true definition of connotative/denotative, and that they are able to identify them, I will have them write an exit ticket
with two sentences. One sentence will have a connotative word and the other will have a denotative word. At this point
students can use their devices to look up their personal favorite songs as long as they are school appropriate. Once they
are done they can hand in their tickets and leave.

Anticipatory Set (ENGAGE): (Before you dig into the meat of your lesson’s instruction, set the stage for your
students by tapping into their prior knowledge and giving the objectives a context. What activities will you
use to focus students on the lesson for the day?)
(4-5mins (Just because a class vote takes some time))
Students in their groups will choose their top 2 favorite, trending songs out of the list of 10 songs I will give
Modified Madelyn Hunter/5-E Lesson Planning Template (2-15/RLA)
them at their tables. They will then present what they have using their devices from their tables and we will
conduct a class vote to narrow it to at least 1 top song. This is where I will mark the number of votes (most likely
on the board).
TTS: Tools= list of songs, technology devices Task=Work as a group and select for the textual context portion of
this assignment Strategy=To learn how to work together and step out of their comfort zones with trending music of
today.

(EXPLORE): students encounter hands-on experiences in which they explore the concept further. They
receive little explanation and few terms at this point, because they are to define the problem or
phenomenon in their own words.
(8 mins)
After the class vote, students will go back to their separate groups and decide based on prior knowledge what
they think connotative and denotative words mean. They will jot down their ideas on a piece of paper as a group
and should have at least 3-5 things listed. Before I just give them the exact definitions, I think it is best to hook
them by going off of their ideas through a class discussion. I believe this explores what students might know
and there is no such thing as right or wrong. All answers will go up on the board as they are saying them to me.
This helps validate what they have said and show them that it is okay to explore things we know or think we
know. Note: As a teacher prior knowledge is a great way to start a solid foundation to a lesson this can also be
considered my “framework”
TTS: Tools= Jot down ideas Tasks= Dig into prior knowledge and analyze what they think they know
Strategy= To pull from their prior knowledge by working together with others and distinguish the
difference between prior knowledge VS. new knowledge
Model (EXPLAIN): (If you will be demonstrating the skill or competence, how will this be done and Guided
Practice: (Under your supervision, students are given the chance to practice and apply the skills you
taught them through the instructional delivery)
(15-20mins)
1)This is where they will be given exact definitions of connotative and denotative. I expect students to pull out
their own individual sheets of paper here and copy down exactly what I am writing up on the board. I will also
verbally repeat what I have written for clarification purposes.
2)This is also the point in time where groups will then decide between what words are happy and sad
throughout the song lyrics. They must find in their song lyrics at least 12- 15 words for sadness and happiness.
Each group will list their words in their circle maps here.
3)Then, as a class we will discuss and decide (while highlighting their words) which ones are denotative and
connotative.
TTS: Tools=papers, copying notes, song lyrics Tasks= decide on what words to use also this is vocab.
development Strategy= To determine the difference between connotative and denotative words based on
what they have selected
Independent Practice (ELABORATE): (List the assignment(s) that will be given to the students to ensure
they have mastered the skill without teacher guidance.)
(4mins)
This is where our final discussion will take place and we will reflect upon where we might find connotative and
denotative words on a day-to-day basis. I will also propose a couple of questions here and call on students
randomly to check their understanding. Some of the questions will be the following, “Besides songs, where else
can we find some connotative and denotative words?”, “group “red” can you collaborate quickly and come up
with one sentence that uses a connotative word”, “group “blue” can you come up with a sentence using a
denotative word?”…..and so forth.

Modified Madelyn Hunter/5-E Lesson Planning Template (2-15/RLA)

Check for Understanding (EVALUATE): (Identify strategies to be used to determine if students have
learned the objective – FORMATIVE.)
(6mins)
exit tickets to double check (1 sentence with one connotative word, and another sentence with 1 denotative
word). They can use song lyrics here of their personal choosing, they do not go based on the piece we have
covered as a class. As long as their lyrics are appropriate, then I will allow them to use their devices once more
and decide on some lyrics they would like to use, unless they can think of sentences off the top of their heads
then they are allowed to do so as well. I will hand out papers shaped as Grammies where they will write their
sentences. I will then let them know whom ever gets a Grammy back for their songs and strong sentences next
class period receives a free homework pass. This gives them the drive to want to complete the task correctly and
hopefully earn a prize as well.
Closure: (What method of review and evaluation will be used to complete the lesson? How will you wrap
up the lesson by giving the lesson concepts further meaning for your students?)
(2mins)
I will have students hand in their exit tickets and close with how connotative and denotative words aren’t just
applied to the real world (like song lyrics), but song lyrics are almost identical to a form of poems. So, in next
week’s lesson we will be going over poetry and the different forms of poems that are out there.

The fundamental five were implemented based on the following:

1) I did frame my lesson during the prior knowledge section in Explore. I feel their prior knowledge is

what initially gets the lesson rolling and provides a solid framework other than my physical lesson plan.

2) Power Zone will be used in the video

3) Small group purposeful talk is presented all the way through in their groups of 5.

4) I did recognize and reinforce the lesson in the elaborate and evaluate portion of my lesson.

5) Finally, critical writing is involved in their exit tickets. They must think critically about what we have

learned and write critically by showing what they now know in their sentences.

Modified Madelyn Hunter/5-E Lesson Planning Template (2-15/RLA)