Common Core Lesson 3
Duration of lesson: Two 50 minute class sessions
Grade Level: 6th Teacher: Miss. Rodriguez
Subject: ELA
CCSS.ELA-LITERACY.RI.6.2: Determine a central idea of a text and how it is
1 conveyed through particular details; provide a summary of the text distinct from personal
Common opinions or judgments.
Core and CCSS.ELA-LITERACY.RI.6.4: Determine the meaning of words and phrases as they
Content are used in a text, including figurative, connotative, and technical meanings.
Standard(s)
2 Audio recording of “I Have a Dream” speech
Materials/
Resources/ Google Classroom
Lesson
Preparation A computer for every student
Internet
Index Cards
BrainPOP
Elmo Projector
Hard copy of “I Have a Dream” speech for every student
3 ➢ Students should know how literary devices used in the text helps convey the
Objective(s) overall message.
➢ Students will be able to identify these literary devices in MLK’s “I have a dream”
speech and analyze how these literary devices help convey a message.
➢ Using MLK’s “I Have a Dream” speech as a primary source, students will be able
to demonstrate understanding of literary devices while analyzing MLK’s impact
on American society.
➢ Students will be able to use various literary devices in their own writing examples.
➢ Students will be able to use a variety of technological and information resources
such as libraries, databases, internet, and video to collect information.
4 ☐ Level 1: Recall ☐ Level 2: Skill/Concept
Webb’s Depth ☐ Level 3: Strategic Thinking ☐ Level 4: Extended Thinking
of Knowledge
SAUSD Common Core Lesson Template (adapted)
Level Explain how the lesson addresses each box you checked:
Level 1: Recall- Students will recall the terms defined in the last lesson in order to
identify the literary devices used in the given text.
Level 4:Extended Thinking- Students will be able to analyze various type of texts after
the lesson.
☐ Demonstrating independence ☐ Building strong content knowledge
☐Responding to varying demands of audience, task, purpose, and discipline
☐ Comprehending as well as critiquing ☐Valuing evidence
☐Using technology and digital media strategically and capably
5 ☐ Coming to understand other perspectives and cultures
College and Demonstrating independence - Students will independently write a five paragraph essay
Career Ready about their personal hero using literary devices learned in this unit.
Skills
Coming to understand other perspectives and cultures- Using MLK’s “I have a
dream” speech will allow students to look into another person’s perspective and culture.
Building strong content knowledge- Analyzing an informational text will allow students
to have a deeper understanding of the content being taught.
☐ Communication ☐ Collaboration ☐ Critical Thinking ☐ Creativity
Communication- Students will write an essay about a personal hero and present it to their
classmates. Students will also fill out a KWL(What you know, what you would like to
6 know, what you have learned) chart to communicate with me what they have learned from
the lesson.
21st Century
Skills
Creativity- Students will need to use creativity in their essays while including literary
devices.
Lesson 1
Alliteration
Personification
Metaphor
7 Literary Devices
Vocabulary/K Anaphora
ey Terms
Repetition
Figurative language
Anaphora
SAUSD Common Core Lesson Template (adapted)
8
Differentiated ● English Learners- For my English Language Learners I would provide a copy in
Instruction
Spanish and English. I would them work one on one with them and highlight
examples of literary devices. I would give them a graphic organizer hand out and the
student could place each phrase under the correct category such as alliteration or
metaphor.
● Special Needs- For students who are struggling with the material I will allow more
time to complete assignments and will modify my grading scale. For students who
struggle taking notes I will provide them with a print out of the notes, for example this
would be helpful when we write out the definitions for alliteration, symbolism, etc.. I
will also instruct material according to their IEP requirements to accommodate those
students. For my students that have trouble reading I will place them in a group with a
“high reader” and a “medium reader” to go over the speech together. For students that
struggle with writing I will allow them to print out pictures with short captions instead
of doing the written page. Also, to reinforce the material I could give them a part of
the speech to look at instead of the entire thing and make the text larger.
● Accelerated (Gifted/Talented)- For my gifted students, I might ask that they provide
more example of literary devices in their writing such as writing 5-7, instead of 3-5
examples. I might also ask them to type their response and print out their short essay
instead of writing it out.
9
Assessments 1) Informally I would assess my students by using the picture index cards that they
created. I would also create additional cards containing direct information relevant
to MLK and his speech. Students would be divided into the same groups from
earlier and compete with the other groups to determine which group can name the
most literary devices using the picture cards.
2) Additionally, I will formally assess them when I grade their short essay about their
hero. I will inform the students that they must the use 3-5 literary devices in their
writing. Their short essay should also include what makes their person a hero and
what attributes of a hero they have. To follow up, I will create a quiz using Google
Forms and upload it to Google Classroom for student access. This software allows
analysis of real time data; therefore, I will get immediate scores to help me
determine if my class is ready to move on. An overall 80 percent score as a class
will indicate that they are ready for another lesson. My students will engage in
think/write/pair/share. I will instruct my students to think about the lesson and
write in the “what I have Learned” section in their KWL chart that they started at
the beginning of the lesson with their assigned group. They will discuss as a group
and share their answers to the class. These assessments have allowed me to give
my students a grade on their work and has allowed me to decide if additional
practice is needed, if I need to review, and whether I can move on to the next
lesson.
SAUSD Common Core Lesson Template (adapted)
10 Prior Knowledge, Context, and Motivation
Lesson I would engage my students by playing an audio recording of MLK’s “I have a dream
Delivery speech” as they walk into class. On the whiteboard, I would have questions for the
students to answer while they listen to the audio. These questions would be what is the
name of the speech and the person? Why did this person write this speech? What lasting
impact did this speech have on American society? What literary devices can you
recognize in the speech? After, I will have them use their Chromebook to take a brief quiz
on brainPOP, using their prior knowledge to find out how much they know about MLK. I
will then split my class into 5 or 6 groups and hand out a KWL (what I Know. what I
Wonder. what I have Learned) chart to students. This will help activate their prior
knowledge and promote discussion. They will add to their KWL throughout the lesson as
necessary.
Describe each step of the lesson
Teacher will… Students will…
➔ Play an audio recording of MLK’s ➔ Students will listen to MLK’s “I
“I have a dream speech” as they have a dream speech” as they walk
walk into class. into class.
➔ Write down questions for the ➔ Students will answer questions
students to answer while they listen written on the whiteboard.
to the audio. These questions would
be what is the name of the speech
and the person? Why did this person
write this speech? What lasting
impact did this speech have on
American society? What literary
devices can you recognize in the
speech? ➔ Students will log on to their
➔ Allow students to use a chromebook to take an online quick
Chromebook to take a brief quiz on on MLK.
brainPOP, using their prior
knowledge to find out how much
they know about MLK. ➔ Students will begin a KWL chart
➔ Will split my class into 5 or 6 and fill out throughout the lesson.
groups and hand out a KWL (what I
Know. what I Wonder. what I have
Learned) chart to students. This will
help activate their prior knowledge
and promote discussion. They will
add to their KWL throughout the
lesson as necessary.
➔ I will instruct my students to write ➔ Students will write a five paragraph
one page about their personal hero. essay on their personal hero using 5-
They will write about what makes 7 literary devices.
them a hero and what attributions of
a hero they have. I will direct them
to write about their hero using
literary devices that we have learned
SAUSD Common Core Lesson Template (adapted)
about throughout the lesson.
➔ Students will end the lesson by
➔ Students will be given the sharing their hero essay with the
opportunity to share their five class.
paragraph essay about their hero.
This activity allows them to practice
their written, oral, and listening
skills.
SAUSD Common Core Lesson Template (adapted)
