Murray State University - College of Education
Lesson Plan
Name: Jamie Houston / Date: February 2010 / Age/Grade: 6# of Students 25
# of Students with IEP’s: 0 / # of Students with GSSP: 0 / # of Students with LEP:
Subject: Language Arts / Major Content: Writing/Reading / Lesson Length: 50 min
Unit Title (if part of unit): Poetry / Lesson Title: Figurative Language
Scavenger Hunt: Part 1 / Lesson Number: 2
Created by: Apri Ellison teachers.net
Context
o The unit of study promotes learning skills that will improve their academic lifestyles and knowledge.
o Students have minor exposure to literary devices – some may or may not be aware of it.
o Students will be able to identify, use, and create literary devices that they will encounter the rest of their educational careers .
Objectives (Learning Outcomes)
State what students will demonstrate as a result of this lesson. Objectives must be student centered and observable/measurable. No more than 3 objectives.
1. Students will understand terms that belong in the category of figurative language.
2. Students will understand how figurative language devices are used.
3. Students will locate examples of figurative language.
Connections
Big Idea: Writing Conventions
To communicate effectively, students should be able to apply knowledge of language conventions and have control over standard grammar and usage. Students should be able to choose precise language appropriate to the purpose.
Big Idea: Demonstrating a Critical Stance (Reading)
Demonstrating a critical stance requires readers to consider the text objectively in order to evaluate its quality and appropriateness. It involves a range of tasks, including critical evaluation, comparing and contrasting, and understanding the impact of features, such as irony, humor, and organization. Knowledge of text content and structure is important.
Big Idea: Speaking, Listening, and Observing
Speaking, listening and observing are fundamental processes which people use to express, explore and learn about ideas. The functions of speaking, listening and observing include gathering and sharing information, persuading others, expressing and understanding ideas, and selecting and critically analyzing messages. The contexts of these communication functions include one-to one conversations, small group discussions, large audiences and meetings, and interactions with media.
Kentucky Learner Goals
6. Students shall develop their abilities to connect and integrate experiences and new knowledge from all subject matter fields with what they have previously learned and build on past learning experiences to acquire new information through various media sources.
Academic Expectations
1.11 Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.
1.1 Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools.
1.2 Students make sense of the variety of materials they read.
1.3 Students make sense of the various things they observe.
1.4 Students make sense of the various messages to which they listen.
Program of Studies
EL-6-WV-U-1
Students will understand that writers need to choose their language with care, depending on the content, purpose and audience.
EL-6-WV-S-1
Students will choose precise and descriptive language for clarity, richness and/or its effect on the reader (words with multiple meanings, words that imply different shades of meaning, words with literal and non-literal meanings, strong nouns and verbs, concrete and sensory details, figurative language – metaphors, similes, alliteration, personification)
EL-6-RRT-U-1
Students will understand that making connections involves thinking beyond the text and applying the text to a variety of situations. Connections can be expressed as comparisons, analogies, inferences, or the synthesis of ideas.
EL-6-RRT-U-2
Students will understand that references from texts provide evidence of applying ideas, making text-to-self, text-to-text, and text-to-world connections.
EL-6-DCS-U-1
Students will understand that reading is a process that includes applying a variety of strategies to comprehend, interpret and evaluate texts; showing evidence of responsible warranted interpretations of texts; and examining texts critically.
EL-6-DCS-S-3
Students will evaluate what is read based on the author’s purpose, message, word choice, sentence variety, content, or use of literary elements
EL-6-DCS-S-5
Students will interpret the interactions among literary elements
EL-6-DCS-S-6
Students will explain the effectiveness of literary devices or figurative language in evoking what the author intended (e.g., picturing a setting, predicting a consequence, establishing a mood or feeling)
EL-6-SLO-S-12
Students will respond to information in a variety of ways by summarizing, taking useful notes, organizing, analyzing or recording that which is meaningful and useful
EL-6-SLO-S13
Students will respond appropriately/respectfully (e.g., ask questions, respond with civility/respect)
Core Content
WR-M-3.5.0
Language: Students will exemplify effective language choices by
· Applying correct grammar and usage
· Applying concise use of language
· Incorporating strong verbs, precise nouns, concrete details and sensory details
· Applying language appropriate to the content, purpose and audience
DOK 2
Assessment Plan
In tabular format, organize how each objective will be assessed. Include copies of assessment instruments and rubrics (if applicable to the lesson plan).
Objective/Assessment Plan Organizer (expand the table if necessary)
ObjectiveNumber / Type of
Assessment
(summative or formative) / Description of Assessment1 / Depth of Knowledge Level2 / Adaptations and/or Accommodations
2 / Formative / Group Discussions / 2 and 3
1 / Summative / Scavenger Hunt / 1 and 2
1 Examples: quiz, test, KWL, quick write, open response, essay, checklist, performance task, venn diagram, possible sentences, think/pair/share, photos, rating scale
2 Level 1 – recall, Level 2 – application of skill/concept, Level 3 – strategic thinking to support ideas, develop a model, draw conclusions
Resources, Media and Technology
o Power point presentation
o Paper, pencils.
o Poetry handouts (from previous day).
Procedures
Opening:
· Begin class by writing on the board, “Life is like ______” As a class, begin filling in the blank by giving all of the students post its they will post on the board at the beginning of the lesson.
· Then Ask the class, “Does anyone know what type of figurative language this is?” Let the students have a chance to answer and discuss whatever the answer(s) may be.
· Then let the students know that we will be learning about figurative language, allusion, imagery, and irony.
Middle:
1. Review students’ concept of figurative language with power-point:
Figurative Language: writing that is not meant to be taken literally. Figurative language includes the use of simile, personification, and metaphor. Ex He made me so mad I wanted to burst into a billion pieces.
Take time to look over slide and discuss possible creations with the students. Make sure they have time to think and interact with the concepts of poetry in mind.
· Simile
· Personification
· Metaphor
· Rhyme
2. During each discussion of the terminology, let students come up with their own examples (first writing down on papers they will turn in later and then sharing with the class). Discuss how figurative language is commonly used in poetry and short stories to evoke certain emotions.
3. Divide students into small groups of two or three.
4. Give each group about 3 different poems. Have students find at least 2 examples of each figurative language discussed earlier: simile, personification, and metaphor. Have the class look at one poem and find at least one example (to show it how it is done).
5. Students will use different marks to identify the examples found in their poetry: Metaphors will be one line, Similes will be two lines, Personification will be a circle.
6. Groups may share their discoveries with the rest of the class when the activity is completed and return to their seats.
Conclusion / Review:
· The teacher will review these terms with class via power point class quiz. If there is time, let the students create a few more of their own examples and share them.
· The teacher will remind students that these devices will be used in every kind of book, poem, and article they read in the future and tell them they will be learning about Imagery and Alliteration.
Impact on Student Learning
Students were able to apply their knowledge of figurative language that they had learned during the class period: This helped students in fully understanding how figurative language is used and how to locate it.
Lesson Refinement
(How will you change the lesson to improve student learning?)
1.