Susan Reyna

ELE 301-02: Dr. Conte

Edgewood Elementary School, 5th grade
Lesson Plan #3- Oxymorons

1. Oxymorons! , 5th grade
2. Lesson Essential Questions: What is an oxymoron? What is the relationship between
the literal meaning and the meaning of the figurative speech?
3. Standards:
PA Curriculum Content Standards: CC.1.2.5.F Determine the meaning of words and
phrases as they are used in grade level text, including interpretation of figurative
language.
NJ Curriculum Content Standards: CCSS.ELA-Literacy.L.5.5 Demonstrate understanding
of figurative language, word relationships, and nuances in word meanings.
4. Time: 40 minutes
5. A. Learning Objectives:
a. SWBAT understand and explain the definition of an oxymoron.
b. SWBAT explore and focus on one oxymoron and be able to understand the
literal and actual meaning of the oxymoron.
B. Assessments:
OBJECTIVES ASSESSMENT
To have students understand and be able
to explain the definition of an oxymoron.
During the opening activity, the students
will be asked to reiterate the definition of
an oxymoron. Then, they will be asked to
be paired with another student to create
an oxymoron. This will help me determine
whether or not students are grasping the
concept.
To have students explore and focus on
one oxymoron and be able to understand
the literal and actual meaning of the
oxymoron.
Every student pair will be asked to draw
out the literal meaning of their oxymoron
and then they will be asked to
write/explain a sentence or two of what
the two words mean when they are used
together as an oxymoron.
6. Rationale: It is important for students to learn various oxymorons because they are
used frequently in our everyday language through speech and through readings.
The students have been learning several examples of figurative language already
(i.e., similes, metaphors, idioms) to prepare for their state exam. This lesson will show
a few examples of oxymorons and have them explore others that they may have
heard and allow them to raise questions on certain oxymorons that they are
unfamiliar with.
7. Materials:
Vocabulary cards (i.e., figurative language, contradictory, literal,
oxymoron).
Reference book: Who Ordered The Jumbo Shrimp and Other Oxymorons by
Jon Agee
List of kid-friendly oxymorons (as a reference)
Construction paper
Markers/Crayons/Pencils
8. Prior Knowledge:
a. Students should have an understanding of figurative language (i.e., similes,
metaphors, personification, etc.).
b. Students should already have prior knowledge of various oxymorons. They
will not fully understand the meaning and reasoning of this figure of speech,
however, after modeling various oxymorons, students should be able to
recall other oxymorons that they have heard of throughout their lifetime.
c. A misconception that the students may have may include taking all
opposite words and calling it an oxymoron. I will carefully monitor the
students through their activity to make sure that each one understands
exactly what constructs an oxymoron.
9. Lesson Beginning:
The lesson will begin by randomly selecting two student volunteers. I will give the first
student the first word and the second student will hold the second word. I will model
how each word has their own meaning, but when they are used together, they create
an oxymoron we are all familiar with and have heard of before.
3 examples will be modeled:
o Summer School
o Freezer Burn
o Civil War
10. Instructional Plan
Activity one: Each student will be handed a piece of paper. The paper will have one
word on it and it will be either a red or green piece of paper. Red papers have a word
on it that represents the first word in the oxymoron. The green papers have a word on it
that represents the second word in the oxymoron. The students will have to stand up,
and find their matching partner. For example, if I have a red piece of paper that has
the word jumbo on it, I will be looking for a classmate that has a green piece of
paper. As I go to my classmates, I will go to each person with a white paper until I find
the student that has a word that would make sense with mine. Once I have found a
student with a green piece of paper with the word shrimp on it, we would go to the
front of the classroom since we have found our pair.
JUMBO SHRIMP
CAT FISH
BLACK LIGHT
DRY LAKE
SUN SHOWER
POWER NAP
SMALL CROWD
BUSINESS VACATION
LOUD WHISPER
HOME OFFICE
STUDENT TEACHER
Activity two: After we go over all of the pairs of oxymorons, I will ask each pair to sit
together. Once they have all quieted down, the pairs will be asked to brainstorm two
things. One will be how they could draw their oxymoron in a literal sense. For example,
students could brainstorm and decide that they will end up drawing a large shrimp.
Secondly, they will be asked to write a sentence explaining the actual meaning of their
oxymoron. They will have the opportunity to brainstorm their sentence during this time.
After the brainstorming time has ended, they will take their idea and draw their literal
meaning, label their paper with their oxymoron, and then write the sentence of the
actual meaning on the bottom of the paper.
*Examples will be shown*
11. Differentiation:
If a student is having a difficult time understanding the concept of an oxymoron, either
their partner will be able to help them through the activity, or Ms. Middleton or I can
help walk them through it until they are able to explain what an oxymoron is. Some
students may receive an oxymoron that they might not understand. If I am unable to
successfully explain what it means literally and figuratively, I will have extra pairs on
hand so I can switch out the more difficult ones to an easier one. (EXTRAS - OLD NEWS,
ORIGINAL COPY, COLD SWEAT).
12. Closure:
Students will have the opportunity to share their work with the entire classroom. We will
view the students work and we will discuss their literal meaning and the oxymoron
definition.