Mattie Bockhold

Chelsea Burton
Elana McLaren
Jordan Kennedy

IT Project:
Lesson Plan Template
Endorsement
Subject
Class
Unit
Lesson

Fourth/Fifth
Writing
Writing - Figurative Language
Writing Tools
Engaging With Figurative Language As Writers

Resources

Teacher created MindMup

Projector to project the MindMup to the whole class
Printed copies of the MindMup lesson for each student
Construction paper and markers

Standard

NDE (Nebraska Department of Education)

LA 4.2.2/LA 5.2.2 Writing modes: students will will write in multiple modes for a
variety of purposes and audiences across disciples
LA 4.2.2.a/LA 5.2.2.a Use precise word choice and domain-specific vocabulary to write
in a variety of modes
LA 4.2.2.d/LA 5.2.2.d Use precise word choice and domain-specific vocabulary to write
in a variety of models
With the writing standards set by the Nebraska Department of Education at the end of
fourth and fifth grade students are expected to follow a certain criteria of writing. this
criteria includes using numerous styles of writing so that they can reach a variety of
audiences and purposes. Fourth and fifth graders are also expected to use a particular
word choice that will go along with the numerous styles of writing. Lastly, it is expected
of students to to use particular vocabulary in a variety of writing types.

Introduction

In this lesson we hope to teach the students about figurative language tools that they
can use as writers. We will project MindMup to the whole class as a visual explanation of
the figurative language tools (rhythm, hyperbole, onomatopoeia, alliteration, and
personification). MindMup will provide the name, definition and an example of each tool.
From what the students learned in the figurative language lesson, the students will choose
one of the tools and create their own form of a MindMup for that tool on construction
paper. The students will write the tool, write the definition in their own words and then
create their own example with an illustration included.

Technology
Uses/Materials
Needed

The instructors computer and a projector will be needed to present the MindMup to
the entire classroom. The MindMup will be used as the visual explanation for the
figurative language tools.

Objectives

Objective 1: Teach the class five new figurative language tools (rhythm, hyperbole,

onomatopoeia, alliteration & personification).

Objective 2: Students have mastered the figurative language tools to the point that they
can restate (Blooms Taxonomy Understanding Level) create their own example in
writing (Blooms Taxonomy Synthesis Level).
Objective 3: Learn how to brainstorm and spatially organize information.
Preparing the
Student

To prepare for this lesson, students will need to know how to read, write, and construct
basic sentences.

Assessment of
Student
Learning

The students will learn through the following levels of Blooms Taxonomy:
Knowledge: The students gain knowledge about the content by first reading and then
listening to the teacher read figurative language tool names, the definitions, and the
example. The students will also be able visualize examples of the figurative language
tools.
Understand: The students must understand all five of the figurative language tools so
that they can define and actively use each one in their writing.
Apply: The students will apply this newly gained knowledge by writing a definition of
one of the figurative language tools through paraphrasing.
Analyze: Students will analyze this information by spatially organizing and outlining (to
follow the outline format of the displayed Mindmup) their chosen figurative language tool
including the name, paraphrased definition, example and illustration of their example.
Evaluate: The class will evaluate their learning by comparing their form of a MindMup
to the displayed MindMup that the teacher taught the lesson with. The students will also
share and compare their forms with that of their fellow classmates.
Create: The students will choose one figurative language tool and compose the
map/outline that looks like the MindMup that was displayed to the class as the lesson.
The students will paraphrase the definition that they learned in the lesson and then
produce their own individual example of that figurative language tool. The students are
then going to imagine and draw an illustration for their example of the chosen figurative
language tool.

Lesson
Sequence

1.
2.

Present MindMup to students on the projector.

Present word, give definition, and provide an example of the word with an
illustration so that students have an idea of what to include and is expected in their
MindMup.
2.1.
Rhythm - a pattern of rhymes that is created by using words that produce
the same, or similar sound.
2.1.1.
Example: I am a teapot short and stout; this is my handle this is
my spout.
2.2.
Onomatopoeia - words whose very sound is very close to the sound that
they are meant to depict.
2.2.1.
Example: The buzzing of a bee (Buzz! Buzz!)
2.2.2.
Example: POW! BOOM! WHAM! ZAP!
2.3.
Personification - when an animal or object does something only a human
would do.
2.3.1.
Example: The whispering of the forest trees.
2.4.
Hyperbole - uses exaggeration to make a point.
2.4.1.
Example: My phone is ringing off the hook
2.5.
Alliteration - a device where words are used in quick succession and begin

3.

4.
5.

6.
7.

Measurement
of Success

with letters belonging to the same sound group.

2.5.1.
Example: The wicked witch of the west went her own way.
Explain to students how they will be expected to use the format of an organized
map of information like that in a MindMup.
3.1.
Draw draft of web on a piece of construction paper using the figurative
language vocabulary provided (rhythm, hyperbole, onomatopoeia,
alliteration, and personification).
3.2.
Distribute construction paper and markers/crayons (instructors choice) to
each student.
Instruct the students to choose a figurative language tool.
Instruct them to organize a map that includes the name of the figurative language
tool, a definition in their own words, their own example, and an illustration for
their example.
Monitor student progress on the task and offer any assistance that is needed for
students to fully understand the content.
When students have finished their version of the maps, have them compare it to
the MindMup that was created for the purpose of the lesson.
7.1.
Have them share and compare their examples with fellow classmates.

Success in this activity will be measured in a couple of different ways. First, the
instructor will be able to measure the students level of learning by their example and
illustration that they turn in. Because they are to rephrase the definition of the figurative
language tool that they have selected, they will demonstrate a certain level of
metacognition because they have to think about their understanding of the definition in
order to rephrase it into their own words. Second, the example and subsequent illustration
that they provide will also demonstrate their level of learning because they are able to
apply the content that they have learned to the creation of their own example.
This lesson is able to be applied in a variety of future lessons because these tools are
a foundation for writing that the students will be able to use for the rest of their lives.
Additionally, the demonstration and use of the MindMup program will benefit the
students in the future by providing them with a learning tool to use in a variety of
different classes and situations.

https://www.mindmup.com/#m:g10Bz7IoGKAiSJKMldZMXR2MkxtS0U