Вы находитесь на странице: 1из 2

Instructional Plan Reacting to Assessment on Figurative Language (FL)

Students will be broken into assigned small groups consisting 3-5 students each. Each
group will complete three brief activity sheets, each adapted to three tiers of difficulty. Each
group will be given the choice to pick their difficulty level, although I will encourage (assign)
more difficult tiered tasks to groups I know are capable of completing and will gain appropriate
challenge from the assignment. Everyones three-part activity will consist of check points, which
they must have me check off (to assure correctness and break solidifying misconceptions) before
moving to the next section/assignment sheet.
Small Group Activity Differentiated by Difficulty and Mastery
Consistent Successful FL Application
Students in the Consistent Successful FL Application group will be broken into one group
of four and one group of five. These groups will be encouraged to complete high-difficulty tiered
assignments. The instructions for the high-difficulty assignments are described below:
1. Foundation Check: Bellow is a list of each element of figurative language we have
learned about in class. As a group, recall and write the detailed definition for each
element in the space provided.
2. Connect Knowledge and Practice: Read the story section, then color code and identify
each element of figurative language the author uses. Find as many as you can and
explain how and why you think the author used each element the way he did in the story.
3. Application Task: Complete the cartoon using 1-2 elements of figurative language to
create sentences in each scene. Use the elements to clarify what you believe is
happening in your section of the story. Your creation should be school appropriate, use
complete sentences and correct grammar, and flow smoothly from one section to the
next.
Intermittent FL Understanding And Application Errors
Students in the Intermittent FL Understanding and Application Errors group will be
broken into two groups of four. These groups will be encouraged to complete medium-difficulty
tiered assignments. The instructions for the medium-difficulty assignments are described below:
1. Foundation Check: Below is a list of the definitions for each of the elements of
figurative language we have learned about in class. As a group, determine which
element of figurative language belongs to each give definition.
2. Connect Knowledge and Practice: Read the story section, then color code and
identify each element of figurative language the author uses. Explain why you think
the author used each element the way he did in the story.
3. Application Task: Complete the cartoon using the suggested elements of figurative
language to write or fix sentences in each scene. Use the elements to clarify and
enliven what is happening in your section of the story. Your creation should be
school appropriate, use complete sentences and correct grammar, and flow
smoothly from one section to the next.

Consistent FL Understanding And Application Errors


Students in the Consistent FL Understanding and Application Error group will be broken
into one group of five. These groups will be encouraged to complete low-difficulty tiered
assignments. The instructions for the low-difficulty assignments are described below:
1. Foundation Check: Below are two lists, the left list consisting elements of
figurative language, the right list consisting definitions of each element of figurative
language. Match the elements of figurative language with their correct definition.
2. Connect Knowledge and Practice: Read each example sentence and identify the
element of figurative language used. Explain how you recognized which element
was used in each sentence.
3. Application Task: Complete the cartoon using the suggested elements of figurative
language to write or complete sentences in each scene. Use the elements to clarify
and enliven what is happening in your section of the story. Your creation should be
school appropriate, use complete sentences and correct grammar, and flow
smoothly from one section to the next.
Full-Class Closure Activity: Unifying Small Groups Tasks
Students should hopefully complete their tasks with guidance and motivation around the
same time. Those who finish early may have time to proof read their cartoons and add any extra
details to spice up the story sections. Once all groups have completed their third task, students
will tape their cartoon sections to the board (I will let them know where their groups section
belongs in the story time-line). As a class we will go through the cartoon story and identify the
elements of figurative language used in each section. I will pause if I believe a sentence presents
a really good example and encourage the students to explain how and why that sentence was an
appropriate example of that element. If we come across any incorrect examples (which I hope
will be few since I will be meandering amongst the groups and paying particular attention to the
Consistent FL Understanding and Application Error group) I will have the class help in
rewriting the sentence to be a clear and appropriate example of that element of figurative
language. Because these were created by groups, individual student mistakes will be tastefully
invisible to the class, student groups being responsible for the mistake rather than placing blame
on one embarrassed student.
As an exit slip, the teacher will provide three different, randomly selected elements of
figurative language. Students may give the definition and/or an example sentence applying each
element. These will be collected to assess students ability and confidence of mastery with
figurative language.

Вам также может понравиться