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Standard:
Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of rhymes and other
repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or
section of a story or drama. (7.RL.4)
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the impact of a specific word
choice on meaning and tone. (7.RI.4)
Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of discipline
specific tasks, purposes, and audiences. (7.W.10)
c. Use a variety of transition words, phrases, and clauses to convey sequence and
signal shifts from
one time frame or setting to another. d. Use precise words and phrases, relevant
descriptive details, and sensory language to capture the action and convey
experiences and events. (7.W.3)
Objective (Explicit):
Students will be able to define figurative language specifically simile and metaphor.
Students will write and share out loud their own example of a simile and metaphor.
Sub-objectives:
SWBAT write the definition of figurative language.
SWBAT write the definition of simile.
SWBAT write the definition of metaphor.
SWBAT share their two sentences out loud to the class or with a classmate.
Key vocabulary: figurative language, simile,
Materials: PowerPoint, notebook, writing
metaphor
utensil, projector, video.
Instructional Input
Co-Teaching Strategy
Co-teacher will go around the room to make sure students are listening, participating, and answer any
questions they may have.
Independent Practice
Guided Practice
Differentiation Strategy
Students who need more time and instruction will be given that time and individual instruction as
needed.
Teacher Will:
Show two poems, ask a student to read each
one out loud. One poem will contain similes
and one will contain metaphors. Teacher will
ask students to point out similes and
metaphors and explain why they are either.
Student Will:
Students will read or follow along as a peer
reads the poem and will be ready to point out
a simile and a metaphor in each one and
explain their answer.
Co-Teaching Strategy
Co-teacher will go around the room to make sure students are listening, participating, and answer any
questions they may have.
Differentiation Strategy
Students who need more time and instruction will be given that time and individual instruction as
needed.
Teacher Will:
Show example simile and metaphor that teacher
created, and then show directions and prompts of
what students should write their similes and
metaphors about. Give students time to write
their own then call on volunteers to share.
Student Will:
Follow along as teacher shows example of similes
and metaphors they created. Follow along as
teacher gives directions on how and what to
write their own similes and metaphors about.
Write their own simile and metaphor and be
ready to share.
Co-Teaching Strategy
Co-teacher will go around the room to make sure students are listening, participating, and answer any
questions they may have.
Differentiation Strategy
Students who need more time and instruction will be given that time and individual instruction as
needed.
Theme
Audience
Imagery
Vocabulary use
Dialogue use
Lesso
n
Topics
Content Standards
Measurable/Observabl
e Learning Objectives
(What should students
know, understand and or
be able to do?)
Day 1
Recognize and
Instructional
Strategies/Tasks
Differentiation
(Make sure to have
variety here...analytical,
creative and practical)
As
M
Day 2
Day 3
Day 4
Day 5
Day 6
remember aspects of
narrative writing
broadly and be ready to
go in depth later on.
Introduce writing project
Solicit student
examples, show mentor
texts, guided notes,
reflection exit slip
Re
reg
Guiding questions,
mentor text, example
beginning middle and
end visual.
Co
Guiding questions,
mentor text, classroom
discussion.
De
se
W
se
in
vie
Solicit student
examples, show mentor
texts, group work, class
Pa
pa
wi
Li
the
Day 7
Day 8
Day 9
Day 10
Day 11
discussion
Re
au
the
the
Us
res
pr
Workshop
Lo
stu
tow
Workshop
Lo
stu
tow
Day 12
Day 13
Day 14
Day 15
Workshop
Lo
stu
tow
Workshop
Lo
stu
tow
Workshop
Lo
stu
tow
N/A
Tu
as
Direct instruction
ed experiences or events using effective technique, well-chosen details, and well-structured event sequences.
e, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
nd formula
sert dialogue into writing by using the rules of inserting dialogue to free write a paragraph that has at least two pieces of dialo
of dialogue by reading mentor texts and using them as guidelines for discussion and class work.
st sentence that must include a set up sentence, dialogue, and a response dialogue. Students will not be graded on accurate u
ng their paragraph that contains a set-up, dialogue, character/conflict, and a logical ending. Students will not be graded on a
completion.
c to complex): Content and Language objectives action verbs such as write, list, highlight, etc.)
e, and conclusion.
e.
k about when and how dialogue enhances writing.
nce, completion, response, tags, voice, conflict, conclusion.
Materials/Technology Resources to be Used: projecto
earning, and make RELEVENT to real life) When you are writing and story telling you are always like he said this/she said
iation How will your instruction look different for those students who need differentiation or accommodations?
xamples, and role playing.
example of what dialogue looks like, help students write their own.
iation How will your instruction look different for those students who need differentiation or accommodations?
xamples, individual attention and role playing.
ns: What connections will students make to their real lives? What essential questions will they reflect on in their closure of the l
this lesson helped to achieve? (character development, voice, higher level thinking)
Direct instruction
ed experiences or events using effective technique, well-chosen details, and well-structured event sequences.
e, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
nd formula
e-write for their story by making up, or deciding who their main character(s) will be. They will be responsible for naming the
ext.
earning, and make RELEVENT to real life) When you are writing and story telling you are always
iation How will your instruction look different for those students who need differentiation or accommodations?
xamples, and role playing.
example of what dialogue looks like, help students write their own.
iation How will your instruction look different for those students who need differentiation or accommodations?
xamples, individual attention and role playing.
ns: What connections will students make to their real lives? What essential questions will they reflect on in their closure of the l
this lesson helped to achieve? (character development, voice, higher level thinking)
Direct instruction
to support analysis of what the text says explicitly as well as inferences drawn from the text.
idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and re
nd formula
in their own words and recognize and write a theme as they understand it in a packet of short passages.
ge attempted and will receive one on one conferencing if there is a definite misinterpretation of the theme or the definition of
c to complex): Content and Language objectives action verbs such as write, list, highlight, etc.)
earning, and make RELEVENT to real life) : Reading and knowing what you are reading is important. You have to know what
t we need to be able to understand what the entire work wants us to know about life.
iation How will your instruction look different for those students who need differentiation or accommodations?
ents the meaning of theme further based on a free write of what the
m.
iation How will your instruction look different for those students who need differentiation or accommodations?
ns: What connections will students make to their real lives? What essential questions will they reflect on in their closure of the l
e of a text, you will be able to learn way more from reading than you ever did before. You will also be able to start to think of wh