Reeser, Hilda

RED 4043
Dr. Behrens
February 15, 2016
Figurative Language in Song
Grade: 6th
Student Learning Objective: Students will identify meanings of connotations used in text, identify phrases with
figurative language, and determine meaning of figurative phrases as used in text.
Materials:
Computer for Presenter
Internet Connection
Speakers
Copies of Taylor Swifts Speak Now
LCD Projector
Worksheet (Pages 5-13)
Assessment
Preparation for the Activities: During the previous class, students will complete pages 5-10 in the text. While
they are getting ready for class, they will listen to multiple segments of music while the lyrics play on LCD Projector.
Text Information:
Figurative Language by Rachel Lynette
Link to Text:
www.raachel-lynette.com
Text Information:
2014Cherie Behrens

Speak Now by Taylor Swift

Link to Text: https://www.youtube.com/watch?v=gZ2KxY2ew2k
Flesh-Kincaid Readability Level: 6.1
Order of the Lesson:
1. Introduction
2. Before reading strategy
3. During reading strategy
4. After reading strategies
Introduction:
Vocabulary- Frayer Model:
This graphic organizer requires students to study words or concepts in a relational way. Students define a concept, state its
characteristics, and provide examples and non-examples.
1. Write a word or phrase in the center circle.

2014Cherie Behrens

2. Have students write a definition in the upper left quadrant, examples in the lower left quadrant, characteristics in the upper
right quadrant, and non-examples in the lower right quadrant.

Fresh and familiar music and media are shown on front screen as students enter classroom. The music will keep their
interest and give examples of similes and metaphors used in the context of song lyrics. The teacher will facilitate a
discussion using guiding questions:

Do you realize you probably already heard similes and metaphors used today? Where do you think you might

Definition

Characteristics

(in own words)

descriptive
comparing one thing with another thing of a different kind

vivid

Simile
Examples
(from own life)

Non-examples
(from own life)

You are bright like the sun.

You are the sun.

have heard them?

Do you realize if you sang a song along with the radio on the way to school, you probably already sang

several similes and metaphors today?

Why might authors and song writers use figurative language in their work?

CONTENT AREA STANDARD:

Discipline:
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English
Language Arts

LAFS.6.RI.2.AP.4c: Identify meanings of connotations used in text.

LAFS.6.RI.2.AP.4a: Identify phrases with figurative language.

LAFS.6.RI.2.AP.4b: Determine meaning of figurative phrases as used in text.

ANCHOR STANDARDS FOR READING, WRITING, LISTENING, and SPEAKING:
CCSS
Anchor
Standard
Addressed
:
K-12 CCSS
Anchor
Standards
with Link
and
Standard
Written
Out:

Correspon
ding
Before,
During
and After

Reading

Writing

CCSS.ELA-LITERACY.L.6.5
A
Demonstrate
understanding of
figurative language,
word relationships, and
nuances in word
meanings. Interpret
figures of speech (e.g.,
personification) in
context.
Interpret figures of
speech (e.g.,
personification) in
context.

CCSS.ELA-LITERACY.L.6.5.B
Use the relationship between particular
words (e.g., cause/effect, part/whole,
item/category) to better understand each
of the words.

CCSS.ELALITERACY.L.6.5.C
Distinguish among the
connotations
(associations) of words
with similar denotations
(definitions) (e.g., stingy,
scrimping, economical,
unwasteful, thrifty).

Before Reading:
Students will preview
text focusing on the
most important
information, and

Before Reading: Using the PreP strategy,

the teacher introduces the use of similes
and metaphors in songs and the students
share songs they enjoy including simile
and metaphor usage.

Before Reading: Teacher

plays song for students to
hear and displays the
lyrics on LCD projector.

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Listening and Speaking

Strategies

connecting the
information in the text to
what they already know.
During Reading:
Using a Venn Diagram,
students will compare
and contrast between
similes and metaphor
characteristics (pg 5 &
9).
After Reading: Using a
Compare Contrast
Organizer, students will
highlight sentences with
similes and metaphors.

Evaluation
Using
Formative
Assessme
nt

Before Reading:
Students will categorize
groups of words using
the List-Group-Label
strategy.
During Reading:
Students will use Text
Coding to highlight
comparisons in
sentences.
After Reading: Using a
Compare Contrast
Organizer, students will
decide if sentences are
similes or metaphors.
Estimated Time:
2014Cherie Behrens

During Reading:
Students will use a graphic organizer
consisting of two separate columns.
Students will write similes in the first box
and their meaning in the second box;
matching the beginning from the first box
to the end in the second box. -APPARTS
strategy.

Before Reading: Teacher will prepare

questions in advance of reading using PreQuestions that will help them establish
purpose and focus attention.
During Reading: Students will take notes
recording similes and metaphors in
selected modern song lyrics, thinking
about what has been read.

During Reading: Teacher

replays song, pausing at
each simile and metaphor
for discussion.
After Reading: Students
will utilize the discussion
strategy to conceptualize
and discover what
meaning the assignment
has to them.

Before Reading: Teacher

will conduct a class
discussion to discover
more about what
students bring to their
reading.
After Reading: Students
will share their findings in
class discussion using the
321 Strategy.

50 minutes
English Learner Strategies:
Create groups for students to discuss simile and metaphor usage in Taylor Swifts song as well as in some of their
favorite songs.
Present a Spanish version of the text but have the student complete the English version worksheet.
Provide student with translation dictionary.
Provide photos of key objects read in text (placed in first column of graphic organizer) to show ELL students. Have
them draw what the figurative phrase means in the second box.
Hess' Level of Cognitive Rigor Matrix: Level 2 Skills and Concepts
Rigor Explained to Show Meeting this High Level of Cognitive Rigor: Students will show relationships, apply a
concept in a new context, along with organize, represent and interpret data.
Reference Information for Hess' Level of Cognitive Rigor Matrix:
http://static.pdesas.org/content/documents/M1-Slide_22_DOK_Hess_Cognitive_Rigor.pdf
2009 Karin K. Hess: Hess Cognitive Rigor Matrix, khess@nciea.org
The Gradual Release Model:
About the scaffolding technique called the Gradual Release Model (I do it, We do it, You do it):
I do it: explicit teaching (explaining what they need to do)
We do it: guided practice (where you provide support by doing the activity with them)
You do it: independent practice (when the students practice the skills they learned on their own)
Gradual Release
Before Reading:
I do: Teacher points
out differences
between similes and
metaphors. Teacher
model for the
students surveying
text features
We do: Next, the
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Model for the Strategies in this Lesson

During Reading:
After Reading:
I do: Teacher reads
I do: Teacher will lead
preview of list of
a class discussion
words to write about
introducing the
using similes and
material to be
metaphors.
covered. The teacher
We do: Create
introduces an
graphic organizer
important concept

teacher provide
them with guided
practice, by having
them help the
teacher survey text
features
You do: Then, the
teacher will give
them an opportunity
to independently
practice surveying
text features while
circulating to
provide clarity,
guidance,
elaboration or
coaching, as
needed.

consisting of two
columns.
You do:
Students will use a
graphic organizer
consisting of two
separate boxes.
Students will create
similes by matching
the beginning from
the first box to the
end in the second
box. -APPARTS
strategy.

from the material to

be taught and the
We do: Students
share what they know
about the concept
You do: Students will
share their findings in
class discussion using
the 321 Strategy.

Strategies and Links:

Before Reading:
Surveying Text Features: This happens when students read (skim) the text features (e.g., title, headings, captions) to
ignite their prior knowledge, build background knowledge, and determine the text format.
During Reading:
Text Coding-this happens when students use different colored highlighters to mark up the text for a variety of
purposes, including using the INSERT strategy.
After Reading:
321
Strategy is a good end-of-the-period activity to review the days lesson and promote higher order thinking.

Reflection: This lesson utilizes 3 reading strategies to help students understand and comprehend the text within the
selected song. By activating prior knowledge, scaffolding reading strategies, and creating a new understanding of the
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text to assimilate into their prior knowledge, students will also be able to identify meanings of connotations used in
text, identify phrases with figurative language, and determine meaning of figurative phrases as used in text.
Objectives Connection: The objective of this lesson is to understand the use of figurative language and word
relationships within text. Using song lyrics, students will interpret figures of speech (e.g., personification) in context.
They will use the relationship between particular words to better understand each of the words used within text. They
will distinguish among the connotations (associations) of words with similar denotations (definitions).

2014Cherie Behrens