Education 271: Technology Enhanced Lesson Plan Planning Statement Title of Lesson: Exploring Figurative Language Grade: 5th

Anticipated Time Frame: 50 mins. Video/Review: 10 mins. Brainstorm: 15 mins. Venn Diagram: 10 mins. Write poem, song, or rap: 15 mins. Subject Area: English Language Arts Classroom organization: small groups of students (5 students per group) traveling together to the five stations, followed by partner work to compose written work

Resources and materials: Attach any worksheets or graphic organizers. 1. Flocabulary video: https://www.flocabulary.com/figurative-language/ 2. Figurative language in pop music video: https://www.youtube.com/watch?v=KtCXaQ9nvOY 3. Computer and ELMO to show online videos 4. Various pictures and cut-outs from magazines 5. Dictionary of Idioms (7 copies) from classroom library 6. Venn Diagram worksheet (see attached) 7. Large butcher paper sheets and markers for class brainstorms 8. ELA Notebooks and pencils 9. Computer with recording software (GarageBand) Central Focus or Big Idea of Learning Segment: Explore figurative language and how to use it in writing. California Common Core Standard(s): CCSS.ELA-Literacy.L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figurative language, including similes and metaphors, in context. Specific Learning Objectives: Students will review their understanding of figurative language and practice using it in their writing. They will solidify figurative language vocabulary, compare and contrast different types of figurative language, and practice writing with figurative language. Prerequisites: The class has had lessons on this ELA topic earlier this year, so a review of key terms at the start of the lesson will help activate prior knowledge.

Dan Harris: Technology Enhanced Lesson Plan

Key ELD Standard(s): Interpretive: Evaluating language choices Describe the specific language writers or speakers use to present or support an idea (e.g., the specific vocabulary or phrasing used to provide evidence) with prompting and substantial support. Collaborative: Interacting via written English Collaborate with peers on joint writing projects of short informational and literary texts, using technology where appropriate for publishing, graphics, etc. Productive: Writing a) Write short literary and informational texts (e.g., a description of a camel) collaboratively (e.g., joint construction of texts with an adult or with peers) and sometimes independently. Challenging Academic language and concepts: There are a few aspects of the lesson that present challenges: First, the students need to understand each vocabulary term in this realm (simile, metaphor, personification, hyperbole, idiom). Secondly, the language tool itself (figurative language) can be abstract, especially metaphor and idiom. Access to the curriculum / modifications: A variety of supports for English learners will be in place for this lesson.** (They will be highlighted per the requirements of this particular lesson plan.) Accommodations and modifications will be made as needed per specific students and their IEPs.

Assessment: 1. Monitor student input in review. 2. Check student brainstorms and examples from the lesson. 3. Observe participation and sharing of group poem, song, or rap. 4. Students will write their favorite part and a challenging part of using figurative language in the ELA notebooks (to be collected and read by the teacher). Instructional Sequence Set or introduction: Teacher: Weve had a couple of lessons on figurative language earlier this year; this lesson will expand our bank of figurative language to become better writers. At the end of this lesson, youll be writing your own poetry, song, or rap that integrates figurative language. https://www.youtube.com/watch?v=KtCXaQ9nvOY Show figurative language in pop music video as a review of key terms. (visual

Dan Harris: Technology Enhanced Lesson Plan

support/video) Teacher: The video reminded us about simile, metaphor, and idiom. What other figurative language terms do you remember? (build on prior knowledge) Students: Personification, hyperbole, alliteration, onomatopoeia. Teacher will write figurative language words on the board along with their definitions, including simile, metaphor, personification, hyperbole, and idiom as the students recall their meanings. (build on prior knowledge and explicit vocabulary) Similecompares two things using the words like or as Metaphorcompares two things without using the words like or as Personificationwhen an idea, object, or animal is given human characteristics Hyperbolean exaggeration or overstatement for effect Idioma saying that has a different meaning than its literal meaning Developing Content: (Teacher Directed Instruction) TDI Teacher: Now, to dig deeper into the use of figurative language, were going to create a class brainstorm, or toolbox, for each of the following: similes, metaphors, personification, hyperbole, and idiom. Each of these five types of figurative language have a sheet of butcher paper around the roomyoure going to travel around the room with your group and add to the bank of examples for that type of figurative language tool. (strategic grouping of students/peer interaction) There are pictures and cut-outs from magazines to get your brain moving. Youll have about four minutes at each station, and youll be adding to your classmates ideas at each station. For example, at the simile station, youll write examples of similes that could be used in a story, poem, song, or rap; use the pictures you find at each station for inspiration. (visual support/pictures) If I walk up to the simile station and find a picture of a leopard, I might remember that simile is a comparison using like or as, and write she ran quick like a jungle leopard. (modeling/showing an example) At the idiom station, youll browse through the Dictionary of Idioms and pick a few that you like and write them on the large sheet of paper. Teacher: Any questions about that part of the activity? Students: (Ask and answer any pertinent questions.) Teacher: The second part of the activity will be for us to fill out a Venn Diagram that compares and contrasts the different tools of figurative language. After you go around to all of the stations, youll fill out with your group the blank Venn Diagram that Ill hand out. (graphic organizer/Venn Diagram) Well then reconvene as a class to go over what youve come up with in terms of the similarities and differences of the types of figurative language. Finally, you and a partner will be writing a poem, song, or rap using figurative language. Not every line has to contain figurative language, but I challenge you to use various forms of figurative language in your writing. You can write about

Dan Harris: Technology Enhanced Lesson Plan

something that you saw in the class brainstorms or you may go with a new idea. If you like, it can be about you! (linking student experiences to concept of the lesson) So to summarize, youll be creating three products during this lesson: 1. As a class, youll be using the pictures and your own ideas to add to the list of ideas on the butcher sheets for each type of figurative language. 2. After that, in your group, youll fill out the Venn Diagram. 3. With a partner from your small group, youll begin to write a poem, song, or rap using as many forms of figurative language as you can. (cooperative learning and providing for multiple intelligences in assessment) So, if Im a student for this lesson, Im thinking to myself: I want to add good ideas to the brainstorms so I can give as many ideas as possible to my classmates. Also, Ill be filling out a chart that compares and contrasts the forms of figurative language, so I should keep that in mind as I go. And, Im working up to writing my own work that uses figurative language. Each part of this lesson is going to help me build to that writing. (modeling/think-aloud) Teacher: Any questions for clarification about the task at hand? Students: (Ask and answer questions about the activity.) Student Learning Tasks: Guided Practice: Teacher: Ive written on the board a list of each of the five groups of students. (strategic grouping of students) Group 1, please stand by the Simile table; Group 2, please stand by the Metaphor table; Group 3, please go stand by the Personification table; and Group 4, stand by the Hyperbole table, and Group 5 can head to the Idiom station. Students will have about four minutes at each station. Teacher will walk around to ensure the class understands to brainstorming process. (circulate to monitor understanding) After each group has been to each station, students will sit with their group. Teacher: (Holding up one of the filled butcher sheets) Look how many ideas you came up with as a class! Great job. Now, Im going to pass out the blank Venn Diagram for you to fill out in your group. Can someone remind us how a Venn Diagram works? Student: Yesif something falls into one category, you write it in only that section. If there are things in common, you write them in the overlapping areas of the diagram. Teacher: Thank you. Ive drawn a large scale of the diagram you have on the board. After you fill yours out in your group, well all get together to fill this one out as a class to make sure we all know the different aspects of each type of figurative language. Students take five minutes to fill out their sheet; then, as a class, teacher asks for students to help fill out the Venn Diagram on the board.

Dan Harris: Technology Enhanced Lesson Plan

Independent Practice: Teacher: Now, lets check out this video (providing for multiple intelligences in presenting material, modeling example of finished product, and visual support/video) https://www.flocabulary.com/figurative-language/ Teacher: With a partner in your group, youre going to start to create your own writing with figurative languageyou can choose to write a poem, song, or rap. (cooperative learning/peer interaction) Of course, I dont expect you to complete an entire piece in the next 15 minutes, but do your best to get a few verses and use each of the five formssimile, metaphor, personification, hyperbole, and idiomat least once. Students then record their final version on GarageBand. They add rhythm, background music, or beats and perform their rap or song and record it. This could be the format of their presentation instead of just writing their figurative language piece. (Note: the recording program would need to be taught in a previous lesson.) Checks for Understanding / On-going informal assessment: 1. Monitor student input during the lesson. 2. Check student brainstorms. 3. Students will turn in their completed Venn Diagram. 4. Observe participation and sharing of group poem, song, or rap. 5. Use a performance rubric to score the recording of their writing. 6. Students will write their favorite part and a challenging part of using figurative language in the ELA notebooks (to be collected and read by the teacher). Closure: After about 15 minutes, a few of the pairs will share what theyve written so far with the class. Teacher will alert the class that they should put a thumb up when they hear a form of figurative language in the shared pieces. (non-verbal language/guestures) At the end of the lesson, students will write in their ELA notebooks their favorite part and a challenging part of using figurative language (to be collected and read by the teacher). Teacher: Wow! I love what youve come up with so far. I hope you see how figurative language can really raise the level of your writing and make it more interesting to the audience, and I hope we get a chance to complete these pieces. I look forward to seeing you use figurative language in your future writing.

Dan Harris: Technology Enhanced Lesson Plan

Dan Harris: Technology Enhanced Lesson Plan