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Figurative Language Lesson Plan

NAME: Shawna Hendrix


Lesson Title: Poetry Workshop: Figurative Language

Grade level: 8

Total Time: 10-15


# Students: 45-50
Learning Goal:
(Content
Standard/Common
Core)

Literacy.RL.8.4 & Literacy.RI.8.4: Determine the meaning of


words and phrases as they are used in text, including figurative and
connotative meanings.
Literacy.W.8.4: Produce clear and coherent writing in which the
development, organization, and style are appropriate to the task,
purpose, and audience.
Literacy.W.8.6: Use technology, including the Internet, to produce
and publish writing and present the relationships between
information and ideas efficiently as well as to interact and
collaborate with others.
Literacy.L.8.5: Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.

Target Goal or Skill:


Essential Question(s):

Topical question(s):
Instructional
Objective(s):
Assessment
(Criteria / Look Fors/
Performance Tasks)

Disabilities/Diverse
Needs Represented
Student
Accommodations and/or
Modifications

Students will be able to identify several types of figurative language


in a poem and then use at least three types in their own poetry.
What are the different types of figurative language and how can
they be used in poetry?
What types of figurative poetry did you use in your poems? What
is a metaphor, similie, hyperbole, idiom, etc.?
Students will be able to identify the types of figurative language in
a poem and write their own poetry using at least three types of
figurative language.
Formative Assessment:
Group discussion/analysis, individual writing
Summative Assessment:
N/A

Talkative students or students who act out while struggling with the
material will be seated near me so I can better assist them.

Instructional Procedures
(including specific times)
Introduction:
(including motivational
hook where applicable)

Learning Activities:

Introduction:
T: What is figurative language?
(Allow for discussion)
Learning Activities:
T: Define each of the types of figurative language and discuss them.
(Come up with examples as a group)
T: Have a student read Steam Shovel aloud.
Discuss the poem.
-Where can you find a metaphor?
-Where can you find an example of personification?
T: Writing workshop. The students will write their own poems
using at least three types of figurative language. Have the students
post these to their blogs.

Closure:

T: Write your own poem(s). Project it for students to see the


process.
Closure: By tomorrow, all students should have their poems
posted to their blog. Tomorrow the students will get into small
groups to discuss their poetry.

Language Demands:
Function
Vocabulary
Syntax
Discourse

Function: Describing the different types of figurative language and


how they are used in the Steam Shovel poem
Vocabulary: metaphor, simile, personification, hyperbole,
alliteration, symbolism, onomatopoeia, idiom
Syntax: lines of poetry

5 Questions (Blooms or
DOK)

Curriculum (APA)
e.g.

Discourse: discussion, written and spoken, interaction between


teachers and students, etc.
Define a metaphor, simile, personification, hyperbole, alliteration,
symbolism, onomatopoeia, and idiom. (DOK Level 1)
Identify the different types of figurative language in the poem.
(DOK Level 1)
How would you describe the authors tone? (DOK Level 1)
How would you apply what you learned to develop your own
poetry? (Bloom Level 3)
Create your own poem that uses at least three types of figurative
language. (DOK Level 4)
Lucy Calkins readers workshop- A brief 10-15 minute instructional
lesson followed by a writing workshop.

Investigations in
Number, Data, and
Space. (2012).
Pearson.

Materials

Notes

PowerPoint, Blogs, Handout on figurative language