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Name: Nicole Deciantis Cohort: A1

Lesson Plan

Lesson Title: __Hyperbole Introduction__ Grade: __5_ Date: __December 8, 2016__

Subject/Strand: ___Language Arts___Unit:_Figurative Language _ Location: __Classroom__ Time:


(length in minutes): __60 min__

Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are
the big ideas/essential/enduring understandings?)

During this lesson, students will be introduced to the figurative language concept hyperbole. Students will
watch a video explaining the concept, hear examples, and interact with the ending activity. After this, the
students will be making up their own quick skit using hyperbole. They will be encouraged to make it very
overly exaggerated, and fun.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
Reading
2. recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of
how they help communicate meaning;

Drama

B1. Creating and Presenting: apply the creative process (see pages 1922) to process drama and the devel
opment of drama works, using the elements and conventions of drama to communicate feelings, ideas, and
stories;

Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from
the Ont. Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic
number of expectations (1 to 3), have expectations that match assessment

Elements of Style

2.4 identify various elements of style including word choice and the use of similes, personification,
comparative adjectives, and sentences of different types, lengths, and structures and explain how they help
communicate meaning (e.g., a series of short sentences can help communicate a sense of finality: He didnt.
He couldnt. He wouldnt. The matter was settled. It was time to move on.)

Creating and presenting


B1.3 plan and shape the direction of the drama or role play by collaborating with others to develop ideas,
both in and out of role

Learning Goals Discuss with students: What will I be learning today? (clearly identify what students
are expected to know and be able to do, in language that students can readily understand.)
Today I will learn
The meaning of hyperbole, and how it is used dramatically.
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn?
(Clearly identify the criteria to assess students learning, as well as what evidence of learning students will
provide to demonstrate their knowledge, skills and thinking, in language that students can readily
understand).
I can: interact with a video on hyperboles.
I can: write a short skit using hyperboles.
I can: work in a group to finish the assignment in 30 minutes.
I can: act out or read the narration for the skit when it is my turn to present.
Assessment How will I know students have learned what I intended?

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Achievement Chart Categories (highlight/circle the ones that apply):
Knowledge and Understanding; Thinking; Communication;
Application
Assessment For, As, Of Learning (Circle One) (Describe way(s) you and/or your students will assess.)

Assessment Mode Assessment Strategy and Task Assessment Tool - Instrument used to
Written, Oral, for Students- What are the assess task and record learning e.g.,
Performance students doing to show their rubric, checklist, observation sheet,
(Write, Say, Do) learning? e.g. turn and talk, role turn/talk, role play etc.
Indicate
FOR whether play/individual, cooperative,
Students will engage withetc.
a Students learning will be assessed
video on hyperbole. Then they during their skits with anecdotal notes.
Do will be creating a skit using
hyperboles. They will narrate it,
and act out each exaggeration
that they choose to talk about.

CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have


* Students have been exposed to some hyperbole during lessons on idioms.
* Students have prior experience with skits in relation to drama class.
* Students have been exposed to hyperbole in fourth grade curriculum.
Differentiation: Content, Process, Product, Environment, Assessment/Accommodations,
Modifications
As students will be working in groups, there will be various roles to allow differentiation to
occur.
J may be excused from acting out the skit, but will be expected to participate in another
way, that being reading the narrative or assisting in the writing portion.
A & M will be excused from writing the narration, but will be expected to participate in the
skit performance.
Learning Skills/Work Habits Highlight/circle ones that are assessed: responsibility, organization,
independent work, collaboration, initiative, self-regulation
Students will be assessed based on their ability to work in groups, and their ability to develop a fun and
interesting skit using hyperbole.
Vocabulary (for word wall and/or to develop schema)

Hyperbole
Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson.
Include any attachments of student worksheets used and teacher support material that will support
communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where
appropriate.
Laptop, projector, screen, speakers.
Videos: https://www.youtube.com/watch?v=D--OnJsD6AA

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https://www.youtube.com/watch?v=z_ODYCs9CS4

Paper
Writing utensils
Hyperbole definition
Hyperbole List
Learning Environment (grouping; transitions; physical set up)

Students will be able to leave their desks to work in groups.


Student groups will be chosen by the teacher, approx.. 5 people per group.
Cross Curricular Links
Drama

Three Part Lesson


Identify what the students are expected to think about or do. Write the lesson description with
enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:

Minds on: Motivational Hook/engagement /Introduction (5-15 min)


Establish a positive learning environment, connect to prior learning, set the context for learning, pre-
determine key questions to guide lesson.
Time: ______-__10 min__ (Indicate time
breakdown of instructional elements)

At this time we will be switching to language arts.


Does anyone know what a hyperbole is? Its things that are exaggerated.

Thats right, they are figures of speech similar to


idioms, but that are very exaggerated.

An example might be,


I told you a million times!
My bag weighs a ton!

These shoes are killing me!


Im so hungry I could eat a horse!
Who else can think of an example? My dad is built like a tank.
Its so delicious Im going to die!

We are going to watch a video explaining


hyperbole and at the end of the video you are
going to answer the questions in the video as a
class. I will pause it to give you all time to
answer.
https://www.youtube.com/watch?v=D--
OnJsD6AA I have a million video games.

What were some good examples of hyperbole


that you heard in the video?

Action: During /Working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of
learning.
Time: ______-__35 min_ (Indicate time breakdown
of instructional elements)

How is everyone feeling about hyperboles? Give


me a thumbs up, down or to the side.

Okay good.

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To get you inspired for todays activity, lets look
at a very quick video where hyperbole is used in
movies you all likely know:
https://www.youtube.com/watch?
v=z_ODYCs9CS4

Im now going to split you into groups and you


are going to make up a quick skit using Its like a play!
hyperboles.
What is a skit?

Exactly, after you have figured out your skit, you


will then act it out with as much exaggeration as
you would like!

You will be writing a narration for the skit, then


one or two people will be responsible for reading
it as the rest of the group acts it out. Its someone saying whats happening in a story.

Who can remind the class what a narration is?

Exactly, it means someone is going to say what You could do something scary like going on a roller
is happening, including the hyperboles. coaster.
A fighter jet pilot. In a submarine. On the magic school
What are some good ideas for an exaggerated bus. Inside a video game.
skit?

So you are going to


1. Get into your groups and decide what to
talk about.
2. Choose how you are going to include
hyperboles.
3. Write your narrative.
4. Practice!

Teacher will choose groups at random


based on abilities, approx. 5 people per
group.

I will be timing you, you will have exactly 25 Lets get at er!
minutes from now. I will write down how much
time is left every 5 minutes.

You are all showing me how you can work well in


a group and get something done in a given
amount of time!

Pitter patter!

Teacher will take note of the ways in which


students interact during their work period.

Consolidation & Connection (Reflect and Connect) (5-15 min.)


Help students demonstrate what they have learned, provide opportunities for consolidation and reflection.
Time: ______-__15 min__ (Indicate time
breakdown of instructional elements)

5, 4, 3, 2, 1
Students present their sits, and read their narrations.

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At this time we will begin presentations from
each group. Everyone will be participating.

Groups will each present. Teacher will take


note of the presentations (anecdotal notes)
and whether the groups used hyperbole
appropriately, this is a formative
assessment.

Extension Activities/Next Steps (where will this lesson lead to next)

Next class students will be working on using hyperboles again. Students will use hyperboles in
the written portion of their art assignments.

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson
for this subject/topic)
The Lesson:

The Teacher:

Lakehead University Orillia, 09 02 15

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