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Lesson Plan
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.)
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?
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.
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
Paper
Writing utensils
Hyperbole definition
Hyperbole List
Learning Environment (grouping; transitions; physical set up)
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)
Okay good.
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?
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.
Pitter patter!
5, 4, 3, 2, 1
Students present their sits, and read their narrations.
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: