Lesson Plan Title: Figurative Language Grade:11th-12th Time: 4-45 Minute Per.

Teacher: Ifeoma Ejiogu Date: 2017

Learners Characteristics:
Lowenfelds stage, Period of Decision, ranges from ages fourteen to seventeen. Students continue
to improve skill and incorporate new ideas through use of different mediums. At this stage, they tend
to focus on experimentation in their artwork and making creative decisions. The students are
searching for a sense of identity and their work begins to reflect their emotions and individuality.
Because of their continued growth and adult-like perspective, students create work with more
intentionality and purpose.
Characteristics of Students with Learning Disabilities:
ADD and ADHD: Students with ADD and ADHD may experience moments of inattention,
hyperactivity, and impulsivity. They may miss details and make careless mistakes. They also face
symptoms such as being unable to sustain attention in tasks, play, conversation, being easily
distracted, fidgeting, moving from their seat, trouble waiting for their turn, interrupting others, and
difficulty engaging in quiet activities.
Behavioral, Emotional, and Social: Behavioral disorders can be caused biologically or by factors
related to the students home life. Students with behavioral disorders may act out and express their
emotions in a different way. Emotional disorders can be shown by students through the way they
express their emotions. Often students with emotional disorders experience sadness, depression, and
low self-esteem. Students experiencing challenges socially struggle with interacting with others. The
symptoms of behavioral, emotional, and social challenges in students can slow down the rate of the
students academic learning and growth. Some students who experience these challenges may be due
to uncontrollable circumstances such as, health problems, personal and family issues, or
developmental problems.
ESL and ELL: English as a Second Language students are students are unfamiliar with speaking the
English Language. English is not their primary language in their home so require additional support
for developing in English language writing, reading, and communication. Some ESL students can
remain quiet for a period while adjusting to the new school and environment. However, if there are
other students with the same language, they can find comfort in communicating with those students.
ESL students have trouble transitioning into the new culture because of the practices they are used to
in their home and culture. ESL students have a concern of being able to comprehend communication
both verbal and non-verbal. They also have difficulties adjusting to the socio-economic background
of the new school-trying to understand what is acceptable behavior, how to approach success, and
how to make friends. English Language Learners are students who are in the process of learning
English. They come from other countries, speaking their native language, but are familiar with the
English language. Like ESL students, ELL students require modified instruction. They face
challenges adjusting to the new environment, culture, and structure of the new school. They face
difficulties in communicating to their peers because of the language barrier. They also require extra
support, encouragement, and a teacher who is well prepared to assist their learning.
Theme Concept:
Words are powerful. Whether we are speaking to someone aloud or sending a message to someone,
what we say expresses what we feel. All humans experience a variety of emotions, happiness,
sadness, fear, anger, shame, embarrassment, excitement, anticipation, etc. The list goes on and on.
We sometimes use comparisons to better describe our feelings. For instance, when someone is
happy, they may say, I feel like I am on top of the world. From time to time we experience sayings
that sometimes can create an image in our heads. Sometimes these images can be quite silly or
exaggerated, and sometimes they can even be scary and sorrowful. What we say sometimes can
paint pictures of our feelings. Why do people do this? Well, when it is hard for others to feel what we
feel or understand what we feel, we compare it to something else that is familiar or recognizable to
them. We were taught that the sun is hot, so we know that the sun is hot based off the evidence that
science gives us. To say that I am hot as the sun is an exaggeration but for someone else to hear
that, they could imagine how hot that person must be, knowing that the sun is extremely hot.
Non-Art Discipline Concept:
Over the years, poets have incorporated ways of comparing their real life in non-literal ways in
attempts to describe what they are feeling. You are the apple of my eye is a common saying that
we may be familiar with. This is an imaginable phrase, but not literal. There are many types of
figurative language that can be found in stories, poems, music, conversations, and even art.
Whenever an individual describes something using something else, they are using figurative
language.
My heart is sinking.
My heart is empty.
My heart is warm.
My heart is broken.
My heart is yours.
My heart is full.
None of these are to be taken literally, but all of these evoke emotions. How do we describe
emotions? What words do we put together to paint pictures of the way we are feeling? If they were
to be taken literally, what pictures would they paint in our heads?

Concepts in Art Disciplines:

Art Production:
a. Element or Principle of Design: Color is used to represent or support the artists feelings,
themes, and messages. In art, the colors can signify meaning. Artist can use color in their work to
make connections to feelings and emotions. Each color symbolizes a specific meaning, and the
choice of color(s) the artists uses helps the audience understand the work more.
b. Technique/Process: Acrylic Painting is the process of applying pigment to a surface, in this case
it would be canvas. Artists can use different methods of applying paint, such as brushes, knives,
fingers, etc. to create imagery based on the artists intention.

Aesthetics:
Students will take 5 minutes before class to complete the questions on the board that challenge their
thinking of the process of art, the artists intention, the technique, and the materials.
1. Can an artist create artwork without having a meaning? Why or why not?
2. What characteristics make art good? Why?
3. The longer the art takes to make, the better it is. True or False? Why?
Art Criticism: Jan Toroop The Three Brides
a. Description:
What kind of colors do you see?
What is the scene?
What forms are used?
b. Formal Analysis:
Where do you see movement?
Where do you see repetition?
Where do you see flowers?
Where do you see bells?
Where do you see curves?
Where do you see line?
Where do you see symmetry?
c. Interpretation:
What mood does this painting make you feel?
What do you think this painting is of?
What do the people in this painting look like they are doing?
d. Judgement:
Does this painting have good composition? Why?
Are the colors being used successful? Why?
Do you think this is a good poetical painting? Why?
Art History:

Expressionism is an artistic movement developed in the 20th century.

Expressionism is a style that was heavily influenced by symbolism and overlapped other
movements like Surrealism, Dadaism, and Cubism.
Symbolism is used in art to connect elements, imagery, techniques, etc. to meaning.
Expressionism depicts the emotion of an artist through techniques.
Some of the most famous expressionist artists were, Vincent Van Gogh, Edvard Munch, and
James Ensor although said to have begun with the four artists, Franz Marc, Paul Klee, Wassily
Kandinsky, and Auguste Macke.
Expressionist artists created from within using exaggerated forms and colors to evoke feelings
and moods.

Learning Objectives:
 Art Disciplines:

Students will understand that art can express emotions through imagery and that imagery can be
used to support the mood of the work.
Students will further develop critical thinking skills through answering questions about the
description, formal analysis, interpretation, and judgement of the artwork The Three Brides
done by Jan Troop
Students will enhance their creative thinking by communicating through images and painting
techniques in their artwork.
Students will make emotional connections and refer to images, principles of design, and elements
of art, by researching and learning about their symbolic meanings.

Art Disciplines Learning Modifications:

It is understood that this can be a challenging concept for ESL and ELL students because the concept
being so heavily influenced on literature. For students who struggle with this lesson, the
accommodation of additional time will be given for further understanding of the concepts and ideas
behind the art making and thought process. To keep the students engaged and on task, they will be
encouraged to work in a given sequence and steps to eliminate confusion. Additional explanation
and demonstration will be given when it is needed.
Non-Art Disciplines:

Students will learn that writers and poets use figurative language to describe their emotions and
feelings through reading and listening to text
Students will follow along to audio record of poem by T.S Elliot and identify where he uses
figurative language by underlining or highlighting.
Students will reflect on figurative language they use or heard others use by writing down phrases
that link to emotions.

Non-Art Disciplines Learning Modifications:

Students struggling with understanding what figurative language is will be given a term sheet that
defines what the terms are to help them follow along during the lesson and refer to. In addition, they
will also be given examples of some figurative language along with pictures to help them
understand. Extra time will also be given to ensure that the students understand the concept before
moving forward.
Democratic Skills:
Students will respect the culture, comments, thoughts, feelings, as well as artwork of others
while working in group and classroom setting.
Students will be encouraged to give positive and respectful feedback to classmates.
Students will be encouraged to help others in developing new ideas for their work.
Students will take time to engage in conversations with others about their own work and the work
or others.

Democratic Skills Learning Modifications:

Be aware of what is going on I the lives of the students, both in the classroom and home. Show
special attention to the students who need modification. Be attentive to the way they learn, respond,
and interact. Supply positive feedback even for the small things. Surround that student or students
with other students who will encourage, respect, and include them.
Sequence of Classroom Activities:
1. Do now
2. Introduction: Students will first be asked to define the meaning of a list of figurative language
phrases written on the board as a class.
3. Students will learn about why people use figurative language if they arent to be taken literally.
(Why do people use them if they dont mean them?
4. Students will listen to the poem Lost Voices and talk about the feelings being expressed.
5. Then students will be asked to listen to The Love Song of J. Alfred Prufrock by T.S Elliot,
follow along, and underline/highlight where they see figurative language being used.
6. Students will share, and analyze the meaning of the figurative language in the poem.
7. Then students will look at artwork by Jan Toorop, Edvard Much, and Franz Marc, analyze, and
how art relates to poetry.
8. As a class, we will talk about how art is poetic.
9. Explain artwork requirements
10. Students will then spend time brainstorming ideas for their own artwork
11. Students will work on their project for 3 class periods
12. Classroom critique on the last day
Materials & Equipment:
Acrylic Paint, Canvas, Paint Brushes, Cups, Projector
Resources:
Poem Recording: https://www.poetryfoundation.org/features/articles/detail/70069
Slam Poem: https://www.youtube.com/watch?v=lpPASWlnZIA
List of Art Works:
1. Jan Toorop The Three Brides
2. Jan Toorop The Vagabonds
3. Jan Toorop- Oh Grave, Where is Thy Victory?
4. Edvard Munch The Scream
5. Franz Marc - Blue Horses
Supporting Materials:
Literacy text/recording,
Famous artwork Printouts
Assignment Explanation
Index Cards

Narrative of Classroom Procedures:

Introduction/Discussion/Questions
Sometimes when we talk to others we use exaggerated words or we explain ourselves by using
phrases such as I feel like I am drowning. Many times, when we do this, we are not being literal
What is the purpose of us saying these things if we dont really mean them?
Are there any examples that you can think of that you used or heard someone else say that you did
not mean, but wanted to express how you were feeling by comparison?
In literature, up until present day, writers use figurative language to help readers make connections
with what they are trying to say; to explain our feelings. Similes, metaphors, idioms, exaggeration,
and many more literary devices are used. When writers use these, it creates visuals for others and
allows them to relate.
How can art be exaggerated?
Can art be used to express feelings too? In what ways?
Stimulation Activity:
After the do now, students will be given a list of figurative language phrases. They will spend time
trying to define what they mean. Then a classroom discussion will be had about why people use
figurative language which will then lead them into listening to video clip of slam poetry Lost
Voices (https://www.youtube.com/watch?v=lpPASWlnZIA) This video clip will engage the
students with real life issues that are happening today. They will then listen to it a second time, this
time listening for the moments where the speakers use figurative language to compare two things.
They will listen phrases on a piece of paper to discuss afterwards.
I Want you to. (Problematized instructions for individualized and/or small group artmaking):
Relive a moment in your life that caused you to experience a strong emotion. One that you can really
recall vividly. This can be something that you experienced yourself or something that someone else
experienced that caused you to also feel. Use that moment to create a short story that uses figurative
language. Try to use at least incorporate 3-4 figurative language phrases.

For example: When I saw him standing there I broke down in tears. I was filled with so much joy
knowing that I now had someone that I could lean on, someone who would bend over backwards
for me.
Once you have finished the writing part, now try to sketch it out using the figurative language.
After you sketched it out, plan your colors that you would like to use. Make sure to be cognizant of
the way you use colors. Remember that colors can be used to symbolize moods and feelings, so
choose wisely. You may begin painting once you have shown me your sketch.
More Questions, Statements, Positive Verbal Reinforcements, Suggestions and Clarification of Tasks

1. Things to consider when you are reliving your moment: think about how it made you feel. Could
you relate or compare it to anything? Maybe contrasting it to something that made you feel the
opposite can help. Think of the way poets and writers use figurative language, refer to T.S Elliot
or research other text.
2. Things to consider when you are artmaking: Think of how you would like to compose the
elements. What are the elements you will use? Make sure they are relative to your feelings. What
colors are you using, do they support your feelings?

Concluding the Lesson (Discussion, Questions, Sharing of Productions, Recapping):

1. What was the most challenging part of this lesson for you?
2. How did you (students) come up with your idea? What helped you relive moments of those
emotions and feelings of memories.
3. What did you do in your painting to express yourself?

Lesson Extensions/Connections:

1. Students create of list of emotions and connect them with imagery/colors

2. Students relive a moment, feelings, or dream in their life, and describe it using figurative
language.

NJCCS:
Visual Arts Standard and Indicator
Standard 1.3 Performance: All students will synthesize those skills, media, methods, and
technologies appropriate to creating, performing, and/or presenting works of art in dance, music,
theatre, and visual art
Content Statement: Artists interpret/render themes using traditional art media and methodologies as well
as new art media and methodologies.
Indicator CPI: #1.3.12.D.4
Indicator: Analyze the syntax and compositional and stylistic principles of two- and three-
dimensional artworks in multiple art media (including computer-assisted artwork), and interpret
themes and symbols suggested by the artworks.
English Language Arts
Craft and Structure
Standard CCSS.ELA-Literacy.RL.11-12.4: Determine the meaning of words and phrases as they are
used in the text, including figurative and connotative meanings; analyze the impact of specific word
choices on meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
NCAS:
#VA:Cn11.1
Process Component: Section 14
Anchor Standard: Relate artistic ideas and works with societal, cultural, and historical context to
deepen understanding. Enduring Understanding: People develop ideas and understandings of society,
culture, and history through their interactions with and analysis of art. Essential Question: How does
art help us understand the lives of people of different times, places, and cultures? How is art used to
impact the views of a society? How does art preserve aspects of life?
VA:Cn11.1.HSIII: Synthesize knowledge of social, cultural, historical, and personal life with art-
making approaches to create meaningful works of art or design

References:
Color theory: http://www.artyfactory.com/color_theory/color_theory_2.htm
Expressionism: http://www.theartstory.org/movement-expressionism.htm

The Three Brides

Jan Toorop
1983
Symbolism
Chalk, Pencil, Charcoal on paper
78 x 98cm

The Vagabonds
Jan Toorop
1891
Symbolism
76 x 65 cm

O Grave, Where is Thy Victory?

Jan Toorop
1892
Symbolism
Paper, Pencil, Chalk
2 0 x 2 6