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Workshop Lesson Plan


Central focus: Essential literacy strategy: Related skills:

Figurative Language Comprehension Comparisons of two or more
Phonics skills
Reading comprehension
Standard: Language Function: 21st century skills:
L.4.5 Demonstrate Students will analyze different • Critical Thinking
understanding of figurative types of figurative language. o Students apply
language and nuances in word Students will explore similes, what they know
meanings. metaphors, personification, about figurative
hyperbole, alliteration and language to
• Explain the meaning of onomatopoeia. common songs.
simple similes and • Collaboration
metaphors in context. o Students working
in groups of 3 or 4
• Recognize and explain the promote
meaning of common collaboration and
idioms, adages, and friendship.
proverbs. • Media Literacy
o Students must
know the lyrics to
songs to draw
• Creativity
o Students may
draw pictures on
their paper to help
represent the

Performance: Students will be able to identify figurative language types in sentences

Conditions: Students will work independently.

Criteria: Students will achieve 80% accuracy.

Vocabulary Discourse Syntax

Terms: Class discussion to activate prior Class discussion, Powerpoint
Metaphor (A comparison of two knowledge on figurative supports visual learners and
unlike things that implies one language, Students will work in prompts the music for audio
thing is similar to another), Simile groups to complete a figurative learners, Figurative language
(A comparison of two unlike terms language poster using their poster provides a visual for the
using the words like and as), favorite songs and lyrics from entire class and is used as an
Onomatopoeia (Words whose that song. insert into student notebooks
sound suggest its meaning), for reference, Kahoot
Personification (Giving human assessment allows students to
qualities to non-living things), showcase what they learned
Hyperbole (An extravagant throughout the lesson.
exaggeration that can’t possibly be
true), Alliteration (Repeated
consonant sounds at the beginning
of words)

Teacher will have the an anchor
chart of the vocabulary words up
for students. Teacher will also
write the definitions on the board
as it is explained during the
Supports, accommodations, and modifications (IEPs, 504s, other learning needs)
Student Supports, accommodations, and modifications Supports, accommodations, and modifications
during instruction during assessment
ELLs Vocabulary words presented in both English Kahoot game presented in the student(s)
and the students(s) native language(s). native language(s).

Strugglin Sentence starters given for guided practice and Commonly known songs offered to students for
g readers independent practice. them to find the figurative language within.
(i.e. Twinkle, Twinkle)
Readers Students challenged to create their own short Students able to aid other students with song
performi song with figurative language within. ideas.
ng above
Visually Verbal assessment given with the same Students able to listen to the music using
Impaired questions on the Kahoot game. headphones and think of song ideas with their
Students group verbally.
Prior knowledge:
Students must have a basic understanding of figurative language and vocabulary. Students must have an
understanding of literal and nonliteral meanings.
• Powerpoint Presentation
• Kahoot! Assessment
• iPads (one for each student)
• Figurative Language Poster
• Cardstock paper
• Computer
• Projector/TV
• Pencils/Markers
• Kaboom! Popsicle sticks with cup
Whole-Group Instruction (focused mini-lesson) Time:
Teaching point: 5 min
Teacher says: “Quietly raise your hand if you love music. Keep your hand raised if you would like to
share your favorite song with the class!” (Teacher calls on 3 students.) “These are all really good
songs! Did you know that there is figurative language within these songs? That’s right, metaphors,
similes, onomatopoeias, personification, hyperboles, and alliterations are found EVERYWHERE
within music. Today we are going to listen to some popular songs and see if we can pick out the
figurative language we see.”
Explanation: 10
Teacher says: “At the end of today’s lesson, we should be able to say together: ‘I can find figurative min
language in my favorite songs!’ Let’s get started! Figurative language has many forms. I know that
you have learned them in the past, but let’s review the types!” Teacher writes: Metaphor (A
comparison of two unlike things that implies one thing is similar to another), Simile (A comparison
of two unlike terms using the words like and as), Onomatopoeia (Words whose sound suggest its
meaning), Personification (Giving human qualities to non-living things), Hyperbole (An extravagant
exaggeration that can’t possibly be true), Alliteration (Repeated consonant sounds at the beginning of
words) on the board.
Modeling: 15
Teacher says: “Let’s take a look at this video that has a few songs within it and see what we can min
figure out from it!” (Teacher presents PowerPoint - asking questions throughout.)
Questions Include:
“What figurative language did you find in this song?”
“Why do you think it’s that?”
“Does anyone agree or disagree?”
(For metaphor) “Why is this not a simile?”
“What do you notice about the words in this song?”
Guided practice/active engagement: 10
Teacher says: “Great job identifying the figurative language in those songs! You are all superstars! min
Let’s test it a little further by trying to fill in these guided notes from the PowerPoint as a group.”
(Teacher passes out guided notes. Teacher allows students to attempt to answer what they think will
fill the blanks.)
Independent practice (when appropriate): 15
Teacher says: “Everyone is doing so well! I want to know some songs that YOU can think of with min
figurative language in them. There are lots of popular songs! I am going to give you each a piece of
paper. We will fold it hamburger and hot dog style so that you have four boxes. In the four boxes,
you will work with a group of the 3 or 4 people in your table groups to fill in 4 types of figurative
language you can think of in four different songs! Make sure you ALL write your name on the back
of your group’s paper! Let me show you.” (Teacher folds paper, writes name on back, models one
song.) “For my song, I am thinking of Twinkle, Twinkle, Little Star! There is a line that says ‘Like a
diamond in the sky.’ and I know that is a simile! I am going to write the name of the song in the box,
along with the lyric I thought of and a little picture of what I think of! I will draw a twinkling star.”
(Teacher models this process.) Okay, now you try with your table groups to find four songs!
Remember to put your names on the back and whisper!”
Link/closing: 1 min
Teacher says: “Thank you so much for doing such an amazing job with figurative language today! I
hope that going forward, you will be able to notice figurative language within more of your favorite
Small-Group Instruction (differentiated by data) Centers (Data-Driven)
Group 1: Group 2: Group 3:
Time: 15 min Time: 15 min Time: 15 min Time: 5 min
Grouping characteristic: Grouping characteristic: Grouping characteristic: Students read a poem and
Struggling Readers Average Readers Exceptional Readers find similes and
metaphors within the
poetry. Students then
highlight the similes and
metaphors on their sheet
of the poem.
Needs based on data: Needs based on data: Needs based on data: Students watch a video
Reteach of similes and Review of alliteration, Move on to changing from a popular children’s
metaphors personification, phrases to different show in which
onomatopoeia, hyperbole figurative language alliteration is used.
(metaphors and similes) Students write the
alliteration they hear on
individual whiteboards
and compare answers
after the video ends.
Assigned students: Assigned students: Assigned students: Students play a
1 (from small group 2 (from small group 1 (from small group definition/term matching
assessment data) assessment data) assessment data) game using the figurative
language terms.
Instruction: Instruction: Instruction: Students play Kaboom!
Students create a flip Students create flip book Students will be shown game in which popsicle
book with the teacher with the teacher covering phrases with metaphors sticks are in a cup with
covering similes and alliteration, and similes and will have figurative language terms
metaphors having personification, a small group discussion are on each stick.
students write the onomatopoeia and about how they would Students take turns
definition with examples hyperbole with examples change the phrase to pulling a stick and must
and pictures that will act and pictures that will act become either a simile or define the term. Students
as flash cards to help as flash cards to help a metaphor. Students keep the stick if they
students remember. students remember. would then create their answer correctly and
own phrase on both a replace the stick if
simile or metaphor incorrect. If they pull a
format. stick that says
“Kaboom!” Everyone
returns their sticks and
starts over.

How does it measure the essential literacy strategy? How does it measure the related skills?
Students must comprehend the types of figurative Students must compare two or more things and
language and apply the types and meanings to phrases comprehend the reading of phrases, focusing on
commonly found in songs or sayings. similes and metaphors.

Reflecting on students’ performance

Students’ strengths in relation to essential literacy Students’ strengths in relation to related skills
Students overall scored an 81.25% in their small Metaphors and similes were the strength of the
group assessment. This surpassed the 80% accuracy group. Students used metaphors and similes mostly
goal. in their song activity. Students demonstrated an
understanding of metaphors and similes as
comparisons on the assessment,
Students’ weaknesses in relation to essential literacy Students’ weaknesses in relation to related skills
Struggled to find related songs without prompting. On the assessment, students were confused about the
Created ‘lyrics’ from songs they made up on their difference between metaphors and similes for a few
own. (Showed comprehension of figurative language questions, but overall showed a concrete
without the use of a song.) understanding of the difference between the two.
Reflecting on lesson implementation (with justifications from student performance and lesson delivery)
Strengths Areas for growth
Students were engaged and excited to use music Need more time spent on modeling. Teacher should
within their learning. The song activity was made show multiple examples of songs that are familiar to
personal to their lives because they were able to students.
choose their own favorite songs and use them to find
figurative language.

Given the students' in/ability to achieve the learning standard, describe your next steps to improve your
Next steps for teaching essential literacy strategy Next steps for teaching related skills
Another minilesson and small assessment to raise the Giving students a phrase and having them change the
assessment percentage to approximately 85% - Move phrase to the opposite (metaphor or simile)
on to finding figurative language within text or book Example: “You’re a sunflower” changed to “You are
talk novel. like a sunflower/You are as a sunflower is.”