Teacher Education Lesson Plan Template

Teacher: Christina Lewis Date: 2/ 13-14/19

Title of Lesson: Figurative Language in Cooperating Teacher: Sarah Morrison
Poetry

Core Components
Subject, Content Area, or Topic
English
Student Population
3A: 25 students, 7A: 19 students, 3B: 15 students, 7B: 25 students

Learning Objectives
Identify and analyze the construction and impact of figurative language.

Virginia Essential Knowledge and Skills (SOL)

● 7.4 The student will read and determine meanings of unfamiliar words and phrases within authentic texts.
● 7.5 The student will read and demonstrate comprehension of a variety of fictional texts, literary nonfiction,
poetry and drama.
VDOE Technology Standards

English Language Proficiency Standards (ELPS)

Materials/Resources
Upton Wood, Oh Captain, My Captain, Figurative language inferencing chart for poetry,
Figurative language inferencing chart for The Lightning Thief Book, PowerPoint.
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used Strategy Return
X Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
x Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
X Teach Others/Immediate Use of Learning 95%
x Practice by Doing 75%
x Discussion 50%
Demonstration 30%
x Audio Visual 20%
x Reading 10%
x Lecture 05%
Safety (if applicable)

Time
(min.) Process Components
5 *Anticipatory Set
● Warm-Up--Quick Write: Students will complete a short paragraph(s) on the given topic in their
Writer’s Notebook. Display the writing topic on the Promethean Board. Students will be writing a
short paragraph describing a scene in nature. In their writing, they are to use at least four
examples of figurative language. Students are to highlight their examples of figurative language
once they are finished. Ask for student volunteers to share their writing once all students have
finished.
2 *State the Objectives/I Can Statements/ Learning Targets (grade-level terms)
Identify and analyze the construction and impact of figurative language.

15 *Instructional Input or Procedure

● Direct Instruction--Figurative Language in Poetry: Hand each student a copy of the poems. Read
the poems aloud to the class. Identify examples of figurative language in each of the poems.
● TSW instruct on the important role of figurative language in the meaning of the poem and give the
poem a tone, contributes to meaning, or creates a setting.
15 *Modeling
● Model a few examples of the impact of the figurative language from “Upton Wood” for the class
projecting them on the Promethean Board.
● TTW give a chart for students to identify figurative language and infer their impact on the poem.
Monitor students to keep on task. Students may want to work collaboratively. Use highlighters to
identify the examples. Ask for student volunteers to provide answers once all students are
finished.

10 ● *Check for Understanding

● When students have finished the figurative language chart TTW Ask for student volunteers to
provide answers once all students are finished.

20 *Guided Practice
● “Oh, Captain, My Captain”
● TTW Explain the higher level of difficulty as the entire poem is an extended metaphor.
● TSW be challenged them to identify each element of the poem (Captain, “fearful trip”, ship,
“arrival at port” etc.) and determining its historical significance. TSW collaborate with their groups
and then share what they believe each figurative language elements stands for in the context that
it was written.
● TTW explain the poem was written after the death of Abraham Lincoln and was published widely in
newspapers. TTW ask students if they think it would’ve been easier to understand to figurative
language in the original context

● Small Group: Students for small group will be selected based on previous assessment data. Small
group lesson will focus on figurative language (7.4c). Students will be reading the poem “Identity”
by Julio Noboa (CommonLit) and answering the questions which focus on identifying and analyzing
the impact of figurative language on a text.

20 *Independent Practice
● Figurative Language in Poetry--VENN Diagram: Using the center portion of the VENN diagram,
students are to write down the examples of figurative language both poems have in common.
Next, they will write a brief explanation as to how the author uses the examples of figurative
language. What impact does the example of figurative language make in the poem/writing? How
are they different? How does the use of figurative language impact the tone or meaning of the
poem? Students will write their responses on the VENN Diagram.

● Figurative Language in The Lightning Thief: Hand each student another copy of the chart and
 have them work with a partner to identify and then analyze the examples of figurative language in
the novel The Lightning Thief.

5 Assessment
Figurative language inferencing chart for poetry, Figurative language inferencing chart for The Lightning
Thief Book,

3 *Closure
● Figurative Language Exit Ticket- electronic on Schoology

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

For Core: Additional worksheet on drawing inferences. Second Poem may be eliminated depending student’s
understanding of the first poem.
For ESL: ESL students will have extended direct instruction and guided practice with the ESL teacher

Classroom Management Issues (optional)

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date