LESSON PLAN FORMAT FOR TLS 322/323

Name__Cassie Plote___ Date

Submitted____________________
Grade Level__5th_ Date Taught________________________

Essential Question(s):

How can we use figurative language to enhance our writing?

Arizona State/Common Core Standard(s):

Determinethemeaningofwordsandphrasesastheyareusedinatext,includingfigurativelanguagesuch
asmetaphorsandsimiles.(5.RL.4)
Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.
a.Interpretfigurativelanguage,includingsimilesandmetaphors,incontext.
b.Recognizeandexplainthemeaningofcommonidioms,adages,andproverbs.
c.Usetherelationshipbetweenparticularwords(e.g.,synonyms,antonyms,homographs)tobetter
understandeachofthewords.(5.L.5)
Writeroutinelyoverextendedtimeframes(timeforresearch,reflection,andrevision)andshortertime
frames(asinglesittingoradayortwo)forarangeofdisciplinespecifictasks,purposes,andaudiences.
(5.W.10)

Content Area Objective(s) Blooms Taxonomy:

Students will be able to identify different types of figurative language within

text.
Students will write routinely over a shorter time frame.
Students will compose a narrative in part of a specific task.

Language Objective(s):

Students will create their own narratives using figurative language.

New Vocabulary (2-5 words):

Hyperbole
Alliteration
Personification
Onomatopoeia

Anticipatory Set:
Simile
Metaphor
Idioms
Synonym
Antonym

Teacher Actions/Student Actions:

 1. Students come in from outside and sit on the rug. (Papers for the next
activity will be placed on student desks)
2. Teacher will read Owl Moon aloud to class
3. Teacher will elicit student thinking and prior knowledge about
figurative language, asking questions regarding authors use of words
in the text. (What did you notice about the authors writing? How did he
paint a picture for his readers? How does he describe the event and
setting?)
4. Teacher will release students to their desk to show PowerPoint with
definitions and examples from the text.
5. Students will draw images that help them to remember the meaning of
each vocabulary word.
6. Students will practice assigning each example from Owl Moon given
with a piece of figurative language. (students will give a thumbs up
when they have the answer)
7. Teacher will call on a student, if the class agrees, we will move on to
the next example.
8. Student helper will pass out lined paper.
9. Teacher will show the class two images.
10. Teacher provides wait time for students to observe and select an
image.
11. Teacher will set time and release students to write for 10 min.
(teacher will also be writing during this time)
12. Students share their writing.

Possibilities for Differentiation:

Students may be hesitant to share
Students may find it hard to start or may be distracted when beginning
writing time.
Some students may need more time.
Some students may struggle to keep writing the entire time.
Student may need an individual copy of the image.

Closure:
The students will share their narratives
Teacher will give feedback and students will point out good uses of
figurative language.

Assessment (formative and/or summative):

Formative- students will identify examples from the book as specific
parts of figurative language.
Summative- Student will write their own piece, applying and
demonstrating their knowledge of figurative language.
Materials/Resources:
Book- Owl Moon
Lined paper and pencil/pen
Powerpoint presentation with definitions and examples
Student worksheets space for definition and drawing
Authors chair
Image for display (prompt)
Name: __________________________ Date:______________________

Figurative Language
Simile-

Metaphor-

Idiom-

Hyperbole-
Personification-

Onomatopoeia-

Alliteration-