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Daily Lesson Academic Objective: Students will identify the definition and examples of figurative
language within poetry in small groups and answer 3 out of 4 questions correctly for one class period.
Rationale/Purpose of the Lesson: The purpose of this lesson is to teach student’s the types of figurative
language and how to identify and apply it within poetry and other literature.
Prerequisites/necessary Prior Knowledge to review or support:
- Basic knowledge on poetry
- Familiar with some of the terms of figurative language
- Students most likely know examples of figurative language without knowing the name
Academic Language/Communication plans:
What content terms do students need to use or understand?
- Figurative language, simile, metaphor, personification, onomatopoeia, hyperbole, alliteration
How will students use language/communication within lesson?
- Expressive language & collaboration within groups
How will teacher support students?
- Provide multiple examples, time for students to ask questions, active student participation
2/9/16
Teacher says, “Raise your hand if you have ever heard someone 1 min
say or have said yourself ‘I have a million things to do!’ *Allow
students to respond* What about the phrase ‘That baby is cute
as a button.” *Allow students to respond* These types of sayings
or phrases are called figurative language. Figurative language
are words or expressions with meaning that are different than
2. Statement of
the literal meaning. They are used in the way we speak, write,
Objective for Student
and read. Today we will be discussing 6 different types of
figurative language, some you may already be familiar with,
and some that you don’t know yet. We’ll be specifically looking
at figurative language in poetry and have some activities and
examples that will support your understanding of these
terms.”
Teacher will have students open their Chromebooks and go to the 10-15
website: nearpod.com/student and fill in the class code: UMVDL to min
join the class.
10 min
Students will be divided up into groups into 6 groups. Each group
will be handed a set of poetry task cards (1 for each member).
Students will have to read their task card, answer which type of
figurative language it is by circling it with a dry erase marker and
5. Independent Practice
sharing their answer with the group. After each group member has
shared, pick one card to explain what the author was trying to
convey through the figurative language. They should be prepared to
share with the class.
2/9/16
Students will be informally assessed by the guided practice activity and the
6. Assessment Methods
independent practice group activity. Teacher will have a checklist of things to
of all objectives/skills:
observe while walking around to each group.
Teacher wraps up the lesson by going over the questions and 1 min
answers to the poetry task card activity.
Teacher says, “Remember that figurative language isn’t just
applicable to poetry, but also in literature, both fiction and
nonfiction. You will use this in the way you speak and write
continuing past high school and throughout your life. Most of
7. Closure
you probably already used some of these phrases in regular
speech or have heard them from your parents/grandparents
without realizing that it was figurative language. Try to think
about phrases that you hear people say a lot and see if you can
identify it as a type of figurative language; be more aware.”
8. Assessment Results
of all objectives/skills:
Reflection on lesson (What worked- what didn’t; adjustments needed to this plan; adjustments to
future instruction; justification for changes [research]):
2/9/16