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Medaille College Department of Education Modified Lesson Plan

This modified lesson plan focuses on teaching 6th grade students about different types of figurative language. The central focus is for students to learn and practice using understatement, idiom, pun, hyperbole, and onomatopoeia. By the end of the lesson, students will be able to accurately use these forms of figurative language. Students' understanding will be assessed by having them create comic strips or memes using examples of the 5 concepts. The lesson provides vocabulary definitions and examples through written, verbal, and visual explanations to support all students.

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238 views

Medaille College Department of Education Modified Lesson Plan

This modified lesson plan focuses on teaching 6th grade students about different types of figurative language. The central focus is for students to learn and practice using understatement, idiom, pun, hyperbole, and onomatopoeia. By the end of the lesson, students will be able to accurately use these forms of figurative language. Students' understanding will be assessed by having them create comic strips or memes using examples of the 5 concepts. The lesson provides vocabulary definitions and examples through written, verbal, and visual explanations to support all students.

Uploaded by

api-469627467
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Medaille

College Department of Education



Modified Lesson Plan

Teacher Candidate’s Name: Olivia Provenzano Date: May 7, 2020



Students with IEPs/504 Plans
Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent
Classifications/Needs Students IEP Goals
Attention issues, disorganized writing 1 Extended time/alternate location for tests, notes/graphic
organizers, small groups, preferential seating, minimal
distractions.
Multi-step instructions, getting ideas on paper, math 3yrs 1 Extended time for all activities, iPad for VTT, graphic organizers,
below gL calculator, listening guides, alternate location for tests, tests and
assignments read.
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students
N/A N/A

Students with Other Learning Needs


Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
N/A N/A

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Lesson __1____ of a _1___ Day Learning Segment

Subject and Lesson Topic: ELA- Figurative Language

Grade Level: 6 Lesson Duration: 10-15 minutes
Central Focus of the Learning Segment
The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within
the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).

The central focus of the lesson is for students to learn about and practice using different forms of figurative language, in particular understatement,
idiom, pun, hyperbole, and onomatopoeia.

Knowing Your Learners


Using Prior Knowledge
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

Students have briefly discussed figurative language in previous years, usually focusing on the ones commonly found in literature and poetry.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

I will use knowledge by building on it, and showing the students that the use of figurative language is incredibly diverse and can be found throughout our day to day
lives.

Curriculum Standards
Ontario ELA Standards:
Word Choice
2.3 use some vivid and/or figurative language and innovative expressions to enhance interest

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Objectives Assessment Modifications to Assessments
Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment tools, how If applicable, explain how you will adapt
identify what students will be able to do by the end of will you evaluate and document your students’ assessments to allow students with specific needs to
the lesson and are aligned to the standards identified progress on each of the objectives? demonstrate their learning
above.
By the end of this lesson students will be able to I will evaluate this by having students create short Students have full creative control whether
accurately use figurative language such as idiom, comic strips or memes using each of the 5 concepts they would like to create comics or memes,
understatement, hyperbole, onomatopoeia, and pun.
how they plan to create them, and the
content they would like to include in them
giving them the opportunity to choose the
modes and subject they are most
comfortable with.



Vocabulary Instructional Supports

Vocabulary Figurative language, pun, All new words are provided to students in written form, with verbal
Key words and phrases students need to be onomatopoeia, hyperbole, explanations and examples, as well as visual examples to supplement.
able to understand and use understatement, idiom, meme,
comic strip.
Instructional Process Accommodations and/or Modifications
and/or Supports
Anticipatory Set/Motivator
- Students are introduced to the topic by watching a Flocabulary rap video on the different
types of figurate language

Instructional Procedures Students are provided with written, verbal,


- The next slide features definitions and explanations for what figurative language is, the many and visual explanations and examples for
types of figurative language, the forms we will be covering in the lessons, and finally why each of the 5 terms giving them a diverse
figurative language is so important to use in our writing. way in how they can remember the concepts.
- The next five slides are dedicated to each of the concepts we will be covering in the lesson
(onomatopoeia, understatement, hyperbole, idiom, and pun)
- In each slide students are provided with a definition for the term, two photographs or
graphics that help to show the concept visually, as well as short audio clips that provide
verbal explanations and examples.

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- After the five slides, students will be brought to a slide that features five comic
strips/memes/graphics that show additional examples of these concepts, where students will
be tasked with trying to figure out which graphic goes with which form of figurative language.

Closure Providing students with full creative control


- The activity slide gives students a detailed explanation on the assignment for this topic. will give them the chance to find out which
- Students will create 5 memes or comic strips, one for each form of figurative language websites/apps/modes work best for them.
- Students have full control to decide how they would like to create these comics (by hand or They can also create either memes of comic
digital), as well as the topics these graphics can discuss strips, letting them decide which type will be
- The final slide is a list of some free websites the students can use to make their creations. most suitable for each concept.
List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive white-
board images.

Flocabulary figurative Language rap video, Figurative Language lesson power-point

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