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Rachel Merson Cooperative Lesson Plan 1

This lesson plan outlines teaching fifth graders about figurative language through direct instruction, videos, reading aloud, and group activities where students identify and apply different types of figurative language in writing assignments.

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47 views3 pages

Rachel Merson Cooperative Lesson Plan 1

This lesson plan outlines teaching fifth graders about figurative language through direct instruction, videos, reading aloud, and group activities where students identify and apply different types of figurative language in writing assignments.

Uploaded by

api-542540778
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Rachel Merson

EDU 220
Professor Vincent Richardson
07/04/2021
STANDARD LESSON PLAN FORMAT
I. Describe the Class

Fifth-grade class. Around 25 students of mixed/ heterogeneous ability. This class follows
a within-class ability grouping system. The lesson will be taught during English Language
Arts and will cover figurative language, and the students will participate in two small
group activities over the course of the lesson.

II. Objective(s):

Students will be able to identify the meaning of simile, metaphor, personification,


alliteration, and hyperbole.

Students will be able to distinguish various elements of figurative language within a text.

Students will be able to demonstrate the correct use of figurative language in poetry.

III. Standard: CCSS.ELA-LITERACY.L.5.5

Demonstrate understanding of figurative language, word relationships, and nuances


in word meanings.

IV. Procedures

1. Introduction: At the start of the lesson, introduce students to figurative language


by showing a Flocabulary video on figurative language.

2. Lecture/ Direct Instruction time: The instructor will give a presentation on


figurative language. This presentation includes the 5 types of figurative language
being taught (simile, metaphor, personification, alliteration, and hyperbole),
definitions of each type, and examples of each type. (Whole group setting)

3. Small group intro activity (focused discussion pairs): This activity is done with
groups of two students, mixed ability. The students are given 10 cards with
various types of figurative language. It is the students’ job to identify the
meaning of the figurative language phrase, and identify which type was used. An
example of what the cards might say is “Snug as a bug in a rug” they need to
identify what type it is and what the phrase means. The instructor will walk
around the class and monitor the groups to ensure they are on the right track.
The class will then sit in a “community circle” or circle of speakers to go over
some examples the teams experienced and the meanings of each figurative
language.

4. Ensuring Individual Accountability (Selection of responder): Next, the instructor


will read a short picture book to the class that gives many examples of figurative
language. There’s a Frog in my Throat by Loreen Leedy and Pat Street. The
instructor will call on students to see if they can identify different types of
figurative language. (Whole group Setting)

5. Final small group activity (Circle of writers): Students are put in groups of three.
The students are randomly assigned a story starter/ prompt from this scholastic
website:
http://www.scholastic.com/teachers/story-starters/writing-
prompts/index.html . They will use the randomized prompt maker to get their
prompt, and they need to work together to write a story following the prompt.
Using this online resource should be fun and engaging for the students. Each
student must also contribute one piece of figurative language to the story. At the
end of the activity, the groups will share their short stories with the class.

V. Materials
Paper, pencils, figurative language cards, computer, projector, book: There’s a
Frog in my Throat, computers: one per group and any extra for students who need
them.

VI. Grouping Structures

There will be two grouping structures used:


1. Groups of two, mixed ability grouping. This activity does not require within-class
ability grouping. Students will be randomly assigned pairs for the introduction
activity. This will be for the focused discussion pair. In this activity, the students
need to work together to identify the meaning and type of figurative language
used on a set of cards they are given.
2. Groups of three, within-class ability grouping. This will be for the circle of writers
activity. In this activity, the students will need to follow a randomized prompt
and work together to write a short story that contains three types of figurative
language. Students will be grouped based on ability for this assignment.

VII. Modifications

This lesson includes aspects of learning that will appeal to visual, auditory, and
kinesthetic learners. The videos and slideshow with visual aids help students see real-
world examples of figurative language. Also, participating in the small group/ focused
pairs activity helps students visualize and categorize their thought processes. The main
lecture is given through an oral presentation along with a picture book read aloud,
which could benefit auditory learners. If a student is unable to use paper and pencil per
their IEP, they are able to use a computer to complete their work through Google
programs. This can also be reversed, if a student cannot use a computer, their prompt
can be printed for them. Of course, any students who require accommodations,
modifications, or extra support according to their IEP’s will receive those as specified.

VIII. Assessment
The assessment will be conducted through a writing assignment. Since this is one
lesson and not an entire unit, there will not be an exam. The students will be expected
to either write a short story or a poem (poetry is also a 5th-grade language standard),
effectively using three different types of figurative language. They will also have to show
that they can Identify the three types they used by highlighting the phrase within their
writing in a specific color. If a student can use the phrase correctly, identify the type of
figurative language they used correctly, and produce a poem/ short story, they will
receive full credit and demonstrate they have mastered the assessment.

Yellow: Simile
Green: Metaphor
Blue: Alliteration
Orange: Hyperbole
Pink: Personification

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