Lesson Plan Figures Of Speech 2r5c5i

Developmental Lesson Plan Your Name: Aimee Sharif Date: April 5, 2015 Course Title: Freshmen English Period: 2 Organizational Structures: This lesson plan will be using two organizational structures: there will be a lecture portion, group work and individual work. Bell work: As students walk into the classroom, they will follow classroom procedures for entering the room. The Bell Work question will be projected on the board: Last week, we learned what a simile and metaphor is. Write one example of a simile or metaphor, take your pick on which one. Briefly write a defnition of what the term means. Be prepared to share with the class. Aim: What are the main types of fgures of speech? How and why are they used in writing such as poetry? Instructional Objectives:  Students will be able to list different types of a fgure of speech.  Students will be able to provide defnitions of the popular types of fgures of speech.  Students will be able to write their own fgures of speech and incorporate them into a poem.  Students will be able to write a collaborative poem with a group of peers. Literacy Skills: Students will be given a note sheet with defnitions of different types of fgures of speech. Throughout the brief lecture portion, students will fll in the blank spots with from the PowerPoint lecture. Afterwards, students will be given a brief short story flled with the different types of fgures of speech. They will be instructed to underline similes, circle metaphors, highlight oxymorons in yellow, highlight hyperbole’s in pink, mark alliteration by circling the repeated sound in the words, put a zigzag line under personifcation, and place a box around any examples of assonance. The short story will have a key at the bottom that lines up each fgure of speech with a sample of how to mark the example. This will allow students to visually organize and mark the examples for a clear distinction between the . Motivation:

After the Bell Work, I will present the students with this picture and ask them  What does the man in the cartoon mean by saying “Wow, it’s raining cats and dogs out there?”  Why are the animals so confused about what he said?  Are there literally cats and dogs falling to the ground outside?  Why would he say that, instead of just saying “it’s raining really hard out there?” By using this picture, I can get the students to actually interpret a common saying, and why people use fgures of speech instead of literally saying what they mean. Figures of speech are used to exaggerate feelings, use our imagination when describing an object, color our language, etc. The students should begin to comprehend why fgures of speech are used, and then proceed to learning the different types afterwards. If the students are still struggling with this, I will guide them towards the preferred answers and realizations. A second photo is on hand if needed:

Directions: After using the two pictures as motivation for the students, I will then move on to providing them with the lecture portion of the lesson plan.  Please clear your desks and leave out a pen/pencil to take notes with.  I am handing out a worksheet that has defnitions of the words we will be going over. Each defnition will have a blank space so that you can write the correct term for that defnition.  Throughout the PowerPoint, fll in every blank space. They may or may not be in order, so please pay attention. Also, there is a word bank at the top to help guide students who may miss a word.  Please pay attention to the that will be given to you, we are going to use the in an activity later. The students will then fll in their note sheets. The activity will then consist of group work where students will get into groups and write a collaborative poem.  If you turn your worksheets over, you will fnd sentences with different examples of fgurative language. Please underline similes, circle metaphors, highlight an oxymoron in yellow, highlight hyperbole’s in pink, mark alliteration by circling the repeated sound in the words, put a zigzag line under personifcation, and place a box around any examples of assonance.  For example, the frst sentence is “I am so hungry I could eat a whole cow!” Now let’s look at our defnition list and see which one applies to that sentences. Its exaggerating hunger, so it would be hyperbole which is an over exaggeration of an expression!

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There is a key at the top of the page that can remind you of how you are going to mark every kind of fgurative language. You will have 5 minutes to read through the list of sentences with your group sitting at your tables. After 5 minutes, your group is going to choose one topic or theme to revolve your collaborative poem around. All, or at least majority, of the group must agree on the topic. The topics have to be school appropriate and some examples are school, sports, a television show, a movie, etc. Each person will choose a type of fgurative language and write one based on the topic you choose. No two people can have the same type of fgurative language. I will give you 3 minutes to write the down the fgurative language that revolves around the topic chosen for your group poem. Additional time will be given if needed. Afterwards, your group will take out a blank piece of paper and write all of the fgures of speech you guys came up with. You will have about 10 minutes to choose which order you want the poem in. This will be your collaborative poem. I will walk around and assist any group that needs help. I will check in on the class every few minutes to see how quickly we will be moving along. I will walk around at least once to every group to check in. Be prepared to share your poems with the entire class.

Pivotal Questions: 1. Do you feel using fgurative language when speaking to others is necessary or unnecessary? How often do you use fgurative language? Please explain. (Text-to-self) 2. In Robert Frost’s “The Road Not Taken,” what metaphor is he using throughout the poem? How is this the same or different from the example of metaphors given to you on the back of your paper? (Textto-text) 3. What is the minor difference between simile and metaphor? Use the examples on the handout given. How can you tell the difference between the two? (Text-to-itself) 4. What is one example of fgurative language that is common to hear in society? (Text-to-world) 5. Is it possible to write two types of fgurative language in the same sentence? If yes, give it a try. Medial Summary: The students have been introduced to the basic fgurative languages used in writing, or even heard out loud through speaking. Figurative language is important because there are several examples in poetry,

and understanding the meaning can be essential when analyzing a text. At this point, many students have not been introduced to poetry. Teaching the defnition of fgurative language and the most common types, is an introduction to reading poetry and also writing their own. With the help of this lesson plan today, the students will be frontloading for a unit on poetry, and how to analyze language used in texts. The students have received a note sheet with defnitions that they can keep in their folder for the class, and refer back to when needed. The blank spaces ensure the students are paying attention during notes, but can also be considered an accommodation for anyone who struggles with keeping up with notes during a class period. and defnitions can be memorized, but understanding how to use the can be difficult for some. The motivation portion with cartoons reveals to students how common fgurative language is, and also how it can be used describing everyday events in their lives. This connection to their life can provide the push to understanding what the mean, and also the motivation to want to write their own. The collaborative poem will be one of the frst they will write for this class. In the next few days, they will begin keeping a portfolio of all poetry that is written in class. This portfolio will be used as an assessment at the end of the unit, and the students will have the opportunity to personalize the folders with decorations. This poem will be the frst edition to the portfolio. Writing a poem alone can seem overwhelming, therefore writing a collaborative poem with their group can be the frst step to writing their own poems. One type of fgurative language used in one sentence does not seem intimidating at all. The students will be encouraged to have fun and even experiment with humor in their poems. The poems do not have to make sense or be placed in a perfect order. The sole purpose of the activity is to have students feel comfortable with writing sentences using some type of fgurative language introduced to them. Application: One way to compliment the information learned so far is to provide a rubric for their collaborative poem to follow. The poems can have requirements such as having to rhyme two lines at a time. The rhyme scheme will be AA,BB, CC, DD so that the students will have to strategically pick certain words to match up with other words. Providing a simple rhyme scheme will let the students experience how it is to write a poem with a pattern that must be followed. They will also learn to appreciate the much more complex rhyme schemes in poems they will read later on in the unit. This will bring out the strength of students who excel linguistically and are “word smart.”

A second way to compliment what they have learned is to have the students create some type of illustration for their collaborative poems. The students can create illustrations and hang them up on the board side-by-side. As each group stands up in front of the class to read their poem, the rest of the class can guess which illustration is theirs. This will help turn the material into a fun game and enjoyable activity for anyone who may be struggling or nervous to present. The students in the audience will feel the pressure to pay attention and participate. The students presenting can use their skills to create an accurate drawing, or even a humorous one, to help guide their class towards the correct one. One way to complicate the text is to have students write collaborative group poems revolving around a simple topic, such as nature. The students will have a certain amount of time to create a poem using 5 types of fgurative language discussed in class and create a poem about nature. Although the broad topic of focus is given, each group will have to narrow down the topic even smaller. The instructor will provide examples of topics such as summer, fall, winter, spring, roses, weather, etc. An example of a poem written by the instructor will be read out loud to them to provide guidance. After having about 5-10 minutes to create their poems, each group will have to switch with a different group, and read each other’s poem. While one group is reading a different group’s poem, they will have to mark (using the highlights/underlining used above) and also write down the fve they believe the group used in their poem. This type of activity will have students interacting with each other around the poem, and challenge them to identify different types of fgurative language through their peers’ work. The students will also have to guess what the theme of the poem is, besides nature. Examples of themes can be different seasons of the year, a plant or certain flower, or even a certain type of weather. Final Summary: Students will be offered the opportunity to briefly summarize what was learned today, and also write down one question they may still have about the material as a Ticket Out of the Door. This will give me the opportunity to see what they absorbed during the lesson, and plan to answer any questions I did not get to during class. I expect the students to briefly list a few of the fgures of speech they learned in class, and provide some explanation as to how and why people use fgurative language. Metacognitive on Pedagogy: Here the students will be asked if the information learned today in class helped reached the Aim that was previously mentioned in the beginning of the class period. The main purpose of this lesson plan is to set up the

foundation for students to feel comfortable writing figures of speech, and understanding why they are used in poetry. This is the frontloading portion of the poetry unit. I will ask students if they believe the Bell Work was connected to the rest of the lesson, and how it helped or harmed their process of the information. I expect the students to realize why using the real life examples and cartoons as an introduction helped ease them into the lesson plan. I expect the students to see how I set up the information from basic definitions and notes to actually writing collaborative poems with their groups. The students should realize why I gave them the note sheet, and how they can now refer back to it whenever it is needed. Metacognitive on Learning: I will ask two students to talk about how they learned the material today, and if they struggled at any time. Based on their answers, I will adjust this lesson plan for all future classes. Review Homework: Depending on how far the students got in the lesson, there may or may not be homework assigned. If the students completed all activities that were planned, the homework will be introduced and explained to them. Personifcation examples were in the handouts, but not as much as the other types of fgures of speech. For homework, students will have to write a short poem describing an inanimate object and use personifcation. The poem will have to be a minimum of eight lines. The poem can be free verse to make it easier for students, because they are not used to writing poems just yet. It is early on in to the unit, and some are barely being introduced to fgurative language. The poem can be written humorously about an object they dislike, or it can be an ode to an object they love. This will help the students exercise their writing abilities, use a fgure of speech that was not discussed in class too much, and also can be referred back to when they reach the section of the unit where they must write an ode to an object. If the students write a humorous poem about an object they dislike, they can still use the poem in their portfolio. If the students write an ode type of poem, they can edit and alter this poem in the following week when they learn the structure of poems with an ode to an object. “An Ode to Caffeine” written by the instructor will be given to the students as one example they can follow. It will be emphasized that as long as the minimum requirements are completed, they will receive credit for the work. Perfect writing is not expected. Homework:  For homework tonight, you will choose one object. It can be an object you have, an object you have seen, or even an object you hate. Of course, the object has to be school appropriate.  You will write a poem about the object using personifcation at least 3 times. What is personifcation again? (At this point I will ask for a volunteer to read the defnition off of the handout or the student can recite a defnition from memory).

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Exactly! Now the poem must be at least eight lines, and has to have THREE examples of personifcation. You can write an ode to an object. I will handout my example of an ode to caffeine right now. The same structure can be used to write your own, if you are writing about how much you love or appreciate a certain item. On the back of the example of my poem, you will fnd the directions and requirements for this assignment. I left blank lines underneath the directions, so you can use this sheet or write it on your own blank sheet of paper. You can write a funny poem about how much you hate an object, such as “Oh smelly socks, your stench creeps under the closet door and crawls up my nose. You disrupt my sleep. And for that, I must break up with you.” You need to write down the poem on a sheet of paper, and make it as legible as possible for me to read. Be prepared to share these in class if there is time tomorrow. Does anyone have any questions?