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Figurative Language: Simile, Metaphor, Personification, Hyperbole, Alliteration, OnomatopoeiaGrade: 6Alignment with Oklahoma Academic StandardsLA.6.1.b. Use prior experience and context to analyze and explain the figurative use of words, similes (comparisons that use like or as: The Snowplow Reared Up Like a Stallion), metaphors (implied comparisons: Peace is a Sunrise), and multiple meaning words. Learning ObjectivesStudents will be able to understand and explain different types of figurative language including simile, metaphor, personification, hyperbole, alliteration, and onomatopoeia. Students will also be able to apply their knowledge of figurative language to their writing. Prior Academic Knowledge and Conceptions Students need to have basic reading and listening skills. Most students should understand the difference between literal and figurative language.. Student also need to have prior exposure to reading and examining literature, poetry, and song lyrics to identify grade appropriate types of figurative language. The content of this lesson builds on what students already know and are able to do because we are applying the skills they should have learned in 2nd-5th grade to their current understanding of figurative language. Not only will they be learning more types of figurative language than they have in the past, but they will also be analyzing how a writer’s word choice impacts the meaning and tone of a text. If students have gaps about literal versus figurative language or simile versus metaphors, the class will have a quick lesson to refresh students so that they have the necessary support for learning the skills and concepts of this lesson. To activate students’ prior knowledge, the teacher will open with questions about figurative language, literal language, simile and metaphor to determine what skills the students already have when working with figurative language. Common Errors and Misconceptions Common errors or misunderstandings of students related to the central focus of this lesson may deal with the difference between figurative and literal language. Another common error may be that some students are confusing similes and metaphors since they are so similar. The teacher will address these common errors and misconceptions for this group of students at the beginning of the lesson on figurative language by figuring out what students know and do not know when activating background knowledge. By asking questions about figurative language, literal language, simile and metaphor, the teacher can determine if these common misconceptions needs to be addressed based on the students’ responses to the questions. Launch: 10 minutesWe will introduce this activity by activating students’ prior knowledge and conceptions. We will ask the class what they know about figurative language versus literal language. We will ask the students what the difference between simile and metaphor is. We will start the lesson by watching a YouTube video that give examples of figurative language in movies. This will motivate the students to figure out more about figurative language and get them making inferences about each type of figurative language they will be learning. Instruction: 45 minutesAs a class, we will go over what the meaning of each type of figurative language means- simile, metaphor, hyperbole, alliteration, personification, and onomatopoeia. This will be done through a Prezi or PowerPoint presentation. Each slide will contain the definition of the word, a few examples and a link to a YouTube video that has a song with the specific type of figurative language in it. To engage students in developing understanding of the lesson objective, the students will listen to the song and write down, as a table group, the specific sentences or phrases where the figurative language is being used. Here are some examples of songs and their links that can be used for each type of figurative language: Simile: : : : : : the class as reviewed the different types of figurative language, the class will count off into groups of 3 students. Each group will receive a large poster board with a picture in the middle. Using the picture in the middle of the poster board, the group will have to create sentences related to the picture using the six types of figurative language we have discussed. Below is an example of what they poster board should look like when the students are done. However, for our purposes, the students should include all six areas of figurative language that we discuss during this lesson. 1638300114300Teaching with a mountain view. (2013, March 13). Tell me a story Tuesday: figurative language. Retrieved from: teacher will set up the task for the students by preparing a PowerPoint or Prezi presentation, finding videos of current songs using figurative language and preparing the poster board with the picture in the middle. We will link the new content to the students’ prior academic learning and their personal/cultural community assess by sharing in discussion before the lesson begins about what they already know about figurative language. The students will also have the opportunity to link the new content to their personal/cultural assets by allowing them write sentences for assessment about anything they would like. At the beginning of the lesson, the students will be engaged in the lesson by listening to the teacher present each type of figurative language. Then, the students will watch each video and pull out phrases where figurative language is used. Students will be participating in group work when they create figurative language sentences based off of a picture. Finally, the students will be participating in assessment that will engage the students and help them understand the concepts. The teacher can help engage the students during group work by rotating around the classroom and asking if they have any questions or are struggling with any part of the figurative language lesson. If students are confused about something they are supposed to be doing, the teacher will be readily available to help them understand the concepts. Before the students get to do any work with each type of figurative language, the teacher will present the information about each type through the PowerPoint or Prezi containing definitions, examples, and video links. The teacher will discuss the vocabulary words that are listed below throughout the lesson to help the students understand figurative language terms. Some questions the teacher can ask are: Based off this example, what do you think ____ means? Can you give me an example of ____? Give an example of encountered with figurative language you have experienced in daily life. The teacher is making sure each child is accountable for understanding and doing the work by creating group work where each member must participate and share their ideas. The students are also held accountable for what they learn because of the summative assessments such as the exit slip where they have to make up their own examples of each type of figurative language and the worksheet they will be taking home for homework. The teacher will facilitate discussion of the task posed by having students share the information they got after watching videos or after working in their groups on the poster. Each group will be coming up with different ideas and interesting sentences that can be compared to other groups. Questions that the teacher will ask the students that will help them understand the mathematics they explored in the activity or task are: In what ways do you think you can apply this when you leave the classroom? What are benefits of talking or writing in figurative language? The teacher will structure these questions with a mix-pair-share so that all the students will be participating in answering each question and getting to talk with someone that was not in their group. The students will present their findings by sharing with the class. Opportunities for students to work with partners or in groups will be used after the students have the basic concepts of figurative language understood. The students will get to do an activity with a group so that discussion will be sparked when they are learning. Students will get to work with a partner when they are working on their poster board, when they talk in the think-pair-share, and when the students work as a table on the ending YouTube video containing different types of figurative language that they have to guess and write down. To form the groups, we will prepare groups ahead of time. We choose to do this because we want to choose groups so that students will be focused and talking about the lesson and not talking to their friends about their plans for the night or what they are doing this summer. We also choose to do this to help the ELL students and students on IEP plans. Assigning groups will ensure that they are with a partner or partners who will aide in their understanding of figurative language and someone who will be willing to assist them when they are stuck. Structured Practice and Application: 20 minutesThe teacher will give the students the opportunity to practice with another YouTube video. This YouTube gives them what each part of figurative language the segment contains, but the students must carefully listen for the figurative language phrase and write it down on a sheet of paper to turn in. The class will go over the answers to makes sure everyone understand the concept. While the class is going over the answers, we will start and pause the video again to find the phrases of figurative language from within each segment. The students will apply what they have learned by writing down one example of each type of figurative language we have learned today on a notecard. As a class, the students can then share some of their sentences with the class to check for understanding before they turn in this exit The teacher will determine if students are meeting the intended learning objectives by reading the exit slips that the students will turn in at the end of class, discussing the YouTube videos viewed, and listening to other discussion and responses from student to check for understanding. All forms of formative and summative assessment will help the teacher determine if the students are meeting the intended learning objectives. Closure: 10 minutesWe will wrap up this lesson by allowing the students to discuss what they learned in a think-pair-share. Then, we will come together as a class to share out about what figurative language is. Students will share ideas that them and their partner discussed and any misconceptions will be fixed. Finally, the students will hand in their exit slips to the teacher on the way out the door. Differentiation/ Planned Support:How will you provide students access to learning based on individual and group needs?Whole Class: The whole class will get an explanation and get to participate in the learning tasks of this lesson. The whole class will also have the same videos, worksheets and activities to learn about the different types of formative language. This lesson will meet the classes’ learning needs as a whole. Whole class discussion will also take place, which will allow each student to hear how some of their classmates applied figurative language in their own writing and may encourage other students to share their writing. Groups of students with similar needs: This may be students that are ELL. If this was the case, the student may choose to show figurative language in their own language. For example, for onomatopoeia, the ELL student could use an expression in his/her own language that may be different from the English language or the student could make an alliteration using his/her own language. Not only would the ELL students be getting to explore figurative language in their own language, but also these examples would benefit the native English speakers as well. The ELL students should also be placed throughout the room where more advanced students could assist them if the ELL student needed help. Individual students: Many students have individual needs that we will also be able to accommodate. For example, a student could be colorblind, have dysgraphia, have ADHD or ADD, have an auditory language processing disorder, be gifted and talented, or simply be on an IEP for any other problems. There are ways to make accommodations in this lesson for almost any need. For example, students with ADHD will be forced to stay busy because of the amount of work the student has to complete in a short amount of time. The videos that the students have to watch and pull out information from require the student’s attention. For gifted and talented students, we will ask them to think of more example of each type of figurative language. These students can also be encouraged to make more complex sentences when writing their own sentences with figurative language. So instead of a simple sentence like “Her smile shone as bright as the sun.” the student could write something like “When her face lit up after receiving the award, her smile radiated like the sun on a warm summer afternoon.”Students with IEP’s or 504 plans: Each student will be placed at a table with a student that is more advanced than others, is more knowledgeable about figurative language, is a good communicator and is some that is inclusive of all students. This will ensure that the classroom contains tables of varying levels of ability so that they can work with each other and help each other when needed. All of these students will be given extra attention throughout the lesson to ensure their understanding. The teacher may occasionally specifically call on some of these students to share ideas and provide answers so that the teacher can ensure that the student is grasping the information. Earlier finishers: These students can continue writing more sentences using figurative language for practice. Or the teacher will have an extra activity for the student to continue working on figurative language such as listening to more educational video about figurative language or playing on an app on a school iPad about figurative language. Strategies for responding to common errors and misunderstandings: When there is a common error or misunderstanding, the teacher will stop everyone and have them focus on you. Then, the whole class will address the issue to make sure that there is no more confusion. To support students with gaps in their prior knowledge that is necessary to be successful in this lesson, the teacher will provide them with a worksheet of definitions and examples of each type of figurative language so that they can refer back to the worksheet when they are working during class. Materials:Computer with PowerPoint and InternetPoster BoardsMarkersNotecardsWorksheetsProjectorNotebook PaperPens/PencilsAcademic Language:Some key vocabulary terms the teacher needs to teach are simile, metaphor, alliteration, hyperbole, personification, onomatopoeia, figurative language, literal language, symbolism, style, mood and tone. The teacher will teach these vocabulary words by defining them and showing examples in the opening PowerPoint presentation. The teacher will also teach the students these vocabulary terms in the lesson by including them into the activities. Opportunities that we will provide for our students to practice the new language include the group work the students will participate in that will address all of the main topics and vocabulary words that will aide in their understanding of the lesson. When presenting the content to the students on the PowerPoint, the teacher will orally tell the students then new language and provide an example of these words. The teacher will also have the students write them down in their daily notebook. Students will needs to use language to participate in learning tasks and demonstrate their learning for this lesson. They will use the language when actively participating in the group work, when activating background knowledge at the beginning of the lesson, when sharing ideas out loud to the class, and when writing sentences with each type of figurative language on the exit slips. To facilitate student learning of the central focus of the lesson, we will compare and contrast different types of figurative language when learning about them and when sharing ideas. The students will be able to describe each type of figurative language at the beginning of the lesson when they teacher is using the PowerPoint to go over the lessons. Assessment: Formal- Each student will fill out an exit slip notecard one example sentence that they created on their own of each type of figurative language that the class learned. This will show us what information the students took in during the lesson. This assessment provides direct assessment by telling us exactly what they students learned in the lesson. Formal- Assign a homework worksheet with text such as excerpts from stories, poetry, or song lyrics. The students will be required to locate and label all the different types of figurative language throughout the text. The worksheet assigned as homework serves as a formal assessment because it requires little to no teacher support. Students will perform the assessment at home, and the teacher will look at it upon them turning it in. This way, the teacher can see if found all the figurative language examples in the provided text and can compare it to their work in class to see if they have full understanding of how find figurative language in a text. Informal- During the group work, the teacher will be rotating around the room to question students and check for understanding of what they are doing. This assessment allows us to informally walk through and assess if students understand figurative language. Students will not feel as pressured as if a formal assessment was being done, but we will be able to gain valuable entail on each student’s level of understanding through the assessment. Informal- During the closure, students will participate in a Think-Pair-Share that will allow them to discuss with a partner what they learned and then share out what they discussed. Through the Think-Pair-Share discussion, students will share important insights and thoughts gained through the activities and discussions. The teacher will walk around the room, listening to each conversation, and taking notes on some of the knowledge the students share. The teacher will have a list of her students with her as well, and she will put a check mark next to students that are making noteworthy connections. After the discussion, she will call on the students she put a checkmark on, and ask them to share their thinking and what they were discussing with their partner, then she will open the discussion up to everyone to share their thinking. This method of assessment is effective because instead of assigning children to answer question on what the teacher thinks they should learn, the students are able to share their thinking and what they learned. This is valuable to a teacher because she can see what students excelled in during the assignment, and what may need further instruction. ................
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