Lesson Plan



Lesson 3 on Figurative Language

Title : Personification

Grade : 2

Name: Julie Wright Date: November 19

|Rationale: – What is the purpose of the lesson? |

|In figurative language, an effort is required to determine the speaker or writer’s intended meaning and the listener or reader must |

|‘figure’ out what is meant. Students will listen to a type of figurative language which in this case is personification, during |

|classroom discussion and in the story to learn how to use words and ideas to suggest meaning and conjure mental images. Students will |

|be able to identify and understand what personification is in terms of a literary feature and how to use it orally or in writing to |

|add perspective, understanding or description for greater effect. |

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|From the Prescribed Learning Outcomes (PLO’s): English Language Arts, Reading and Viewing, it is expected that students will: |

| |

|B11: recognize and derive meaning from the structures and features of texts, including |

|‘text features’ |

|Specific Learning Objectives (SLO’s): – describe what the students will be able to do (SWBAT) |

|demonstrate awareness of the purpose of ‘text features’ |

|Materials and Resources: – what does the teacher need and what do the students need |

|Teacher: “The Dark” by Lemony Snicket book |

|Students: notebook with lined paper, a pencil |

|Introduction: (15-20 minutes) – How will you start the lesson? How will you connect to the students’ prior knowledge? |

|Have students gather around the designated reading area, sit quietly and listen. |

|Connect to the students’ prior knowledge by reviewing how the other day we learned about onomatopoeia and similes which are types of |

|figurative language. Ask students to share an example of each. |

|Teacher will introduce another type of figurative language to provide a focus for students to recognize and derive meaning from. |

|Explain that personification is when you give human qualities to a non-human object and how both of the two books that we read |

|previously, including “Mr. Brown Can Moo, Can You?” and “Crazy Like a Fox, a Simile Story” use this in terms of how the animals are |

|portrayed with human qualities (e.g. the fox cried like a baby). |

|Read “The Dark.” Remind students how the dark has been given a voice and a human-like presence. |

|Following the read aloud, have students return to their desks. |

|Development: (20-25 minutes) – What will you do and what will the students do? Remember to incorporate your Assessment For Learning |

|within the development. |

|Explain that personification is when you give human qualities to a non-human object and both of the two books we read use this. |

|Refer to an example from the previous book we read “Mr. Brown Can Moo, Can You?” using personification. Record the example, [Mr. |

|Brown] “He can do a hippopotamus chewing gum.” Explain to the students that a hippo does not chew gum and that the animal is being |

|described similar to how a person would be. Refer to an example from “The Dark” using personification. Record the example, “Sometimes |

|the dark sat behind the shower curtain.” Explain to the students that the dark is being referred to in a similar way to how a person |

|would be. |

|Ask several students to volunteer ideas from the books or their own ideas. |

|Check students’ level of understanding of what personification is. |

|Have students write 2-3 sentences using personification in their Language Arts notebook and afterwards, draw an illustration to go |

|with the writing. Remind students to use proper writing conventions, including capitals, punctuation and spelling. |

|Closure: (5-10 minutes) – How will you end the lesson in a meaningful way? |

|Ask students if they have finished their sentences and drawing. |

|Have a few volunteers share their writing and illustrations with the rest of the class using the document camera. |

|Assessment: – What will you do throughout the lesson to check student understanding? |

|Show of fingers hand check with 5 meaning student completely understands |

|Monitor levels of student participation during lesson and engagement in task |

|Periodically check to ensure that students are on task by circulating around the classroom |

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|Formative Assessment of Learning: – What formative assessment was taking place during your lesson? |

|Monitor students learning and provide feedback to address any problems and student weaknesses |

|Offer differentiated learning in the task by giving the students choices with regard to how many sentences they can include and a |

|‘sketch to stretch’ to show their understanding |

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|Summative Assessment of Learning: – How will students show you their understanding of the concept in order for you to make a final |

|judgment of their learning? |

|Students create sentences using personification and an illustration in their Language Arts notebook to be handed in following activity|

|Ensure that all of the requirements of the task are met |

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