Figurative Language Alive Lesson Plan

Figurative Language Alive Lesson Plan

Teacher: Blayne Garsky

Subject Area: ELA

Grade Level: 9th Unit Title: Romeo and Juliet

Lesson Title: Figurative Language Alive

Standards Addressed:

1. Reading

a. Read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text

complexity band proficiency, with scaffolding as needed at the high end of the range.

b. Determine the meaning of words and phrases as they are used in the text, include figurative language;

analyze the cumulative impact of specific work choices on meaning and tone.

2. Writing

a. Produce clear and coherent writing in which the development, organization, and style are appropriate to

task, purpose, and audience.

3. Speaking and Listening

a. Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades

9-10 topics, texts, issued, building on others' ideas and expressing their own clearly and persuasively.

Student Daily Objectives: (Marzano's #6 Strategy? Setting Objectives) 1. I can define and identify the eight (8) types of figurative language. 2. I can identify when figurative language is being used in a text and explain what the author is trying to say. 3. I can create my own writing using all of the types of figurative language. 4. I can work collaboratively in groups to complete tiered level instructional groups.

Purpose of Lesson : The Romeo and Juliet unit is a technology based unit in which students work together in groups to complete different

centers each day. The figurative language lesson begins with a teacher-directed mini-lesson and then asks the students to work in their groups on different centers that encompass the different differentiated learning activities. This lesson will have students learning about the different forms, doing quick activities, and applying what they have learned during the lecture during each station. Each station has its own learning ability (tactile, auditory, or visual) along with differentiation to ensure to challenge each student.

Materials/Resources Needed: 1. Student Guided Notes (Student Copy) 2. Smart board Figurative Language Interactive Lesson 3. Materials for all 5 stations 4. Independent Quick Check

Activating Prior Knowledge (Anticipatory Set): (Marzano's #9 Strategy? Cues, Questions, and Advanced Organizers)

1. Students have been introduced to metaphors, similes, and personification this year when discussing literary terms, but we have not applied them to our classroom.

2. Terms students have most difficulty with (based upon pre-assessment scores): idiom, onomatopoeia, alliteration, and hyperbole.

3. Students will show what they already know about figurative language by completing a KWL chart in their daily notes. Students will look back over this at the end and see if they met their goal.

4. "Where Have You Seen It?" smart board activity has students tell me where they have seen different types of figurative language.

Classroom Instruction (Model, Practice, Independent Application, Group Collaboration, then Presentation)

1. Bell Ringer (Marzano's #4 Strategy? Homework and Practice) a. Write down daily objectives into individual weekly agenda b. Individualized LA Growth Journals

2. Direct (Interactive) Instruction (Marzano's #2 Strategy- Summarizing and Note Taking)

a. I will be acting as a guide to instruction during this lesson b. Students will be involved in every part of this lesson c. Figurative Lesson smart board interactive lesson plan

i. See print out ii. Students will be learning the 8 types of figurative language. iii. If they are not at the board interacting with the smart board, they will be doing the same activity

(paper based) at their desk. iv. Each type of figurative language has a definition and example page. 3. Check for Understanding: a. Figurative Lesson Smart Board Interaction: (Marzano's #3 Strategy? Reinforcing Effort and Providing Recognition) i. After going through each term, they will have a game or activity that goes along with that

specific term. ii. They will also have check point interactions after every two-three term. iii. The final interactive game is a way of "informal assessment" where the students have to match

the definitions with the term. b. Students will then move on to the station work (5 stations)

i. Each stations is designed to check understanding and build their confidence when working with figurative language

ii. Each station is for a different type of learner (tactile, visual, and auditory) 4. Guided Practice (Marzano's #6 Strategy? Cooperative Learning)

a. See attachment of station explanation 5.Closure:

1. Present Posters to the class (done at station 5) 2. Turn in all station work 3. Closure journal question

a. What "objective(s)" do I understand? b. What "objective(s)" do I still need help with? c. How was my performance today? d. How can I "better" myself tomorrow and in the future?

6.Independent Practice: (Marzano's #4 Strategy? Homework and Practice) 1. Each student will have complete one of the following before the next class period. a. Make your own rap to remember the different types of figurative language. b. Watch a couple of your favorite shows and write down two examples of figurative language that one of the cast members said. Then tell me what it means in a literal meaning. c. Look through a book or magazine at home and find 2 types of figurative language. d. Have a conversation with a friend or parent and write down the type of figurative language they used during the conversation. e. Listen to your favorite music artist and find examples of figurative language they use in their songs.

Station 1 Bloom's Taxonomy ? Introduction for Kinesthetic Learners

i. Tier I ? Figurative Language Sort 1. You will choose a card from the bag. 2. You need to be able to recognize each type of figurative language in the sort and identify which type is the card you selected. 3. Then, label the card by moving it under the correct list.

ii. Tier II ? Figurative Language Sort II 1. You will choose a card from the bag.

2. You need to be able to recognize each type of figurative language in the sort and identify which type is the card you selected.

3. Then, label the card by moving it under the correct list.

iii. Tier III ? Figurative Language Rap 1. Assign different lines to each member of the group 2. Memorize your line 3. Come back together and rap it out

Station 2 Bloom's Taxonomy ? Remembering and Understanding for Auditory Learners i. Tier I 1. Each person select a different type of figurative language 2. Have your definition page out - memorize the definition 3. One-by-one each person give the definition and see who can call out the term the fastest 4. Once done, have each person come up with an example of their chosen figurative language. 5. When everyone is ready, have everyone try to translate it into literal meaning. ii. Tier 2 1. Each person select a different type of figurative language 2. Have your definition page out - memorize the definition 3. Look up (1) examples from songs that you know online. 4. Write down the sentence, music artist, and song. 5. Share with your group what you found. 6. Restate each or interpret each in your own words. iv. Tier 3 1. Each look up one of your favorite songs 2. Have your definition page out - memorize the definition 3. Write down music artist and song. 4. Go through the song and find all of the figurative language used. 5. Classify each as what type it is. 6. Share with your group what you found. 7. Restate each or interpret each in your own words.

Station 3 Bloom's Taxonomy ? Applying for Visual Learners i. Tier 1 a. Complete the "Guided Practice" worksheet b. Copy the chart into your notes c. Complete the "Paul Bunyan" worksheet separately d. Check your answers when everyone is finished

ii. Tier 2 a. Complete the "Letter" worksheet on your own b. When everyone is done, check over your answers

iii. Tier 3 a. Complete the "Review Worksheet" on your own b. When everyone is done, check over your answers

Station 4 Bloom's Taxonomy ? Analyzing for Visual Learners

***Tiers 1, 2, and 3 are the same for the application for Romeo and Juliet

a. As a group, work on "Figurative Language Activity." b. First, complete the "Quick Check" section. c. Second, read each statement by the characters and tell me what type of figurative

language is being used and how it is being used. d. Finally, create your own figurative language using Romeo and Juliet references.

Station 5 Bloom's Taxonomy ? Evaluating

i.

Tier 1

a. Read the poem "Sketch" by Carl Sandburg Answer the questions at the bottom of the

poem

ii. Tier 2

a. Read the poem "I Sing the Battle" by Harry Kemp. Answer the questions at the bottom of

the poem.

iii. Tier 3

a. Read the poem "The Black Land" by Jospeh Warren Beach. Answer the questions at the

bottom of the poem.

Station 6 Bloom's Taxonomy ? Creating

i.

Tier 1

a. Working as a group, you need to make a mini-poster for the following figurative language:

simile, metaphor, and personification.

b. Your poster needs to include (on a piece of computer paper):

i. Figurative Language bold on the top

ii. Definition

iii. 2 examples of each

iv. Picture to represent

v. color

ii. Tier 2 a. Working as a group, you need to make a mini-poster for the following figurative language: hyperbole and onomatopoeia. b. Your poster needs to include (on a piece of computer paper): i. Figurative Language bold on the top ii. Definition iii. 2 examples of each iv. Picture to represent v. color

iii. Tier 3 a. Working as a group, you need to make a mini-poster for the following figurative language: idiom, alliteration, and oxymoron. b. Your poster needs to include (on a piece of computer paper): i. Figurative Language bold on the top ii. Definition iii. 2 examples of each iv. Picture to represent v. color

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