Acquisition Lesson Plan Name: McCullough, Basham, Healy



UNIT: POETRY AND DRAMA LESSON ESSENTIAL QUESTION 1

Acquisition Lesson Plan

Topic: Reading/Language Arts,

Figurative Language Grade: 5

Lesson Essential Question: How do poets use figurative language to help readers visualize their poetry?

Assessment Prompt #1: Students must be able to identify forms of figurative language.

Assessment Prompt #2: Students must be able to identify rhythm, rhyme, and repetition in poetry and work to read poems fluently.

Assessment Prompt #3: Students must be able to create a picture or identify the visualization of a poem.

Activating Strategy:

Key Vocabulary to Preview: figurative language, simile, hyperbole, personification, metaphor, onomatopoeia, idiom

Teaching Strategies:

Graphic Organizer: 4-box word analysis chart or flip booklet, a web organizer for Day 5.

Instruction:

Day 1: Students will begin to develop a 4-box word analysis chart (or a flip booklet) illustrating the various types of figurative language. The chart or booklet will include the type of figurative language, (such as simile, hyperbole, personification, onomatopoeia, metaphor, and idiom); a definition, an example, and a picture. The chart or booklet will be a work in progress and will be completed as the terms are presented in class.

I will introduce figurative terms such as similes and personification, and alliteration. Instruct students that similes are a way to compare two things using the words “like” or “as.” Personification is the treatment of non-human objects as human. Alliteration is the repetition of the first sounds of a word. Students will read examples of each type of figurative language and work to complete their word chart or booklet.

AP: What are some examples of figurative language? How can using these types of words make our poems more interesting? I will read “Predictable,” by Bruce Lansky. Students will be challenged to identify the type of figurative language the poet used.

Day 2: I will present examples of rhyming and non-rhyming poems. Students will be challenged to identify what words create a rhyming pattern. I will also model reading a poem , identifying the rhythm and repetition. Students will work in collaborative pairs to read and explore the rhyme, rhythm, and repetition in poems. I will also introduce examples of hyperboles, or exaggerations. Students will add these figurative language terms to their word charts or booklets.

AP: How can we determine if a poem rhymes? How can we identify the rhythm of a poem? How can we define “repetition” in a poem? How do these elements enhance poetry? Poems must be read several times to see the rhyme, rhythm, and repetition in them. Many patterns can be seen in poems after they are read several times. Students will read and analyze poems in their reading textbook, pages 254-257.

Day 3: I will introduce and model examples of onomatopoeia and metaphors to the class. Onomatopoeia is the use of words such as “buzz” to imitate the sounds associated with the objects. Metaphors are comparisons not using the words “like” or “as.” Students will read and identify these terms in selected poems and add these terms to their figurative language charts or booklets. Students will read “The Rusty Spigot,” by Eve Merriam. Students will write the examples of words that imitate the sounds. Then, students will read examples of metaphors and write the meaning of each metaphor.

AP: How does the use of figurative language make poetry more interesting? Give examples to support this idea. Students will work to complete their figurative language word charts.

Day 4: I will introduce and model examples of idioms or idiomatic expressions. Students will read selected idioms and write what the idiomatic expression means. Students will add this term to their word chart or booklet.

AP: How does a writer create a picture with words?

(Distributive summarizing) To summarize, write 3 examples of similes, 2 examples of hyperboles or idioms, and 1 example of personification (3-2-1 strategy). Share your examples with a partner.

Day 5: I will read selected poems and challenge students to identify the picture that the poet “painted” in their minds. I will record their responses on a web organizer. Students will read “The Eagle” and describe the picture painted in their minds.

AP: What words helped to create a “picture” in your mind? This picture is known as a “visualization.”

Assignment: Students will complete their figurative language flip booklet.

Summarizing Strategy: Students will create a rhyming or non-rhyming poem describing the autumn season. To summarize the lesson and answer the essential question, students must incorporate examples of figurative language, rhythm, rhyme, or repetition.

Resources: Resources you may use include Reading Street, Grade 5 Reading Textbook pages 254-257, The Random House Book of Poetry for Children, and Joyful Noise, by Paul Fleischman.

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