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TEACHER: Randy Raymond SDC/RSP/Inclusion SUBJECT: Language Arts Date: 4/22/2013 School: Todd Elementary GRADE: 4th Grade Site Support Provider: Rebecca Wilson LESSON TITLE Figurative Language LENGTH OF LESSON: 45 minutes 1 hour


STATE STANDARD : CCSS.ELA-Literacy.L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. o CCSS.ELA-Literacy.L.4.5a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. o CCSS.ELALiteracy.L.4.5b Recognize and explain the meaning of common idioms, adages, and proverbs. INSTRUCTIONAL STRATEGIES: (minimum of 4): Activating prior knowledge Group discussion Brain storming Think aloud Collaborative learning IEP GOAL: Student will correctly identify one example of each of the following types of figurative language: simile, metaphor, personification, alliteration and hyperbole at 100% accuracy in 2 of 3 trials. INSTRUCTIONAL OBJECTIVE: The student will be able to identify simile, metaphor, personification, alliteration, and hyperbole (figurative language) PRE-REQUISITE SKILLS: Student should have basic background knowledge about figurative language. Student should be able to use the Mimio board to participate in the activities.

PRE ASSESSMENT: (Prior knowledge, interest, experiences, etc.) We will discuss what the students already know about figurative language. CFU: (minimum of 3) Q&A Throughout the lesson to assess the students understanding of the lesson Interactive whiteboard activities in which the students come to the board and complete questions Teacher observation of group and peer work FINAL ASSESSMENT: (traditional paper pencil, alternative, curriculum based, etc.) Students will complete an end of lesson assessment using their individual whiteboards and give me an example of one of the figurative language categories on the way out the door.

STRATEGIES FOR UNIVERSAL ACCESS AND DIFFERENTIATED INSTRUCTION: (ADAPTIVE AND MODIFYING) Students will use a variety of mediums to complete this lesson. Through the use the interactive whiteboard exercises and group and peer work, the students confidence will rise as their affective filters are lowered. If necessary, I will provide pencil and paper for the students that have difficulty with the Mimio or whiteboard activities. MATERIALS, EQUIPMENT, and (ADAPTIVE) TECHNOLOGY NEEDED: (as needed to promote access) Pencils and paper Computer with internet access Projection system Mimio software to display activity


INTO: (engaging students, activate prior knowledge, RATIONALE:

state objective and standard) The objectives and standards are explained and displayed to the students. Students will review what they already know about figurative language. This helps to prepare the students for the lesson by letting them know what is going to be expected of them. Activating prior knowledge helps to prepare the students for the coming lesson. It allows the teacher to assess where the students are and to what level a review is necessary. RATIONALE:

THROUGH (type of instruction, modeling, pacing, guided practice, questioning, CFU, etc.) For each section of figurative language: Direct instruction will be used for this portion. I will work through two activities with the students allowing them to see how I think when completing the question. I will also discuss what each section is about in more detail. The students will answer questions from me throughout the lesson. Students will pair share to decide the meanings of simile, metaphor, personification, idioms, alliteration and hyperbole. We will then come together as a class and discuss our findings and finally see the actual definitions. The following activities will help provide practice in various activities including; matching, drag-n-drop, multiple choice, and fill in the blank. BEYOND: (independent practice, application, assessment, transition, portfolio completion and projection) Students will play a game and use their white boards to record their answers. They will also give me an example of figurative language as an exit out the door.

This allows the students to see and hear how to think through the question. Students learn how to think like this and utilize the information in similar situations. The students will also gain a clearer understanding of what figurative language is and how to tell the difference between them. Pair share activities allow students a forum that is less intimidating and lowers their affective filters.

More practice allows the students to build a strong understanding of the concepts being presented. Collaborative learning helps the students to retain and understand the concepts presented. The student often teach each other during this time, which acts to reinforce.


The final activity allows the teacher to assess the students understanding of the lesson and if there are any areas that may need further explanation and practice.

Instructional Aides Role: (where is aide, what is s/he doing to assist you and students) Mrs Kelly is working with her 2nd grade math group completing subtraction exercises that require borrowing.