Lesson Plan Template

EDIS 5400: English Education

Context:
Course name; Language Arts
Grade level; 6, Standard
Length of lesson; 75 minutes
Description of setting, students, and curriculum and any other important
contextual characteristics; This lesson will be taught to a 6th grade Standard English
class at Sutherland Middle school. There are approximately 20 students in the class, and it
takes place during the middle of the day. The class is split by lunch and recess, so
instruction takes place both before and after these time frames. There is a special
education co-teacher in the classroom as well during this block. Students vary in ability
and needs. Certain students have reading disabilities, and need extra time or assignments
read aloud to them. Other students have a harder time communicating with peers and
become upset when they get something wrong or do not understand what is going on.
Students are in the part of the curriculum where they are gaining new skills in looking at
texts. They have learned about wood origins and roots, ways to expand their vocabulary,
and using context clues to figure out meaning. They have also practiced working in groups
on a daily basis, and have set up norms for various aspects.
Virginia SOL(s):
6.1 The student will participate in and contribute to small-group activities.
a) Communicate as a leader and contributor.
b) Evaluate own contributions to discussions.
6.4 The student will read and learn the meanings of unfamiliar words and phrases within
authentic texts.
d) Identify and analyze figurative language.
6.5 The student will read and demonstrate comprehension of a variety of fictional texts,
narrative nonfiction, and poetry.
j) Identify and analyze the authors use of figurative language.
Common Core State Standard(s):
CCSS.ELA-Literacy.RL.6.4
Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of a specific word choice on
meaning and tone
CCSS.ELA-Literacy.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others'
ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.6.4
Present claims and findings, sequencing ideas logically and using pertinent descriptions,
facts, and details to accentuate main ideas or themes; use appropriate eye contact,
adequate volume, and clear pronunciation.
Objectives (KUD format):
Know:
1. Students will know the definitions and examples of simile, metaphor and hyperbole.

2. Students will know language and sentence starters to use when respectfully
disagreeing with someone in a discussion.

3. Students will know the difference between what good disagreements and bad

disagreements look like in a group discussion.

Understand:
1. Students will understand the differences between simile, metaphor and hyperbole.
2. Students will understand why it is important to respect others thoughts and
opinions in a discussion.
3. Students will understand that there are many ways to politely and respectfully voice
a disagreement or differing opinion in a discussion.
Do:
1. Students will be able to identify examples of simile, metaphor and hyperbole in
song lyrics and text.
2. Students will be able to create a piece of text using simile, metaphor and hyperbole.
3. Students will be able to voice a disagreement or differing opinion in a discussion
using specific language and sentence starters.
4. Students will be able to reflect on their participation and contribution to a smallgroup discussion, specifically looking at the techniques discussed regarding
disagreements.
Assessments: Methods for evaluating each of the specific objectives listed
above.
Diagnostic: Students will demonstrate what they already know by
- Completing a Figurative Language Review While You Wait worksheet that asks
them to recall what they know about simile, metaphor and hyperbole and identify
them in a worksheet with song lyrics. They will then discuss in small groups the
answers they have and make sure they did not miss any that others found. Students
will be demonstrating their knowledge of discussion by talking about which answers
they think are correct or incorrect and why. During this time I will circulate to groups
and observe the ways in which students are voicing their thoughts, specifically
those that differ from another persons opinion. Students will complete this activity
the day before this lesson. I will collect their worksheets and review them the night
before the class. I will use the information from these worksheets to identify
patterns of misunderstanding or aspects that students already have a good grasp
on. I will use this information to shape this lesson by focusing on what students
need most support with and not spending too much time with what they already
seem to know. It will also help clearly identify particular students I should make sure
to check in on during this lesson. Furthermore, I will be able to see how my students
handle disagreements in discussions and tailor the lesson to what I have heard
them use or how I have seen them do it so far. We will review the answers as a class
in this lesson as well as share disagreements they came across.
o SOL6.1 a, SOL6.4 d, CCSS.ELA-Literacy.RL.6.4, CCSS.ELA-Literacy.SL.6.1,
CCSS.ELA-Literacy.SL.6.4, K1, K2, U1, U2, D1, D3
Formative: Students will show their progress toward today's objectives by
- Participating in small-group discussions on figurative language use after discovering
ways to deal with disagreements in group discussions. I will be walking around and
joining in on each group to participate and observe students using the techniques
and strategies that were discussed.

SOL6.1 a, CCSS.ELA-Literacy.RL.6.4, CCSS.ELA-Literacy.SL.6.1, CCSS.ELALiteracy.SL.6.4, K2, K3, U2, U3, D3, D4

Completing a reflection on their participation in the small group and class
discussion. Students will write about what they believe they did/did not do well
personally in these discussions, then write about what they think others in the class
did/did not do well. They will review the strategies taught and reflect on whether or
not they used any of them, and if they did how they went. It will be graded with a
check plus, check, or check minus based not on the content but on the quality of
the reflection.
o SOL6.1 b, K2, K3, U2, U3, D4
o

Summative: Students will ultimately be assessed (today or in a future lesson) on these

standards by...
- For homework students will be creating a poem, song or short story of their own
containing at least 2 examples each of hyperbole, simile and metaphor. Students
will explain what they mean in each use of their figurative language, and why they
chose to compare it the way they did. They will share these in their groups
tomorrow, and groups will discuss what the figurative language adds to their
creation. They will once again be practicing discussion skills, keeping in mind that
these are well-thought out creations by our classmates.
o SOL6.1 a, CCSS.ELA-Literacy.RL.6.4, K1, U1, U2, D2, D3
- Students will be forming debate arguments when we do a lesson on persuasive
language. They will be assessed on how they use their disagreement techniques as
well as how well they utilize persuasive techniques. Before that lesson we will
review our list of Disagreement Norms for them to use when they are debating, and
will be expected to use a few of the examples we have come up with. I will provide
them with feedback on how well they respectfully used counterarguments, and they
will know that this means they will have had to include some of our norms.
o SOL 6.1 a, CCSS.ELA-Literacy.SL.6.1, CCSS.ELA-Literacy.SL.6.4, K2, K3, U2,
U3, D3
Materials Needed:
Figurative Language Review (already completed, have ready to pass back)
Class packets (printed and stapled for each student)
o While You Wait worksheet
o I Think sheet
o T Chart for Disagreeing Norms sheet
o Before You Go sheet
o Do At Home sheet
Projector
Instructional Steps (Procedures): Detail student and teacher behavior.
Beginning Room Arrangement: Students come in and sit at assigned seats where
desks are set up in groups of 4.
[Changes in this arrangement that become necessary later will be noted in the plan]
I.

Welcome/greeting/announcements

Welcome class! As you come in, please place last nights homework in the box, pick up
your class packets and begin filling out the While You Wait sheet. Remember it wont be
graded or collected just do your best and we will go over it as soon as everyone is ready.
Walk around room to make sure students are getting settled in and completing
worksheet.then take a seat. Do some silent reading on your own until we get started.
As students are settling in, pick 2 students to demonstrate the discussion dos and donts
that we create as a class later. The students should be ones that are comfortable being in
front of the class, can follow directions well, and wont say anything inappropriate or
crazy. They could also be students who dont always volunteer but you know would do a
good job in this activity so they can contribute to the class more. Explain to them that we
will be talking about the proper ways to disagree with someone in a discussion, and they
will show the class good and bad examples of ways to do this. Tell them their
demonstration discussion will be about something simple like their favorite food so they
can start thinking about what that is and what they want to say about it. Let them know
that you will tell them when it is time for them to come up.
II.

Hook/ bridge/ opening to lesson

It looks like everyone is wrapping up on the While You Wait. When your group is done, I
want you all to discuss the answers you found. See if they match up, and talk about parts
you may disagree on. If you got something that someone else didnt or think that their
answer is incorrect, try to explain why. Ill give you all about 5 minutes to do this. Walks
around room, observes student conversation. Reads lyrics aloud to students who need it.I
am now going to pass back the Figurative Language Review sheet that you all worked on
yesterday. You all did great work, and we are going to review the answers together as a
class. Take a minute to look back over the sheet. As a group, recall a part that you may
have disagreed about and why, and try to think about how you talked through that
disagreement.
Give 3-5 minutes for students to go back over their work and discuss as a group. Circulate
the room to observe what students are identifying as having disagreed about. Think of
how they explain how they worked through it can connect with the disagreement dos and
donts for later on.
A sample conversation students could be having is as follows;
Student 1: I think that one simile is the part just the thought of you can drive me
wild.
Student 2: That is definitely wrong.
Teacher: How about you both try describing why you think you are correct?
Student 1: Well, he says a thought will drive him wild and that wont actually
happen. Just because he is saying that his thoughts make him crazy doesnt mean that it
actually happens.
Student 2: No but thats wrong because its still not a simile. To be a simile it has to
use the words like or as dont you remember?
Ok great, lets bring it all back together now. Some of these may be able to be
interpreted in different ways, but here are the answers I was able to find in the lyrics.
Ok hopefully everyone was able to get through their answers for all three sections, but

Im going to project on the board the answers I found. Projects worksheet with
highlighted answers. Does anyone have any questions on these or need further
explanation? Field questions that may come up about differing answers, use class to
explain why answer may be correct or incorrect.
Student 1: Our group didnt get Id do anything for you as an example of
hyperbole. Why do you have it highlighted?
Teacher: Great question. Did any other group highlight this answer and want to
explain?
Student 2: Yeah we got it. A hyperbole is like an extreme exaggeration. By the
dude saying he would do anything for her, he probably doesnt mean he would actually do
anything. Like Im sure he wouldnt kill a puppy for her or something like that.
Great. Now that we all remember what simile, metaphor and hyperbole are and what they
look like, we are going to dig a little deeper into what we think figurative language does
and why authors may use it. If everyone could fill out the I Think sheet in your class
packet that would be great. Dont worry about what you think would be the right or wrong
answers to the questions. Put as much of your own personal opinion as possible into this
page. They dont have to be complete sentences, but make sure you write enough to
express your thoughts fully. Youll have about 8 10 minutes to do this, and just raise your
hand if you have a question. Walk around room to answer any questions that come up.
Possible questions/discussion:
Student 1: What do you mean by the second question on this worksheet? Arent they
already saying what they mean?
Teacher: Good question. With these types of figurative language, authors are using
language that reflects a meaning that they want readers to understand. It doesnt mean
that thing is actually true or really happening. For example if we look at the lyrics shine
like gold in the song Smile, we know that he isnt actually shining. But what does that
make you think when he says that?
Student 1: That he is really happy and bright.
Teacher: Exactly. The author uses something that people know about, like how gold
shines, to convey something about himself. He isnt actually saying that he is shining like
gold but it lets audiences further understand how he is feeling. Does that make more
sense?
Student 2: How are we supposed to know what the singers know in their similes and
stuff? Is there a right or wrong answer?
Teacher: Im glad you asked that question. One of my favorite parts about figurative
language is that sometimes it can be interpreted differently based on the readers
thoughts or experiences about what the figurative language is using. For example,
someone could say You are as fragrant as a rose. For people who enjoy the smell of
roses, this would be a good thing. But other people may not like how roses smell and could
think that being fragrant like one is a bad thing.
Student 2: So its kind of up to us?
Teacher: In a way, yes. It is often smart too look at the other things the author is saying in
order to figure out exactly what they meant. If that sentence came in the middle of
someones speech about how much they like someone, then it would be easy to tell that
they meant it in a good way rather than a bad way. Use the context clues from the rest of
the lyrics to try and help you reach a good understanding of what the song writers
intended you to think.

III.

Instructional steps

Step 1: Discussion mini-lesson; Disagreeing

Hopefully everyone had a chance to put some of their thoughts about figurative language
to paper. Before we start talking about what we wrote, I would first like to talk about how
this discussion will go. Our discussion is going to include a lot of different opinions brought
to the table by different people. As always it is important to remember to respect what
everyone is saying. In these discussions we arent looking for a right or wrong answer;
rather, we are simply digging in to what everyone is thinking. Sharing our inner thoughts is
a brave thing to do, and we want to make sure that everyone is treated kindly when they
make the decision to speak their mind. It is ok to not be thinking the same things, and it is
also ok to express that. However, there are definitely good and bad ways of expressing a
difference of opinion. Lets all turn to the worksheet with the chart for the Dos and Donts
of disagreements in a discussion. We are going to fill this chart with examples of things we
can say when we want to politely disagree with someone, and examples of phrases we
want to avoid. Can anyone think of a Do to get us started?
Take volunteers and write suggestions on board while students write them on their sheets.
Make sure the following (or something close to them) are included for both categories;
Dos I see why youd say that, but I dont see it exactly that way because Im
just not sure about that because I see it another way My idea is slightly different
from yours in that I like that you said, however I think that Donts Youre
wrong Thats incorrect My idea is better because How could you possibly think
that? Thats stupid
This is a good list to get us started. If you think of other things for either category as we
do our discussions today, go ahead and write them in. Before we start using the strategies
on our own I would like to see them demonstrated for the class.
Ask the students who you talked to at the beginning of class to come up to demonstrate
the discussion dos and donts.Can I have 2 volunteers? Choose 2 students from the class
to come up and sit facing each other.
Thanks for volunteering today guys. The two of you are going to show the rest of the
class what good disagreements and bad disagreements look like in a discussion. For this
example, you will be discussing what you think is all time greatest food in the entire world.
When I say DO you are going to lead your sentences with examples of good
disagreement strategies, and when I say DONT youll show us what examples of bad
disagreements look like. Got it? Great, lets start with DO. Go ahead!
Student 1: In my opinion, mac and cheese is the greatest food in the entire world.
Student 2: I can see why you would say that, but for me the best food would
definitely be pizza.
Student 1: I like that you chose pizza because it is another great food, however the
cheesy goodness of mac and cheese is still more delicious in my opinion.
Teacher: DONT
Student 2: How could you possibly think that? There is no way mac and cheese is
better than pizza.

Student 1: Thats so wrong! Pizza is too greasy and gross, mac and cheese is way
better.
Student 2: Thats stupid!
Teacher: DO
Student 1:I dont see it exactly that way because for me, the creamy taste of mac
and cheese is irresistible.
Student 2: That is a fair point, but the variety that pizza brings and the way you
can change it up is what makes it the greatest food in my opinion.
Teacher: DONT
Student 1: I hate pizza!
Student 2:I hate mac and cheese!
Great work guys. Hopefully everyone has a really clear idea of what strategies and
sentence starters to use when we are respectfully disagreeing, and what we should try to
avoid saying.
Step 2: Discussion
We are now going to try to implement some of these strategies by having small group
discussion based on what you wrote for the I Think worksheets. Take a minute to look
back over what you wrote, then begin to discuss it within your small groups. Really try to
focus on why you think authors use figurative language, and what effect it has on text.
Also, everyone should try to use one of the Dos that we came up with in our
Disagreement Dos and Donts at least once in the discussion. Make sure this happens by
the time we wrap up. Also, by the end write down 2 new ideas about figurative language
that you did not think about before either in the sections of your I Think worksheet or on
the back of it. I will be coming around to join in on your groups, but raise your hand if a
question comes up. Does everyone understand what we are doing? Students begin their
small-group discussions. I walk from group to group and sit with them for a little to
analyze their use of the discussion skills just taught. I will also help to keep conversations
moving forward and listen to their ideas about figurative language. An example of a
possible small-group discussion would be as follows;
Student 1: I think authors use figurative language to express their feelings better than just
using normal, everyday words.
Student 2: I thought the same thing. Sometimes it can be boring to just say that a girl is
pretty so comparing her to something else like a flower makes it more special.
Student 3: I understand why you would think that, but my idea was that authors use them
to show off their creativity.
Student 1: What do you mean by that exactly?
Student 3: Well, if they wanted to stick out from other authors and have people like them
better then they need something to be different. Instead of using the same words as
everyone else they come up with different comparisons to make it more interesting.
Student 4: I dont think so because
Me: Can we think of a better way to phrase that?
Student 4: Um yeah. You make a good point, but what if all authors started using figurative
language? Then would they really stick out from each other?
Student 3: Hmm I hadnt thought about that. I still think they would as long as they are
coming up with their own creative figurative language.
Me: How do you guys think figurative language affects the text? Do you notice anything
different about your reading when you come across figurative language?

Student 2: Yeah I think I imagine things more when there is figurative language in the text.
Like I see more pictures in my mind when Im reading it.
Student 1: I see it another way. While I also see images sometimes, for me the figurative
language adds more to my understanding of the text. I think it gives me a better sense of
exactly what the author wants me to know.
Me: Can you give an example of that from the While You Wait?
Student 1: Yeah well in the song Everything he says Youre a swimming pool, on an
August day which to me makes me think that the girl he is describing is the perfect
relaxation for hm. Like, she knows how to make a bad situation better and how to help him
relax and have fun and stuff.
Me: So which do you guys think is more useful in getting across meaning, saying exact
words or using figurative language?
Student 4: Well I think it depends on what the author wants you to know. If he wants to
make sure you know one exact thing, then using the boring word-for-word language would
probably be better.
Student 3: Right, and if the author wanted to give readers a little more imagination into
what he means then he could let them figure it out through figurative language.
Student 2: Wait I picked something kind of like that as one of my examples. In the song
Grenade the first line is I would catch a grenade for ya and I thought of two different
things that it could mean. On one hand he could be saying that if she were in trouble he
would protect her if he could. But I also thought it could be that he is willing to do
something stupid like that to prove how much he loves her if she asked him to do it. So
yeah Im not really sure which one it is exactly but maybe Bruno Mars wanted listeners to
decide for themselves.
Student 1: I really like that you came up with two meanings, but for me it was the first one
that you said that I thought about when I read it. I think her asking him to just catch a
grenade for no reason would be kind of crazy and I hope he wouldnt actually consider
doing that.
Continue circling to other groups and listen to their discussions.
Step 3: Reflection
As we wrap up our class for today, lets do a quick write reflection on the group
discussions we held today. Please turn to the Before You Go sheet in your class packets
and jot down some reflections on the role you played in todays small group discussions.
Did you use any of the strategies we discussed. What strategy or phrase did you use?
What did you do well, and what do you think you can improve? After that, write about what
you think others in the class did well or should improve on, and any other comments you
have about the discussion.
IV.

Closing

For homework I would like you to create a song, poem or short story that includes at least
2 examples each of hyperbole, simile and metaphor. It can be as long or as short as you
want, and about any topic you decide. The instructions are on the Do At Home page in
your class packet for today. Be prepared to briefly present and discuss what you did when
you come in to class tomorrow. I will check them and then we will have volunteers share
with the class. Have a great day!

Attention to Individual Student Needs: Detail specific actions/materials you will

use to differentiate your instruction to meet various individuals learning needs
in this lesson.
Most students are on the same level in this class because it is the standard level. For
students who need extra help, I would read aloud the song lyrics to them while reminding
them of what exactly it is we are looking for. I would also try to plant questions that I know
they would be able to answer as a part of group discussions so they can experience
participation in conversation. For students who I know always have extra questions or
become anxious about assignments, I would specifically talk to them when circling the
room to make sure they understand what they need to be doing. I would then provide
further clarification if needed.
Technology Use: Detail specific technology being used in the lesson with
explanation for why it is being used.
I will use a projector to show the worksheets to the class as we go over them. This will help
students to follow along with exactly where we are and to copy down all necessary
information. If they did not hear something that was said they will be able to look at the
projected sheet and catch back up.
How this lesson incorporates specific insights from course readings and/or class
discussion:
I chose to do a minilesson on differing opinions as Bomer suggests in Chapter 8 about
teaching talk in classrooms. It is important for students to recognize that differences do
occur, and knowing how to handle them will lead to more productive discussions.
Disagreements should be encouraged in discussions as it leads to rethinking as well
according to Bomer. I also used the t-chart technique to set up examples of what should
and shouldnt be said in discussions, like we did when forming our own expectations for
group discussions in class. Furthermore, I tried to use the Blooming Questions technique
by starting students off with more basic, identifying questions and leading them to discuss
topics that were more open-ended and opinion based. I also gave students time to
organize their thoughts both before and after discussion. Coming in with a clear sense of
what they want to say helps students participate better in groups and have more
confidence in their opinions since they have already thought them through. Reflection at
the end will help students recognize what they were actually doing in discussion, and how
they could improve their skills for the next time. Taking time to think about what did and
did not work is crucial in developing good discussion skills. Finally, several of the readings
discussed staying away from the IRF structure that is commonly seen in classrooms, so I
tried to implement that in this class by letting the discussion be more student-driven.
Materials Appendix:

Name: _________________

While You Wait

Figurative
SIMILE: Highlight all Language
examples of simile in the music lyrics below.
Circle in pencil any that you are unsure about.
Smile by Uncle Kracker
You make me smile like the sun,
Fall outta bed
Sing like a bird,
Dizzy in my head
Spin like a record,
Crazy on a Sunday night
You make me dance like a fool,
Forget how to breathe
Shine like gold,
Buzz like a bee
Just the thought of you can drive me wild
Oh, you make me smile
METAPHOR: Highlight all examples of metaphor in the music lyrics
below. Circle in pencil any that you are unsure about. Then, pick one
example you have found and explain what you think the author means.
Everything by Michael Buble

You're a falling star, You're the get away car.

You're the line in the sand when I go too far.
You're the swimming pool, on an August day.
And you're the perfect thing to say.

You're a carousel, you're a wishing well,

And you light me up, when you ring my bell.
You're a mystery, you're from outer space,
You're every minute of my everyday.
HYPERBOLE: Highlight all examples of hyperbole in the music lyrics
below. Circle in pencil any that you are unsure about.
Grenade by Bruno Mars
I'd catch a grenade for you (yeah, yeah, yeah)
Throw my hand on a blade for you (yeah, yeah, yeah)
I'd jump in front of a train for you (yeah, yeah, yeah)
You know I'd do anything for you (yeah, yeah, yeah)
Oh, I would go through all this pain
Take a bullet straight through my brain
Yes, I would die for you, baby
But you won't do the same

Name: ______________________
Class Packet; Tuesday, September 22, 2015

I Think
Jot down some brief notes regarding the use of figurative language.
Why do you think authors use it?

How does it help their writing? Is it better or worse than just saying exactly what they mean? Why?

Go back to each section of the While You Waitlyrics, pick one example of each and describe what
you think the author is trying to say in that example. Why did they use those words specifically?
SIMILE:__________________________________________________________

_______________________________________________________________
_______________________________________________________________

METAPHOR:_______________________________________________________

_______________________________________________________________
_______________________________________________________________
HYPERBOLE:_______________________________________________________

_______________________________________________________________
_______________________________________________________________

Discussion Norms: DISAGREEMENTS

DOs

DONTs

BEFOR
E YOU
GO

Briefly reflect on your participation in the group discussions we did

today. Did you practice any of the strategies that we discussed when
disagreeing with someones idea or opinion? Did you notice anyone
else use one of these strategies? What did you/others do well, and
what could be improved?

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Do At Home
Create your own short story, poem or song that includes 2 examples
each of simile, metaphor and hyperbole. It can be as long or short as
you want it to be as long as you include those elements. Be prepared
to share with your small groups in class tomorrow.