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Learning Experience Plan

Subject: English
Unit: Figurative Language
Topic: Hyperbole

Grade level: 9th


Length of LEP (days/periods/minutes): 3 days/ 25 mins

Content Standards: (include only standards addressed in this LEP): CCSS.ELA-LITERACY.L.9-10.1

Demonstrate understanding of figurative language, word relationships, and nuances


in word meanings.
a. Interpret figures of speech (e.g., euphemism oxymoron) in context and analyze
their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.

Literacy Standards: (include only standards addressed in this LEP)


Learning Experience Outcomes (knowledge/skills) Learning Experience Assessments
Students will:
Identify Hyperbole
Independent practice worksheet
Relate the use to their everyday lives
Asking students to recall a time when they
used exaggerate language and the Taylor
swift song.
Differentiation (What will you do to meet the needs of students at these different levels?)
Approaching
On-level
Beyond
Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
Materials
-Notebook
-Pencil/Pen
-Worksheet

Procedures/Strategies
Day 2 (add additional days as needed)
Sponge Activity (activity that will be done as students enter the room to get them into the mindset of the concept to be
learned)
-I will create sentences where I exaggerate a situation in a students life. For
example, I will ask a student Hey (Students name) isnt my shirt drop dead
gorgeous? or Wouldnt you just die if I gave you two essays today and made the
due date tomorrow?
-After asking the students several questions such as those I will ask students to tell
me what was odd or different from the questions they are use to hearing
-Tell the students that this is an example of the figurative language term, hyperbole.
Anticipatory Set (focus question/s that will be used to get students thinking about the days lesson)
Ask: What effect does hyperbole have for readers?
Activating Prior Knowledge (what information will be shared with/among students to connect to prior
knowledge/experience)
-Ask students to recall a time when they have used exaggerated language.

Relate it back to them:


-I know you guys use this term often, for example, when you have 2
homework assignments you say I have a ton of homework! When in fact
two is a reasonable number, but it seems like a lot of work.
-Whenever you get into an argument with mom you say mom youre
ruining my life! When in fact you just REALLY wanted to go to Johns
party.
Direct Instruction (input, modeling, check for understanding)
Repeat the definition of a hyperbole: exaggerated statements or claims not meant to
be taken literally used to make an authors writing more creative.
- With this definition being clarified I will move on to reading a part of
Shakespeares Romeo and Juliet. Students will be given a copy of the
lines to be able to follow along. :

But soft, what light through yonder window breaks?


It is the east, and Juliet is the sun.
Arise, fair sun, and kill the envious moon,
Who is already sick and pale with grief
That thou, her maid, art far more fair than she. . .
The brightness of her cheek would shame those stars
As daylight doth a lamp. Her eye in heaven
Would through the airy region stream so bright
That birds would sing and think it were not night.
-I will go line through line and pick out the Hyperboles contained in the lines.
Last: Now that you guys have seen me pick out hyperboles from a famous
work of literature, I would like you guys to pick them out of a contemporary
song!
Guided Practice (how students will demonstrate their grasp of new learning)
-Students will listen and have a copy of the lyrics to Mean by Taylor swift. In their
notebooks they will identify and write examples of exaggeration or extravagant
language.
-Ask students to share their examples.
Independent Practice (what students will do to reinforce learning of the lesson)
For homework students will complete the Hyperbole worksheet where they will
underline the hyperbole in various sentences and write what the sentence actually

means.
Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close)
Students will be asked to restate the definition of a hyperbole and we will come up
with two last hyperboles to end class on a funny note.
References: (e.g. Book, course packet, pg. #, complete web address URL)
1) http://lessonplanspage.com/lahyperbolejokesworksheets58-htm/
2) http://blog.flocabulary.com/hyperbole/