Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus
Subject/Gra
de Level
Unit

Figurative Language
Humanities
Choreography
Foods 7

Date
Dance I.O.

Time
Duratio
n
Teache
r

Foods 8/9

Grammar/Worldview

Sept 14, 2016

80 mins
DeAndra Sullivan

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

GLO 4: Students will listen, speak, read, write, view, and represent to enhance the
clarity and artistry of communication.
4.1.5 enhance artistry: 5.1.5a
4.1.4 expand knowledge of language: 4.1.4c

LEARNING OBJECTIVES
Students will:
1. Analyze, edit, and revise a paragraph for correct grammar and punctuation usage
2. Identify figurative language devices (simile, metaphor, idiom, hyperboly, etc.)
3. Create their own figurative language by responding to writing prompts or in class
participation

ASSESSMENTS
Observations:

Products/Performa
nces

Student behavior, body language, and facial expressions during direct

instruction or discussion on figurative language.
Think-pair-share fig. lang examples
Paragraph for formative assessment
Review game

LEARNING RESOURCES CONSULTED

Alberta Education Program of Studies ELA

Other
______________________________________________
______

MATERIALS AND EQUIPMENT

Smartboard
Projector
Laptop & google drive files
Powerpoints (grammar, fig.
language)
Edit Paragraph handout
Edit Paragraph answer key
Figurative language review game

PROCEDURE
Prior to lesson

Review exit slips from yesterday

Set up powerpoints
Introduction
1. Attendance & announcements
2. Supply list-go through list and ask who has brought in
their items today. Check off new items added.
3. Remind students of Triathlon Friday coming up on
Friday and 8Ts theme: wildcats. If you dont have
wildcat wear then wear the school colours!
4. Review exit slips from last class and go over
areas/conventions students were least confident with.

Learning Activity
#1

Body
Review paragraph to edit from yesterday.
1. If students need more time to edit, give it to them.
When finished they can work on their personal title

Adapted from a template created by Dr. K. Roscoe

Time

10 mins

Time
15
minutes

Lesson Plan Template ED 3501 (Version C)

pages.
2. Discuss and review as a class, work through it
sentence by sentence. I will edit on board as they give
suggestions and provide their editing choices.
3. Rewrite at bottom of page
4. I will take in for quick check

Learning Activity
#2

Learning Activity
#3

Assessment: Teacher observation while students work

provides formative assessment. Class discussion and student
participation provides formative assessment on who has
grasped grammar techniques and can apply to writing
sample. I will prompt, redirect, and question for deeper
understanding or clarity.
Figurative Language
1. Pre-assessment: ask students who knows about
figurative language or figures of speech? Did you learn
about this in Grade 7?
2. Direct instruction and class discussion to work through
the various types of figurative language via powerpoint
slides.
3. For each type of figurative language, I will give a
definition and examples. Often, students will be
required to come up with their own examples at their
tables or in think-pair-share.
4. Follow activities in powerpoint and encourage students
to share their examples of figurative language with the
class. Call on each table and students I dont normally
call on.
*some writing prompts are to be written in binders. For
each image, examples are to be written down.
Assessment: Teacher observation and class discussion provide
formative assessment on how well students are grasping
content of lesson an concepts of fig. of speech. I will observe
student behavior, body language, and facial expressions to
see whether I should move on or hang out with a specific
idea. I will walk around as students are working in pairs,
small groups, and by themselves to see if they are
understanding concepts.
Figurative Language Taboo/Heads Up Game
1. Now we are going to play a game to review figurative
language devices.
2. Explain rules:
a. The game is a lot like taboo. You cannot say the
word but can only describe it or give examples
b. What the SPEAKER SAYS is in LARGE FONT
c. The ANSWER is in small font at the bottom of the
square. THAT IS WHAT YOU WANT SOMEONE TO
GUESS.
d. You will each take a turn being the reader and the
first person to raise their hand gets to answer it, if
they guess right then they keep the card. The goal
is to get as many cards by the end of the cards as
you can.
e. Show example:
f. There are a few cards that require you to write
something down and hand in to me. Anything that
requires you to write an example as a group you
must do together and bring it up to me. If you are

Adapted from a template created by Dr. K. Roscoe

35
minutes

15
minutes

Lesson Plan Template ED 3501 (Version C)

correct you will get a point for your team.
g. Does anyone have any questions?
h. Send 1 person from your group to get the papers.
You are NOT allowed to start until I count you in.
i. If you complete the round of cards quickly then
shuffle and go through them again. This is A
REVIEW. Remember: you have a quiz.
3. If time is left in class, students are to work on personal
title pages.
Assessment: I will walk around classroom and observe
students playing the review game. I will watch for who
consistently gets the answers correct/incorrect, as well as
who rarely gives an answer. These are students I will call in
later in class or tomorrow to formatively assess their
knowledge.
Closure
1. Briefly review the figures of speech covered today:
simile, metaphor, alliteration, personification,
onomatopoeia, hyperbole, idiom, oxymoron?, paradox?
Exit slip: 2 types of figurative language you are
familiar/feeling confident with, 2 you are not.
2. Tomorrow we are going to library for SMART Reader
quiz and we will choose our book for ARP. 2nd period is
Read To Self.
3. Any questions?
Sponge
Activity/Activities

Time

10
minutes

Personal title page for journal

What went well:

What did not go well:

Reflection:

For next time:

KSAs:
a) contextual variables affect
teaching and learning.
b) the structure of the Alberta
education system.
c) the purposes of the GtoE/ PoS
germane to subject disciplines
they are prepared to teach.
d) the subject disciplines they
teach.

Adapted from a template created by Dr. K. Roscoe

e) all students can learn, albeit at

different rates and in different
ways.
f) the purposes of short, medium
and long term range planning.
g) students needs for physical,
social, cultural and psychological
security.
h) the importance of respecting
students human dignity.

I) there are many approaches to

teaching and learning.
j) the functions of traditional and
electronic teaching/learning
technologies.
k) the purposes of student
assessment.

Lesson Plan Template ED 3501 (Version C)

l) the importance of engaging
parents.
m) student learning is enhanced
through the use of home and
community resources.

Adapted from a template created by Dr. K. Roscoe

n) the importance of contributing,

independently and collegially, to
the quality of their school.

p) the importance of guiding their

actions with a personal, overall
vision of the purpose of teaching.

o) the importance of career-long

learning.

q) they are expected to achieve

the Teaching Quality Standard.