TPACK Template

Subject English

Grade 11th
Level
Content

Learning 11.3 The student will apply knowledge of word origins, derivations, and figurative
Objective language to extend vocabulary development in authentic texts. e) Identify literary
and classical allusions and figurative language in text.
Activity The class would begin with telling the students that we will learn about literary
and classical illusions, as well as figurative language. Tell the students to not
worry, we will take this a step at a time.

The teacher should explain why authors use allusions in their texts. Allusions
allows and helps the readers understand the themes and the characters in a
deeper level. An example of this is the Christmas Carol When she lost her job, she
acted like a Scrooge, and refused to buy anything that wasnt necessary. Ask the
students why did the author use Scrooge, and how does that name give readers a
better picture of the character?

After a couple of students raise their hands to explain, ask the students if they
know any example of illusions. Do not let this conversation extend more than 10
minutes. Allow only two or three examples.

Then, the teacher should shift the topic to learning figurative language. The
teacher should pull up the slide show on the SMART board. The first slide is the
title, so the teacher should click to the second slide. Here it explains what is
figurative language, and the types of figurative languages that the students will
learn or become familiar with.

Slides 3 and 4 are about metaphors and similes. These slides simply have an
example and mini definition. The teacher will drag down the gray slide, with
his/her finger or SMART pen, to show the example. If the teacher chooses he or
she can ask the class to give one extra example.

Slide 5 is an interaction slide that reviews examples of metaphors and smiles. The
teacher will pick two students at a time to come up to the SMART board and drag
each sentence/pair of words to the correct circle. Students can use their fingers or
the SMART pen to drag. If the students puts it in the wrong circle it will
automatically spit it out, take the time to explain why it isnt a metaphor/smile.
There is a total of 14 sentences/word pairs, so a total of 7 pairs can come up and
Pedagogy

participate (that is if each pair does one each. If the teacher wants each student to
do two each it would be a total of 8 students participating).
 Slides 6 and 7 talk about alliteration and onomatopoeia. They run the same as
slides 3 and 4. Slides 8 is another interaction slide. This time the students will drag
the given words to either side. There is a total of 14 sentences/words the teacher
can again do 7 pairs or whichever he or she wants. This slide does not
automatically correct, you have to click check for it to check all the words at
once. So, once the student comes and drag his/her given word to the slide he/she
thinks the teacher should as the class if they agree. The teacher should click
check to see if the class was correct. If any of them are wrong, ask the students
why? Let them explain their opinions. The teacher should chime in only to correct
the student or to help explain if there is confusion.

Slides 8 talks about hyperboles. Teacher will once again read the mini definition
and show the example. Slide 10 allows students to come and personally write
down any examples of hyperboles they have heard. The teacher should call on
about 4-6 students. Students will pick up the SMART pen, they can choose the
color they want, and write their sentence down. After each student has written
down his/her example the teacher should ask the class what they think. Do they
think it is a hyperbole yes or no? Why?

Slide 11 touches on personification. Once the teacher, again goes over mini
definition he/she will move to slide 12. On slide 12 a total of 5 students will come
and, like slide 10, write on the SMART board. Though, this time they are
finishing/filling in the missing parts to the sentence. Teacher should pick 5
students who havent participated yet or whom have not participated recently in
this activity. Once again the teacher should engage conversation with the class
once each student fills out their personification.

Slide 13 is a review of all the slides. A total of 6 students can come and drag the
figurative language to match its example. Again, the teacher should ask the class if
they agree or disagree, engage in conversation. Once 6 students come up click
check to see the results.

Once the students are done, ask the class if they have any other questions. If they
do, the teacher should address any misunderstandings/confusion. The teacher will
then assign homework. https://www.ereadingworksheets.com/figurative-
language-worksheets/figurative-language-worksheet-01.htm has a good
worksheet for figurative language that allows students to identify and explain their
reasoning. The teacher can also assign reading from the grade 11 English textbooks
for students to find 2-4 examples of allusions used in the assigned readings.

Technology http://exchange.smarttech.com/details.html?id=c63d0858-6987-4025-90df-
Techno

b84b4eef1cd0
logy

Before you submit, delete the explanatory text (the text in small italics).