Rylee Toler

TPACK Template

C Subject English
o
n Grade Level 3rd Grade
t
e Learning Objective Figurative Language
n Focus: Lessons and Activities for Use in Reading and
t Writing
3.1 The student will use effective communication skills in group activities.
a) Listen attentively by making eye contact, facing the speaker, asking questions,
and summarizing what is said.
b) Ask and respond to questions from teachers and other group members.
c) Explain what has been learned.
d) Use language appropriate for context.
e) Increase listening and speaking vocabularies
Rylee Toler

P Activity The objective of this lesson is to introduce a third grade class to

e figurative language. Through this activity they will learn different types
of figurative language, how it can be used, and when they should use it.
d
The teacher will begin the activity by pulling it up on the smart board.
a The learning objective is to develop effective communication skills in a
g group setting and to listen well while facing the speaker. I feel the best
o way to do this is by completing the activity as an entire class instead of
g in small groups. This allows students to knock out some other
y objectives, like “ask and respond to questions from teachers”. The
teacher will introduce the topic and give some examples of figurative
language and ask the children what they already know. This gives the
students the opportunity to display their knowledge while also allowing
them to interact with the teacher and respond to questions. Once the
teacher gets a better idea of what the students already know, they can
continue through the powerpoint. Each slide has a screen you must pull
down in order to reveal the content of the slide. The teacher will pull
down the white screen to reveal the first slide which gives students a
brief description of figurative language and lists the different types. The
teacher will go through the list one by one and see if now that the
students see the names of the types if they can now tell the teacher what
they know about these types. Continuing on, the teacher will go through
the metaphor slide, pull the screen down, and have a student read the
metaphor on the slide. Afterward, the teacher will ask the students to
write down their own metaphor with the intent to share with the class
later. The remaining slides will have a similar result where the teacher
reads the definition of the type of figurative language and let the
students make their own up. The only time anything different will
happen is when they reach a “sorting game” where they have to sort
things into separate groups, like smilies vs. metaphors. At these times,
the teacher will accept volunteers to come up and sort the answers into
the correct category on their own. Once they complete all the definition
slides, sorting games, and have successfully created their own versions
of these figurative language words, they will split into groups to do the
last two slides. Slide 11 gives sentences that will let the students finish
with their own words. In a group they will come up with endings to
these sentences and this will teach them to work together. The very last
slide, these groups will complete the “Let’s See what you remember…”
slide in order to refresh their memory and converse with peers about
why they think an answer is right. After this the teacher will ask each
group to share the sentences they came up with and then ask for
individual examples students made for each type on their own. The
students will then be allowed to pick a favorite saying and draw it for a
graded assignment. Example: A student will pick a saying like “You hit
the nail on the head” and draw someone with a hammer, hitting a nail
with a face on it.
Rylee Toler
Rylee Toler

T Technology Smart Exchange: Figurative Language

e
c http://exchange.smarttech.com/search.html?q=&subjec
h t=English+Language+Arts&grade=Grade+3&region=en_U
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Rylee Toler
Rylee Toler