Teacher Candidate: Nicole Salamone College Supervisor: Dr.

Kilbride
Content Area: Writing Cooperating Teacher: Mrs. Pugliese
Grade: 6 Lesson #: 1 Topic: Writer’s Workshop Date: October 2, 2017
School District: North Bellmore School: Newbridge Road Elementary School

INSTRUCTIONAL OBJECTIVE(s) (Lesson Objective(s)*)

Following a lesson on figurative language, students will listen and analyze Gary Golio’s
“Jimi: Sounds Like A Rainbow.” While students are listening to the read aloud, students
will list examples of figurative language and vivid descriptions used in the reading on a
graphic organizer. The students will then discuss their discoveries with other students in
a think-pair-share format. Lastly, students will apply figurative language techniques by
writing about influences in their own lives scoring at least a three out of four on a teacher
created rubric.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

Reading Standards for Literature

Key Idea 4:
Craft and Structure
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.
Indicator: This will be evident when the students are writing examples of
figurative language and vivid descriptions from Gary Golio’s “Jimi: Sounds Like A
Rainbow” in a graphic organizer.

Writing Standards
Key Idea 4:
Production and Distribution of Writing
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
Indicator: This will be evident when the students incorporate figurative language
and vivid descriptions to their writing while following the task of writing about the
influences they have in their own lives and how these influences affected who they have
become.

Speaking and Listening Standards

Key Idea 1:
Comprehension and Collaboration
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.
Indicator: This will be evident while the class and the teacher are discussing
figurative language and the book as well as when the students are in partnerships.
 INSTRUCTIONAL RESOURCES

 Teacher-constructed rubric
 SMART Board
 Song lyrics
 “Jimi: Sounds Like a Rainbow” by Gary Golio
 “The Wand in The Word” by Brian Jacques
 Chart paper
 Graphic Organizers
 Writer’s Notebook
 Index Cards
 Markers
 Pens/Pencils

MOTIVATION (Engaging the learner(s)*)

 Students will listen and follow along to the “Figurative Language” rap.

DEVELOPMENTAL PROCEDURES

 Students as a class will discuss how writers use figurative language and vivid
descriptions to paint a picture. (What is figurative language? What are some
examples of figurative language? What is a simile? What is a metaphor? What is
personification? What is a hyperbole? What are vivid descriptions? What is
another word for vivid descriptions? What does figurative language and vivid
descriptions allow the reader to think about?)

 Students will listen to a story and will individually write examples of figurative
language and vivid descriptions used in the story on a graphic organizer. (Based
on what I read, what do you notice? Can someone give me an example of Gary
using his senses? What type of figurative language does Gary use to describe the
sounds Jimi heard around him? What type of figurative language does Gary use
to describe the sounds of rocks as they are tossed in the water?)

 In a think-pair-share format, students will discuss and share figurative language

and vivid description examples in the book as well as discuss general questions
that are asked. (What figurative and descriptive language did you collect? What
influenced Jim Hendrix when he was growing up?)

 Students will reflect on influences in their own lives and will incorporate
figurative language and vivid descriptions in a short paragraph. (Who or what has
affected who you are as a person or what you value or believe in? Why? How
have these things impacted the person you are today?Why? What kind of
figurative language did you use in your writing? Why? What does figurative
 language add to your writing? As readers, what does figurative language allow
you to do?)

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

Direct Instruction
 Indicator: The teacher will discuss what figurative language is and explain some
examples. The teacher will read the story, “Jimi: Sounds Like a Rainbow” by
Gary Golio as the students write examples of figurative language and vivid
descriptions in their graphic organizer.

Mixed Ability Partnerships

 Indicator: Students will be assigned a partner by mixed ability to discuss the
examples of figurative language and vivid descriptions in the book as well as
general questions that are asked.

Independent Work
 Indicator: Students will reflect on influences in their own lives and how these
influences impacted who they are today. Students will use figurative language and
vivid descriptions in their writing.

Small Group Instruction

 Indicator: For students who need support, the teacher will work with these
students in a small group to guide and support them while they are writing.

ADAPTATIONS (Exceptionality*)

 For the learner who has a learning disability, the teacher will provide a graphic
organizer with two examples of figurative language and vivid descriptions in the
book. Also, during the independent work, the teacher will provide an index card
with examples of figurative language to guide the student while he or she is
writing. The teacher will work with the student in a small group on the writing
assignment.

 For the learner who has a speech and language impairment, the teacher will
provide a graphic organizer with two examples of figurative language and vivid
descriptions in the book. The teacher will display the writing prompt on the
SMART Board. The teacher will work with the student in a small group on the
writing assignment. The student will be provided with an index card with
examples of figurative language to guide the student while he or she is writing.

DIFFERENTIATION OF INSTRUCTION

The teacher realizes not all students learn the same way. The class will be separated by
level of ability.
  The students who work below grade level will write two examples of figurative
language and vivid descriptions on the graphic organizer.
 The students who work at grade level will write three or more examples of
figurative language and vivid descriptions on the graphic organizer.
 The students who work above grade level will write four or more examples of
figurative language and vivid descriptions and create their own example.

ASSESSMENT (artifacts* and assessment [formal & informal]*)

 The teacher will informally assess the students based on their responses during the
discussion of figurative language and vivid descriptions and their responses after
the book is read.
 The teacher will formally assess the students based on their examples on the
graphic organizer and on their writing assignment.

INDEPENDENT PRACTICE

 Students will analyze and annotate figurative language found in the song, “Stereo
Hearts” by Gym Class Hereos.

FOLLOW- UP ACTIVITIES: DIRECT TEACHER INTERVENTION

AND ACADEMIC ENRICHMENT

DIRECT INTERVENTION:
 For the students who did not meet the objective, the students will work with the
teacher to review vocabulary and to discuss examples of figurative language and
vivid descriptions.

ACADEMIC ENRICHMENT:
 For the students who do meet the objective, the students will write another
paragraph using three different examples of figurative language and vivid
descriptions.
 REFERENCES

Bausch, D., Pollack, P., Eoanidis, P., & Riggio, D. (2014). Writers Paint Pictures With

Words. Writing Fundamentals Schoolwide, Inc.

Golio, G., & Steptoe, J. I. (2010). Jimi sounds like a rainbow: a story of the young Jimi

Hendrix. Boston: Houghton Mifflin Harcourt.

Marcus, L. S. (2009). The wand in the word: conversations with writers of fantasy.

Somerville, MA: Candlewick Press.