Alexandra B Hernandez Olmedo

Professor Steven J. Saladino

Education 201

April 18, 2021

Portfolio Project 11 Lesson Planning

(1) Name of lesson:

(2) Grade Level: 4th Grade

(3) Suggested group size: Whole classroom divided into 7 groups of 4 students

(4) Subject: English Language Arts

(5) Standards:

a. W.4. 3: Write narratives to develop real or imagined experiences or events using

effective technique, descriptive details, and clear event sequences.

i. Orient the reader by establishing a situation and introducing a narrator

and/or characters; organize an event sequence that unfolds naturally.

ii. Use dialogue and description to develop experiences and events or show

the responses of characters to situations.

iii. Use a variety of transitional words and phrases to manage the sequence of

events.

iv. Use concrete words and phrases and sensory details to convey experiences

and events precisely.

v. Provide a conclusion that follows from the narrated experiences or events.

b. W.4.5: With guidance and support from peers and adults, develop and strengthen

writing as needed by planning, revising, and editing.

c. SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grade 4 topics and texts,

building on others’ ideas and expressing their own clearly.

i. Come to discussions prepared, having read or studied required material;

explicitly draw on that preparation and other information known about the

topic to explore ideas under discussion.

ii. Follow agreed-upon rules for discussions and carry out assigned roles.

iii. Pose and respond to specific questions to clarify or follow up on

information, and make comments that contribute to the discussion and link

to the remarks of others.

iv. Review the key ideas expressed and explain their own ideas and

understanding in light of the discussion

d. SL.4.4: Report on a topic or text, tell a story, or recount an experience in an

organized manner, using appropriate facts and relevant, descriptive details to

support main ideas or themes; speak clearly at an understandable pace.

e. SL.4.5: Add audio recordings and visual displays to presentations when

appropriate to enhance the development of main ideas or themes.

f. L.4.2: . Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing.

i. Use correct capitalization.

 ii. Use commas and quotation marks to mark direct speech and quotations

from a text.

iii. Use a comma before a coordinating conjunction in a compound sentence.

iv. Spell grade-appropriate words correctly, consulting references as needed.

g. L.4.5 : Demonstrate understanding of figurative language, word relationships,

and nuances in word meanings.

i. Explain the meaning of simple similes and metaphors (e.g., as pretty as a

picture) in context.

ii. Recognize and explain the meaning of common idioms, adages, and

proverbs.

iii. Demonstrate understanding of words by relating them to their opposites

(antonyms) and to words with similar but not identical meanings

(synonyms).

(6) Objective: The objective for this lesson is for students to work collaboratively in using

their reading, writing, oral, and creative skills in order to create a story using figurative

language including at least one of each: alliteration, onomatopoeia, metaphor, simile,

hyperbole, personification, idiom, and oxymoron.

a. Figurative Language: Students are to learn, comprehend and put into use

figurative language to create a more colorful, dramatic, and diverse speech and

vocabulary both for oral and writing purposes. They will also comprehend how

figurative language will create a more persuasive, impactful, and effective story.

The figurative language unit will include alliteration, onomatopoeia, metaphor,

simile, hyperbole, personification, idiom, and oxymoron.

 b. Group Collaboration: Students are to work together in groups of 4 in order to

learn a set of collaboration skills such as:

i. Breaking down complex tasks

ii. Delegate roles and responsibilities

iii. Collaborate the use of a number of skills and knowledge

iv. Hold respect and accountability on one another

v. Use conflict resolution when differences arise

vi. Encourage and support one another’s ideas and input

c. Use of Creativity Skills: Students are to think outside the box with story

development and illustrations using a variety of materials and ideas. The sky’s the

limit.

d. Use of Writing Skills: Students are to show their ability to use correct

punctuation, capitalization, sentence structure, and spelling.

e. Use of Communication and Public Speaking Skills: Students are to present their

stories/published books in front of students and parents. Students are also to work

on their ability to ask questions.

f. Learn the Importance of Soft Skills: Students are to learn the importance of

teamwork, time management, decision-making, intrapersonal/interpersonal skills,

and creativity.

(7) Materials:

a. Paper for drafting ideas, outlines, illustrations

b. Writing utensils: black pens, pencils, washable markers, color pencils, crayons

c. Crafting material: glitter, google-eyes

 d. Publishing company: such as SchoolMatePublishing, StudentTreasures, or Lulu.

e. Teacher-made PowerPoint (creatively explaining the difference in figurative

language examples)

f. Flashcards

g. Children’s figurative language books

(8) Procedures:

a. Use one of the publisher companies listed above, select a publishing date. (The

publishing date should be 2 weeks from the day the unit begins).

b. Begin the unit by going over a creative PowerPoint, clearly defining and

explaining the definitions of each figurative language type and examples.

i. Have each student write down the definition and one example of each on a

flashcard. They can use any kind of writing utensil, as long as they write

legibly. They can also illustrate if they wish to.

c. Read over a couple of books explicitly showing the use of figurative language.

i. Books may include:

1. There’s a Frog in my Throat by Loreen Leedy (idioms)

2. Skin Like Milk, Hair of Silk: What Are Similes and Metaphors?

By Brian P. Clearly

3. Library Lil by Suzanne Williams (Hyperboles)

4. Snow by Cynthia Rylant or Hurricane! by Jonathan London and

Henri Sorenson (Personification)

d. Discuss with the classroom, more examples and ask aloud, having students raise

their hands if they know the answer. Select randomly and pay close attention to

the students who seem to hide from being chosen.

e. Begin the unit project. Go over the requirements and directions.Divide the

classroom into 7 groups of 4. Do not allow students to self-select.

i. Explain to them that they are to work together in their groups to create an

imaginary or real-life narrative story using all of their creativity.

ii. Students are to use at least one example of each figurative language in

their stories. They can use more than one.

iii. Students are to create a draft of the story using regular white paper for

their writings and illustrations.

iv. Students are to work together to create a story in one week in the

classroom. They must use their time accordingly.

v. Students are to use correct grammar with spelling, punctuation, and

capitalization.

vi. The story being written and illustrations drawn MUST be appropriate and

respectful to everyone in the classroom. Beyond that, the sky’s the limit. If

they have any question about whether their story’s allowed, they can come

to ask anytime.

vii. Students are to choose amongst themselves how they will divide the work.

Some students may be the illustrators, some the idea presenters, one could

be the reader, one could be the writer, etc.

 viii. Students are allowed to use any and all craft material on the final or draft

paperwork. It is allowed per the publishing company. But make sure it is

glued down well.

ix. Students are to use 3-4 days to create their rough drafts and submit them.

The teacher is going to read the drafts and make any corrections while

providing helpful feedback.

x. Students are to use 1-2 days to write their final drafts.

f. Once the students are done, they are to write their final stories and draw their final

illustrations on the paper in the kits provided by the publishing company.

g. Please submit the paperwork to the publishing companies. It will take up to 20

business days in order to obtain the books. Inform the parents about creating a

time in the classroom where there will be snacks and drinks, and they can come in

for a short time to hear the presentations of all 7 books written. They are allowed

to purchase any or all books for the price given on the website.

h. When the published books have arrived, hold the presentation and provide snacks

and drinks. Make sure that the snacks are healthy and no child is allergic to any of

the snacks being provided.

(9) Assessment: I will be using an alternative assessment for this lesson plan, mainly basing

it on a pass or fail. I would like to see how well students use what they know about the

subject as well as their use of collaboration. I didn’t want to just have the kids do a

PowerPoint and quiz because I wanted to incorporate a project that follows the following

criteria: (1) students knowing how to use figurative language, (2) students inputting their

knowledge on story building such as beginning, middle, end, plot, setting, characters, and
point of view, (3) collaborative and peer-group work, (4) use of correct English manner,

and (5) use/build of soft skills. I created this lesson plan because I wanted students to

enjoy using project-based learning, and use a sum of skills we have learned throughout

the year into one big project while incorporating a specific lesson plan. I also wanted to

create a lesson plan where parents could be involved and understand a little more about

what goes on in the classroom. Students are taught to memorize and test, memorize and

test. I want my classroom to shift away from that. I want them to comprehend the

information, enjoy learning, and use it in real-life tasks. Although my assessment is a

pass or fail, I will be writing feedback and notes for each and every student, as well as the

group as a whole, so we can talk about different aspects of the project. In the end, we will

talk as a whole classroom and I can identify what they learned and hopefully be able to

hear more stories in the years to come. I want to also incorporate the parents to come and

observe the presentations because I want the children to feel supported and heard. It’s

important to have that as a child, even if it means the parent is there virtually or in person.

The parent can also keep a momento and keep their child’s published book for life.