Running head: FIGURES OF SPEECH IN MUSIC 1

Figures of Speech in Music

Karen A. Lopez Gonzalez

College of Southern Nevada

Education 220 -2001

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Abstract

This lesson plan provides details on how to teach figurative language to ESL student.

Students will write an alternate ending de-escalating the standoff at the end of the book using a

rhyme scheme. This class is made up of students who are studying English as a second language,

their native language use different phonetics, therefor the comprehension of rhyme and sounds

association are necessary for students to become fluent English readers.

1 metaphor

2 simile

3 personification

4 hyperbole

5 understatement

6 idioms

7 analogy

8 ironey
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Figures of Speech in Music

Description of Class

This high school English as a Second Language (ESL) class is made up of twenty-four

students, ten freshmen, eight sophomores, three juniors, and three seniors. Each with varying

levels of English proficiency, from Elementary to Intermediate. Desks are arranged in groups of

four with students facing each other as seen in figure 1. Students who need the most help will be

assigned to the front groups with one advanced student among them to help guide the group.

Eighteen of twenty-four students come from Latin America, five from East Asia, and one from

the Middle East.

Subject/Skill:

students will be able to recognize/identify figurative language while reading

students will be able to use figurative language in their writing

Objectives

• Students will be able to identify new words and using the hyperlinks or internet to define

them.

• Students will be able to create a rhyme that resolves the standoff at the end of the book by

collaborating with a partner and using laptops to write at least thirty lines with 85%

accuracy.

Procedures

1. Students will be greeted at the door and will pick up an assigned laptop on the way to

their desk.

2. Once they are logged in, they will open the PowerPoint titled “Butter Battle.” The

class will follow along individually, as I and volunteered students read the story,
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which will be projected on the Smartboard as well. They will use the interactive

PowerPoint that has hyperlinks to definitions of difficult or new words in the story.

3. After this, I will use inquisitive learning to make students recall information learned

in the previous lesson about phonics, what is a rhyme scheme, and different kinds of

rhyme schemes.

4. Once the review is over we will move onto the last slide containing a rhyme I created

to give an overview of the assignment, and I will answer any questions about the

assignment.

“Now that we finished the book,

You know the conflict between the Zook and the Yook.

We are all in despair and will quiver

At the thought of who pulled the trigger.

We can’t leave on this hook.

Quick, while there is still a chance,

Take another glance.

How can we resolve this issue?

That won’t make you cry into a tissue.

Maybe with romance dance in France?

Work with your partner but don’t be a leech,

Write at least fifteen lines each.

If you can make it rhyme

5. Students will work in pairs using Google Docs and the internet to rewrite the ending
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6. In the last 8 minutes of class each pair will share their online document with me and I

will ask for volunteers to orally share their new ending with the class.

Materials

• Google Slides

• Laptop with internet access

Grouping Structures

The class will follow along individually using interactive PowerPoint that has hyperlinks to

definitions of difficult or new words in the story. After the lecture they will pair up with the

person sitting next to them to work on the alternate ending. Finally, they will share their story

ending with the group across from them. In studies cooperative learning has been shown to

produce a raise in the levels of motivation, achievement, and positive social results

(Snowman, 2009).

Modifications

Students who have very limited English or struggle too much with the assignment will be

given a fill in the blank work sheet containing a rhyming story. They will have to identify which

words rhyme and evaluate which would go best with the storyline.

Assessment

Students will be graded from zero to five in three main categories. Participating and

reaching the minimum length, if and how well the story rhymes, and the nonviolent resolution to

the story. Google docs is essential to monitoring participation from both partners because it

keeps record of what each student writes. Those who have the modified assignment must

correctly identify 90% rhyming words. If they chose a different word that rhymes and the story

still makes sense it will be counted as correct.

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Closure

Students that are learning English as a second language face language obstacles in every

class as well a social obstacle. This lesson aims to expand their vocabulary and improve their

pronunciation through the study of rhyme and phonetics. They will also master how to look up

unfamiliar words which is applicable to all other classes. Cooperative learning is useful for all

students but even more important to those who are not able to communicate as well or has not

had the time to form close friendships with their peers.

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References

Sadker, D.M., & Zittleman, K.R. (2018). Teachers, Schools, and Society--A Brief Introduction to

Education (5th ed.). New York: McGraw-Hill.

Seuss, Dr. author. (1984). The butter battle book. New York: Random House.

Snowman, J., McCown, R. R., & Biehler, R. F. (2009). Psychology applied to teaching. Boston:

Houghton Mifflin Co.