Step 1: Create the LP using this template and share with your CMT (in advance of your teaching).

Step 2: Implement
the LP and write a short reflection (see prompts at the bottom of your LP template).

Additional materials:
PowerPoint: Figurative Language powerpoint
Worksheet: Figurative Language worksheet

Date: 3/20/24 Teacher Name & CMT: Student teacher - Ryann Bahnline CMT - Allison Smith Class: 5th Grade
Humanities

Grade Level: 5 Unit Name/Topic: Figurative Language Lesson Number: 1 Length: 20-25 minutes

Stage 1: Desired Results

Note: Only list the desired results that are relevant for THIS lesson plan, not the entire unit.

Academic Content Standard(s):

5.RC.14 Determine how words and phrases provide meaning to works of literature, including imagery, symbolism, and figurative
language (e.g., similes, metaphors, hyperbole, or allusion).

Enduring Understandings / Goals (Why): Essential Questions:

Students will understand that . . .
- figurative language is used to emphasize descriptions and add
imagery to writing
- There is a difference between similes and metaphors
- Different types of figurative language serve different purposes
Students will keep considering . . .
- How figurative language can affect their writing and meaning
- how to identify figurative language
- what the goal of figurative language is

Questions to elicit deeper thinking or build upon about the topic…

Resource for Backward Design:
https://files.ascd.org/staticfiles/ascd/pdf/siteASCD/publications/UbD_Whi
tePaper0312.pdf - What is really being said by these statements?
- How does writing effect how we read?
- What is the difference or impact of figurative language?

Student (SMART) Objectives(s):

Outcome(s) students will be able to demonstrate . . .

Students will be able to identify different forms of figurative language and their meaning
Students will be able to define terms such as Simile, Metaphor, Hyperbole and Onomatopoeia

SMART objectives are:

● Specific: Concrete, detailed, and well defined so that you know where you are going and what to expect when you arrive
● Measureable: Numbers and quantities provide means of measurement and comparison
● Achievable: feasible and easy to put into action
● Realistic: Considers constraints such as resources, personnel, cost, and time frame
● Time-Bound: A time frame helps to set boundaries around the objective

Stage 2: Evidence of Learning (Assessments)

Performance Task(s) tied to:
Students will show their learning by . . .
- filling out the worksheet defining each of the figurative language
examples
- Working with their group members to come up with additional
examples of each type of figurative language during the lesson
Other Evidence
Formative:
- Students will be filling out a worksheet which will be
gone over together in class and I will be able to gauge
how well the students understand each type of
figurative language based on their answers and how
much explanation is needed for each answer.

Evaluative Criteria:
Students success would look like. . . Summative (if any beyond the performance task):
- Understanding the different types of figurative language and are
able to give definitions for each type
- Correctly identifying examples of this figurative language in songs
and writing

Stage 3: Learning Plan

General Methods for Instruction:

(Highlight all that apply)
Group Discussion Guided Practice Question/Answer Teacher Modeling Problem-based Simulation Cooperative Learning Lab Learning

Stations Writing to Learn Inquiry Learning Independent Learning Small Group Direct Instruction Workshop Role Play Game

Other:

Where will this lesson take place? General Education Classroom Resource Room or Other:

Targeted Support(s) for Diverse Learners Technology Integration (purpose):

- there will be a powerpoint giving the lesson materials

Specific Support and Who will provide that
and notes to the students
Why? What’s the intention
- students will not be using technology and will be taking
Needed (Special support?
notes on a worksheet
Education Support (support be provided? and/or
accommodations
- We will watch video clips together of various pop culture
and modifications): references (movies and songs) to identify Figurative
language
- Students will all have access to a worksheet that has the
specific line that contains figurative language written
down
- if students have trouble reading the subtitles or
hearing the video or are feeling overstimulated
by the content, they can still participate and
learn using the worksheet and understand the
content
- There is no additional support as it is built into
the lesson
- As always, if students need to step aside for any reason,
they may do so for their emotional well being
Intentional Co-Teaching or Grouping Strategies:

❏ 1 Teach 1 Observe (gather specific data)

❏ 1 Teach 1 Assist (float to support/engage)
❏ Parallel Teaching (same material/smaller groupings)
❏ Station Teaching (divide content, repeat to groups)
❏ Alternative Teaching (grouping specialized
attention)
❏ Team Teaching (delivering lesson together)

Lesson Agenda with Discipline-Specific Learning Activities

Time: Teacher Will Be (Planned Supports tied to objectives Students Will Be (Learning Tasks connect to Rationale: (Based
& build in checks for understanding) prior knowledge & assets): on Research/theory)

9:05 Teacher will begin by going over the definitions and notes of Students will be following along in their packets and Demonstration by teacher
what figurative language is filling out the correct definitions as we go through the allows students to internalize
notes and digest information

9:15 After going through notes, teacher will assign each table one Students will work together with their table to give an Students working with one
type of figurative language to come up with an example of example of the figurative language term 2-3 minutes to another to check understanding
(Metaphor, simile, Hyperbole and Onomatopoeia) 2-3 minutes do this and learn from one another
to do this

9:20 Teacher will go through 5 examples of figurative language in As students watch the video clips, they will use the last Seeing and using media to learn
movies and songs - Teacher does not provide any feedback yet page of their handout to figure out what each example more about content is
is referencing formative for students to see
this content in real life
examples

9:30 Teacher will give ask for answers to handout Students will provide both the answers and why it is Review of answers allows both
that specific answer a formative assessment of the
teachers ability to convey
material as well as students to
gauge their own understanding

Data-Driven Reflection and Decisions

Based on the specific objective(s), Performance Task(s), and Evaluative Criteria set for today’s lesson, what was the
result? How well did the class do collectively on meeting the objective at the level you expected? Were there any
patterns, collective misconceptions/gaps? Who needs specific support/reteach? Now, justify your next step in planning.
What will you do next? Why (research-based)? What do you anticipate the result to be?

The lesson went quite well. The students were engaged with the lesson throughout the entire duration. I was worried because the lesson was
very surface level instead of information and analytical based, however, I was very happy with the results. I wanted students to be able to define
the different types of figurative language and give examples. The worksheet that I gave to students had them writing the definition for each
term and then an example. After this, the second half of the worksheet consisted of students looking at examples from pop culture and
identifying them as one of the figurative language examples. This was how I assessed students’ understanding of the material. I also reviewed
that section of the worksheet in class with all of the students, doing a bit of call and response to see what the answers were. The students did
exceptionally well here, and we did not have to explain any of the answers. There were no misconceptions or gaps in the material. I believe that
the next step in this specific lesson would be to implement a figurative language question in any reading homework we do, to ensure that
students are now recognizing these in real writing not in alienated examples. I think that this would work, as it is constant repetition of material
and concepts that were taught. It emphasizes that this does not go away and will expose students to a myriad of types of situations in which
these terms could pop up, not necessarily just ini the one definition scenario that we used in class. Based on the results of the worksheets and
engagement, I would expect this information to stick with the students.