Texas A&M University-Commerce Teacher: Lyndse Hamilton Subject: ELAR Grade Level: 8th Grade Pre-AP Campus/District: Utley

MS/Rockwall Lesson Plan Name: Figurative Language Stations

Daily Lesson Plan Form

Overall Goal of Lesson: The goal of this lesson is for students to come up with 6 different uses of figurative language (metaphors, similes, personification 2 of each) which will be included in their final poetry packet. Instructional Objectives: Students will be able to correctly construct 6 sentences that include properly used forms of figurative language with 100% accuracy. Texas Essential Knowledge & Skills (TEKS) & ELPS:
(14) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. (15) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (B) write a poem using: (ii) figurative language (e.g., personification, idioms, hyperbole) (19) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. (28) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues.

Time Allotted: 45 minutes Key Vocabulary: Figurative Language, Metaphor, Simile, Personification Higher Order Questions: Student Activities: This lesson will include: independent activities, cooperative activities, writing, listening, and handson/minds-on activities Modifications/ELL Strategies: None Anticipatory Activity for Lesson: The class will review what figurative language is, why is used, and how it helps develop poetry. Key vocabulary terms (metaphor, simile, personification) will be reviewed as well. The activity will be explained, and DumDums will be passed out. Teacher Input/Lesson Activity: Students will be broken up into groups of 4. Groups will be decided by letting students draw a DumDum sucker from a bag (there are 4 of each flavor already put in the bag). After finding the station that matches their suckers flavor, students will each be given 2 sticky notes.

Students will have 10 minutes to come up with 2 sentences that include the type of figurative language that is at their station that they will write on their sticky notes (1 sentence per sticky note). The first 5 minutes at each station are used for independent work while the final 5 minutes are allowed for group discussion to share ideas and brainstorm. The sticky notes are to be placed on a sheet of notebook paper that the students will take home. After the 10 minutes is up, the students will rotate stations counter-clockwise until all three stations have been completed and each student has 6 completed sticky notes. The teacher will monitor the activity and help as needed. Modeling: Prior to beginning the first station but after groups have been decided and students have gone to their first station, the teacher will model how the stations will work by filling out three sticky notes on the projector (1 of each type of fig lang). Teacher will also model how students are to alert him/her that they need additional help. Each station will have a different color marker. If the students need help, they are to stand the marker up but continue working until the teacher is available for help. Guided Practice: Teacher will walk around room and help when needed. Independent Practice: For the first 5 minutes at each station, students are to work on filling out their two sticky notes on their own. Lesson Closure: At the conclusion of the third station rotation, students will be called on to share. Some will be volunteers, while others will be selected at random in order to ensure that the work has been successfully completed. The rest are to be taken home. Assessment Method/Strategies: At the conclusion of the class, the students are to pick their favorite sticky note, put their name on the back, and stick it to the door as they exit the room. Resources: DumDum Suckers, markers (different color for each station), sticky notes (6 per student), notebook paper, projector, pencils/pens. Reflection: Green Light/Red Light may be better to use to alert teacher than the marker method. The markers dont always stand up for long enough periods of time and the teacher may miss it. Green Light/Red Light uses a piece of paper that is green on one side and red on the other. If the students are doing okay, they leave the green side up. If they get stuck and need help, they turn the red side up.