STEM Lesson Plan

Teacher: Subject(s): Grade level(s): Date:

Monica Ponce ELA 6th October 5, 2016

Common Core Content Standard(s): Single/Multi-Day

Lesson:
SL6.1We can engage effectively in collaborative discussions on grade level topics,
texts, and issues, building on others ideas and expressing ours clearly.
Single day
Standard:SL.6.2 We can interpret information presented in diverse media and
formats and explain how it contributes to a topic, text, or issue under study

CCSS.ELA-Literacy.L.4.5
Demonstrate understanding of figurative language, word relationships, and nuances
in word meanings.
CCSS.ELA-Literacy.L.4.5.a

Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture)
in context.
CCSS.ELA-Literacy.L.4.5.b
Recognize and explain the meaning of common idioms, adages, and proverbs.

Check which 21st Century Learning Objectives are used with an X:

To build skills in creativity and innovation by brainstorming and identifying multiple
ways to solve a problem, and implement their own approach to that problem
To build skills in critical thinking and problem solving by identifying relevant given
information, analyzing the data, manipulating the variables, and evaluating the process
and work done
To build skills in communication and collaboration by sharing, justifying, and
critiquing ideas with precise academic language in oral and written forms as they work
with others on a common task
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):

Students will classify and categorize the different types of Figurative Language in a
engaged and collaborative way.

II. LEARNING OUTCOME (Objective):

- Students will be able to complete a graphic organizer and work in small groups to
identify and categorize types of figurative language.
III. ESSENTIAL QUESTION:

- When do you think people use figurative language? Do you think its important to learn?

IV. CURRICULUM CONNECTION (How This Lesson Fits Into Unit Plan):

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Students will be reintroduced to figurative language that will aid in growing their
literacy skills. Literacy is more than just a simple reading ability; it is an indication of
how we use written information to function in the world around us. This will also
prepare students for their Short Constructed Response in the end of the year
assessment.
IV. INSTRUCTION

-Take Attendance

A. ENGAGEMENT (Motivational Activity):

Writing Prompt:
Write down what you think each of these phrases mean:
Walks like a turtle
My classmates are wild animals
Kill two birds with one stone

B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):

T. will then ask volunteers to share out their responses to the writing prompt.

T. will then introduce the lesson on Figurative Language.

T. will ask:

-Have you ever heard of those sayings before?

- Whos used them before?
- Can anyone tell me what type of figurative language this is?

T. will then explain that they are examples of three different type of Figurative
Language that they are going to explore today.

Although some of you can remember this from elementary, we are going to do a little
refresh lesson before we begin to write our essay
It is important for us to learn figurative language because we use it everyday. Although
some of you might not notice it. For example: (T. will then give examples they have
heard students use often)

Give me a second- Idiom

Class clown- metaphor
Without my glasses, Im as blind as a bat- simile

T. will begin giving instructions for a graphic organizer

1. I am going to hand out a piece of paper and you are going to write your name on
one side.
2. You are then going to follow me on folding your paper exactly how I do
3. Together we are going to fill in three of the boxes today

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 4. Give me a thumbs up if you understand

T. will then hand out a colorful sheet of paper to each student. Students will now follow
instructor on the 4 steps given above.

T. will explain what each of the categories mean and draw an illustration for added
support.

After the graphic organizer has been filled out, T. will have students practice identifying
some metaphors and similes from a children's book as a class. T. will read one page and
work with the class to identify which category it belongs to.

C. APPLICATION ACTIVITY (Practice and/or Reflection):

- T. will now break up the students into groups of four ( Students will work with
their partner tables) Each group will receive a brown paper bag and a tree map
labeled metaphor, simile and idiom.
Inside the brown paper bag are strips of phrases that can be identified as
metaphors,
similes and idioms. Each group is going to take out the words from each bag and
work together to put them under the tree branch that it belongs to. The first group to
complete it correctly wins a prize.

When a group claims to be done, the group will read out to the class each phrase that
they assigned to each category. Teacher will be the final judge if the outcome is correct.

T. will then call students attention forward and create a tree map on the whiteboard
where groups will be called on to share aloud where the categorized one phrase and
why.

D. MATERIALS & RESOURCES:

- Colorful paper for graphic organizer

- childrens book
- brown bag with phrases
- tree map chart
- pencils

VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT, INSTRUCTION,

PRACTICE):
- Group sharing
- Volunteer group share out
- Charting/ visual components
- Sentence starter for writing prompt

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 - Teacher Aide assistance

VII. HOMEWORK (IF APPROPRIATE):

N/A

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