READ 3226 Direct Instruction Lesson Plan Template

Grade Level/Subject: Central Focus:

th
5 Grade, Language Arts Figurative Language in Poetry
Essential Standard/Common Core Objective:

CCSS.ELA-LITERACY.RL.5.4
Determine the meaning of words and phrases as they
are used in a text, including figurative language such as
metaphors and similes.

CCSS.ELA-Literacy.CCRA.R.4 Interpret words and

phrases as they are used in a text, including Date submitted: March 15,
determining technical, connotative, and figurative 2017
meanings, and analyze how specific word choices shape Date taught: March 17, 2017
meaning or tone.

CCSS.ELA-Literacy.CCRA.L.5 Demonstrate
understanding of figurative language, word
relationships, and nuances in word meanings.

Daily Lesson Objective:

The students will independently be able to identify types of figurative language and
determine the meaning of words and phrases that are used in a text.

Performance: The students will be able to understand types of figurative language and
determine the meaning of words and phrases within a text.

Conditions: Students will be completing the assignment independently to match

definitions, label examples of figurative language, create their own alliteration with their
name, and determine the meaning of a phrase using figurative language.

Criteria: The student will independently read and identify the meaning of a word or
phrase that are used in a text. Students must appropriately and accurately define and
identify 16 out of 20 words or phrases.
21st Century Skills: Academic Language Demand (Language Function and
Vocabulary):
Communication and
Collaboration Language Function: Determine
Information Literacy
Vocabulary: Hyperbole, Idiom, Simile, Metaphor,
Personification, Alliteration, onomatopoeia, vagabond,
errant, literal

Prior Knowledge:

Activity Description of Activities and Setting Time

1. Focus and Students will gather on the floor at the front of the class. 8-10
Review The teacher will be sitting in front of them and begin the min
lesson.

T: I understand that you all are about to begin

learning about poetry and the structure of poetry.
Today we are going to learn about something
called figurative language. You all have been
reading some books in the traditional reading
such as fairytales, fables, and myths. Sometimes
these stories can use figurative language to bring
life to the story.

I am going to read some excerpts from one of the

traditional literature stories they have read. The book we
will be using is Pecos Bill.

The snake squeezed hard, but Bill squeezed

harder and he didnt let up until every drop of
poison was out of that reptile, leaving it skinny as a
rope and mild as a goldfish.

T: Okay so this would be an example of figurative

language. Think to yourself about what this might
mean. When I think about Skinny as a rope and I
think about what a snake looks like, it makes me
imagine that Pecos Bill has squeezed the snake so
hard that it deflated the snake and the snakes size
is now the size of a rope. How many of you
thought the same thing?

What about mild as a goldfish, What could this

mean? Think again to yourself. Well, to me when I
think about a goldfish, they are very calm, all they
do is swim around quietly in their fish tanks. If
Pecos Bill is wrestling a snake, Im sure the snake
is moving a lot and fighting back. So, when I see
mild as a goldfish I think that the snake has now
surrendered to Pecos Bill, because he has
squeezed the poison out of him and the snake is
tired of fighting. These are examples of figurative
language and specifically called Similes. It gives
you the imagery that the snakes size and behavior
have changed. Lets try another one.

Bill scared that bull out of its skin with a blood-curdling

coyote howl.

T: The phrase we are looking at is scared that

bull out of its skin. When I think of scared, I think
of when I get scared and jump or scream! This
figurative language could mean that the bull was
really scared. So much so that it could have
jumped out of its skin, just like I feel when people
scare me. This figurative language is called an
Idiom. It means a group of words that dont make
sense in individually but work together to make an
expression.

Another example to use if time permits or students need

extra practice:
What do you think when you read, Whoosh
or Crash? (Students answer) These words are
called onomatopoeia. These are written words
used to describe sounds.
The book is old and tired. Can books be old
like people or tired and sleepy like humans?
No. So, this form of figurative language is
describing how a book can be old because it
has been around for a long time and tried to
describe how the books pages may be
wrinkled, torn, or stained. Have you ever seen
a book like this? This type of figurative
language is called Personification.
Personification is giving human characteristics
to something that is not human.

T: Now, Im going to give you an overview of different

 types of figurative language. So, in your notebooks you
can glue this list of figurative language types. You will
need to use this for the remainder of class.

Today you will be learning about figurative language and

2. Statement of
how it is used in poems to enhance the writing. Then you
Objective
will be able to determine the meaning of the words or
for Student
phrases within the poem from the figurative language.
3. Teacher Input T: Figurative language is a language that uses 15 min
words or expressions with a meaning that is
different from the literal interpretation.
(dictionary.com) What do I mean by literal
interpretation? (students answer) Another way to
think about Figurative language is that it is a
structure of words that give a story detailed
images and figures of speech in order to enhance
the writing. Many poems include many different
types of figurative language so we should be on
the lookout for them while we read. When we are
reading poetry, we need to analyze the stanzas
and phrases to fully understand their meaning. If
you know what types of figurative language there
is then it will be easier for you to understand the
poem.

Chart for students is shown below:

Teacher will go over the different types. Reading the

definition and the examples. If students have input or
another example then it will be acknowledged. *Teacher
will also tell the students that even though something
has like in it does not automatically mean it is a simile,
the work like could be used as a very such as I like ice
cream. So, students need to be sure that they are
reading the whole phrase*

Alright, now that weve read a little about the

types of figurative language. I am going to read a
poem to you first, then I will re-read it again,
looking for types of figurative language. Feel free
to start thinking about the types of figurative
language, so you can help me to identify them
when I re-read the poem and see if you were
correct.

Teacher will begin reading poem, City Autumn

City Autumn

By Joseph Moncure March

The air breathes frost (personification). A thin wind beats

(personification)
Old dust and papers down gray streets
And blows brown leaves (alliteration) with curledup
edges at frightened sparrows (hyperbole) on window
ledges.
A snowflake falls like an errant feather (simile):
A vagabond draws his cloak together,
And an old man totters past with a cane Wondering if
hell see spring again (Hyperbole).

After reading the poem, Ok, now I am going to read

it again, except now I am going to read it in
smaller phrases and I am going to think about
what it is saying.

The air breathes frost. Can air breathe? No, we

breathe air, so this would be an example of
personification because it is giving air a human
quality. If I were to think about what this phrase
means then I would look and see that the air
breathes frost. I know that frost is what is left on
the grass or trees when it is really cold outside.
So, when I read air breathes frost I think it
means that the air must be really cold, kind of like
the air we have had recently.

Lets continue reading. A thin wind beats old dust

and papers down gray streets. When I think of
wind I know that I cannot see it, but when I think
of thin I think it is describing a little bit or small
amount of something. We usually use thin to
describe people or objects, so this would be
personification. What about a thin wind beats old
dust and papers down. What do you think this
one means? (students answer) Teacher should support
or revise the students statement to get towards
personification.

Lets continue reading, and blows brown leaves

this phrase has two words in a row that start with
the same letter sound. blows brown leaves is an
example of an alliteration which means that two
or more words in a row start with the same letter.

Teacher continues,
A snowflake falls like an errant feather, Now Ive
never seen a snowflake fall. But I have seen a
feather fall. It falls slowly and back and forth very
lightly. So, this phrase is making me imagine that
a snowflake falls just like feathers do. This phrase
is comparing two things, a snowflake and a
feather. It uses the word like in the phrase,
based on our definitions I know that this is an
example of a Simile.

Continuing, A vagabond draws his cloak together,

And an old man totters past with a cane
Wondering if hell see spring again This phrase is
saying that the old man does not know if spring
 will ever come again. How many times do we see
spring? (Students answer) Spring comes every
year, so will the old man get a chance to see
spring again? (yes) So I think his thoughts are a
bit of an exaggeration. This type of figurative
language is called a hyperbole.

We have done a lot of practice with figurative

language and I have modeling for you how to
identify what types of figurative language look
like and how to figure out what they mean. So, do
we have an idea of how we can find and define
figurative language in a poem? Awesome, this will
be useful information for you in helping you
understand poetry.
4. Guided Practice In groups, students will be given (this is an 15-20
accommodation for struggling students) a type of min
figurative language (i.e. metaphor, simile,
personification, alliteration) or will be told to search for
anything they think might be figurative language (this is
an accommodation made for classes that are working at
a higher level). Every group will be reading the same
poem, The Final Deployment by Anna Prokos. (students
will get 8 min to look through poem)

In their groups, they will be reading the poem together,

looking for examples of their type of figurative language
(it will be guaranteed that there will be at least one
example within the poem) or they will be searching for
any types of figurative language. Then they will write on
a note card a word or phrase that is their type of
figurative language; they also need to try and explain
what it means. Then as a group we will come back
together to discuss where the type of figurative language
will go. Groups who are given the types of figurative
language will be given strips of paper like the ones
shown below.
 Lets start with this group, tell us what phrase(s)
you found. Students will share what theyve found.
The questions below will be prompted to the students. If
the group cannot answer the questions then the teacher
will ask someone from another group who know.
Meanwhile, the types of figurative language chart will be
on the screen for them to reference.
Does anyone have a guess as to what type of
figurative language this is? (ask the group
first)
Why is it this type of figurative language?
What do you think this phrase means?

After reviewing the different types, the teacher will make

sure to show the students any types they have not found
themselves. I think I found a few more types of
figurative language and Id like you all to help me
categorize them. Teacher will read the ones she has
found then ask students for their feedback. After
reviewing at least one of each type the class will move
on to independent practice.

5. Independent Students will independently complete a worksheet that 15

Practice has matching definitions, labeling or fill in the blank, minute
short answer, and determine the meaning portion. s
Students can use their notes to work on the worksheet.
Worksheet is provided below:
 Here is a worksheet that I would like to complete.
You should try to apply all that weve learned and
be able to answer all the questions to your best
ability. The top portion is a matching section
where you need to figure out which definition
matches the Figurative Language Type. The next
section is a labeling section. You need to read the
examples provided and decide what type of
Figurative Language it is. The last two sections
might be the most difficult, so you should try your
best. This section has one question, you will be
able to create a phrase using Alliteration. The
requirements are that you make one with your
name and have at least 3 words with the same
letter. The last section is where you need to write
down what you think the phrase means. So, if the
phrase says, The books are old and tired, I could
write I think this means that the book has been
used a lot so the pages might be torn or wrinkled.
Are there any questions? (students ask/answer)
Okay, you may use your notes, I want you to do
your best and use what we just learned to answer
the questions. When you are finished, you can
bring it to me.

6. Assessment Formal Assessment:

Methods of Students will be completing a worksheet
all This assessment will be graded based on the criteria
 below
Students will be allowed to use the notes they have
taken
Students will need to identify, define, and match 16 out of 20
phrases or words in order to demonstrate proficiency.
Students will earn:
8 points for definition matching (1 point for each definition)
7 points for Fill in the Blank (1 point for each)
objectives/skills:
1 points for Short answer- Create your own
4 points for determining the meaning (1 point for each)

Informal Assessment:
Students will be informally assessed on the questions prompted by
the teacher in the Teacher Input and Guided Practice sections of
the lesson plan. Students will also be observed based on their
participation in discussion and group work.
After the lesson, Students will be asked about what they
learned in class and how the strategy can be helpful in
the future. Their exit ticket will be informal assessment
of questioning.

Now that we have finished learning and

practicing how to find the meaning of figurative
language, can someone one type we learned about
and what the definition is? Students will have a
7. Closure chance to answer. If they struggle then the students can 5 min.
use their notes. One student can answer what is a
type of figurative language? and another student
can answer what is the definition of this? How
can this strategy help us in the future? Students will
have a chance to answer.

As students answer they can be dismissed from class

(this has been a strategy used in some of their classes)
 Scores

Needs remediation (15-below); 29% excels 20-19; 29%

proficient (18-17); 29%

met requirement (16); 14%

The scores above are out of 70 students. At least 57% (40

students) showed definite proficiency on the assessment, 10 met
the requirement of earning 16 points and 20 earned less than 15
8. Assessment
points. After looking at the assessment I was able to see some
Results of
patterns that occurred with the students who did not meet the
all
required 16 points. It was an even split between students who did
objectives/skills:
not complete the portion of the assessment that asked them to
interpret the meaning of figurative language and the other half
struggled with the fill in the blank and matching section. Students
struggled the most with the fill in the blank section, even though
they had word choices at the top from the matching section,
students still missed many of the fill in the blank.

Students who did not meet the objectives should work on a review
of the definitions of different types of figurative language then
they should be shown more examples of them. Once they have a
solid grasp of the types of figurative language they should move
on to the meanings.

Targeted Students Student/Small Group

Modifications/Accommodations: Modifications/Accommodations:

Students with learning disabilities will be
given the appropriate accommodations.
Students who wish to stand, sit on yoga
balls, or alternative chairs, will have the
option to do so in order to help
concentration. Students who have
For Struggling Students, in the guided
practice, they will be given a type of figurative
language on a strip of paper with the type,
definition, and example. These will be used to
look through their poems.
physical disabilities will be given priority
seating to assessments on the board
and in an area where they will be able to
hear and see or reach the information
being presented.
Students who are struggling with finding and
understanding figurative language prior to
independent practice will have the
opportunity to meet with the teacher for more
guided practice and examples. If students are
still struggling with understanding figurative
language, then the teacher will teach them in
a small group.

The small group or independent practice can

be a chance for the teacher to identify where
the student is struggling with the strategy and
may use this information to later form another
small group or to address the group during a
mini lesson.
Materials/Technology:
Copy of Pecos Bill, print out of quotes from Pecos Bill, Figurative Language Chart Copies
(1 per student), City Autumn poem (1 copy), Figurative Language Strips (1 copy),
Independent Practice worksheet (1 per student), doc cam.

References:
Lesson derived from, http://www.readworks.org/sites/default/files/bundles/lessons-
grade5-leaf-leaf-autumn-poems-lesson-5.pdf
City Autumn Poem, http://www.troup.org/userfiles/929/My%20Files/ELA/MS%20ELA/6th
%20ELA/6th%20Unit%
202/city_autumn_NP_passage_and_questions_0.pdf?id=15248
Teachers Pay Teachers- independent practice worksheet

Reflection on lesson:
This was probably one of my favorite lessons to teach. Not because I love language arts
or had some super fun activities but I was able to teach the lesson for three blocks in a
row and I felt extremely prepared. During this lesson, I had my CT and my advisor in the
room to observe some of my lesson. I thought this was really beneficial because I was
able to get a lot of feedback that I could use for each of my following lessons. The
lessons themselves were very similar in the content and delivery I didnt feel like I
needed to change a whole lot from class to class. I felt that the flow of my lesson was
smooth and the students were able to transition and work well together on the activities.
The biggest difference I noticed was the pace and atmosphere of the class. Each class
was very different, in terms of the personalities, the energy, the ability, and work pace.
Everything In each class was so unique and I noticed that I was able to change my
delivery based on the type of class I was with. One class I stuck to the plan and just
delivered it, the second class I had to be a little stricter and work on class management,
and the last class I was a little more carefree and had more fun with it. I truly enjoyed
that experience because even though we hear it so often that students and classes are
unique its still very different to experience it and to see that even my teaching style
changes with the kids. I also felt like this lesson gave me a chance to see all my parts
in action. Other lessons I taught had to be condensed somewhat or I had to move faster
than I would have liked. In language arts, I was able to see how each activity built on
each other and how well the students responded to that and the assessment at the end.
I learned also about giving instructions and working on being clearer. Ive always known
that I have trouble being clear with instructions, because what I say in my head and how
it comes out can seem to make no sense at all. At the end of the lesson I had to explain
the assessment worksheet they were being given. They did well except for on the back
there seemed to be confusion. I wanted them to tell me in their own words what the
statement meant. However, many students labeled it by the type of figurative language
it was such as simile, metaphor, etc. I was able to catch most students while they were
working and told them to fix it and I tried to clarify it once I noticed confusion but still
some passed by me. This experience provided a lot of quality learning experience and
reflection from myself. It made me more confident in my teaching ability and in the
content I was teaching. Overall, I think I enjoyed teaching language arts and mostly I
learned that I really enjoy the older kids and that they responded respectfully to me. I
was afraid that because of age and stature the students may see me as an older sister
or someone smaller than them but really the students know they are in a school setting
and there to learn. They knew who was in charge and when to follow directions. I had a
really great time learning from them all!