Lesson Plan Outline
By: Evelyn Murray and Kaitlynn Monette
Lesson Plan Outline
By: Evelyn Murray and Kaitlynn Monette
Unit Topic or Theme: Language Arts
Grade: Fifth Grade
Lesson Topic or Theme: Figurative Language
Lesson Objectives:
1.
Students will be able to categorize examples of
figurative language by completing a matching activity as a
class.
2.
Students will be able to identify examples of
contextualized figurative language by completing an
interactive story.
3.
Students will be able to create their own
examples of figurative language by writing in their journals.
Instructional Technique: Guided practice, Computer time, Journaling,
Discussion
Instructional Materials: Figurative language category magnets and example
magnets, white board (or any magnetic board), computers,
writing journals
Theoretical Perspective: Figurative language manifests itself in areas
such as sophisticated texts, children’s literature, and even
casual, everyday conversation. Therefore, the significance of
learning about figurative language is a result of its
prevalence in students’ personal and professional lives.
Learning and applying figurative language benefits students by
preparing them for a deeper understanding of language in
literature in addition to broadening their repertoire in the
English language in both personal and professional settings.
Procedure:
A.
Introductory Activity - Magnet examples - placing
examples next to the correct term
-
The students have been learning about figurative
language. This introductory activity will work as a review.
1.
Once students have been gathered together as a
class on the rug, the teacher will place 3 figurative language
category magnets on the board, which may include categories
like “Metaphors,” and “Alliteration.”
2.
To the side of these categories, the teacher will
have a plethora of example magnets. These magnets might say:
a.
“Her eyes were emeralds.”
b.
“The star shone bright like a diamond.”
c.
“Fierce Freddy fought for freedom”
3.
Student volunteers will be instructed to match
each example magnet to their category.
4.
Once all of the examples have been matched, the
class will read through them out loud, and indicate if they
agree or disagree with each categorization by giving a thumbs
up or a thumbs down.
5.
The teacher will then replace the categories on
the board with 3 new categories, and the process will repeat.
B.
Step-by-step
1.
The students will transition into computer time,
as the teacher discusses the connection between the
introductory activity they did and the activity they’re about
to. The website should already be pulled up on each computer.
2.
The teacher will tell the students that they will
be responsible for identifying figurative language in the
context of a story--instead of out of context like the
activity they just did as a class.
3.
The students will go to Sparky’s Park Adventure
website, and either choose to begin their adventure or will
click on the links on the homepage for more review of
figurative language if they feel it is necessary.
a.
If students answer questions incorrectly during
Sparky’s Park Adventure, they will also be given the option to
return to the first page and click on review links, which will
allow them to brush up on their figurative language in order
to answer the questions correctly.
4.
Students will be instructed to write in their
journals once they have finished the activity.
C. Closure
1.
As a closing activity, students will answer a
2-part journal prompt written on the board, which will be:
a.
“What was the easiest form of figurative language
to identify in the story? What was the hardest?”
b.
Write 3 original examples of your favorite form
of figurative language.
2.
Some students will share out. Every student will
turn in their journal with their response.
D. Adaptations for different learners
English
Language learners would be paired with a paraprofessional that
can help the student through the activity, or have them use
headphones so they can have it read to them. This will help
the student complete the interactive story without struggling
to read the story.
Evaluation:
●
Objective: Students will be able to categorize examples of
figurative language by completing a matching activity as a
class.
○
To determine that students have met this
objective, they will accurately place the example magnets
under the category magnets and will indicate whether or not
they agree or disagree with their peers’ choices, which will
demonstrate their knowledge.
●
Objective: Students will be able to identify examples of
contextualized figurative language by completing an
interactive story.
○
To determine that students have met this
objective, they will complete the first part of the journal
prompt, which will show that they completed the activity. They
will not be able to answer the questions fully without knowing
what types of figurative language they encountered in the
story.
●
Students will be able to create their own
examples of figurative language by writing in their journals.
○
To determine that students have met this
objective, they will complete the second part of the journal
prompt by writing 3 examples of their favorite form of
figurative language.
Concerns or questions you have about teaching
this lesson?
One concern we have about teaching this lesson is
that there is a lot of information for the students and we
hope that the students would be able to recall everything at
the grade level we have picked. Another concern we have about
this lesson is that if the students do not quite understand
the question(s) then they will just give up, and start to
click on every answer until they get the right ones right to
the end of the story.