DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

Teacher Candidate Raschelle Davis

Grade Level 6th

Title Introduction to Figures of Speech

CONTEXTUAL FACTORS (classroom factors)

Contextual Factors:
ESL
Ernesto- 4, Jennifer- 5, Karen- 4, Denrick- 3, Eric- 5
IEP
Liam, Mason, Katie M., Shelby
Honors
Katelyn, Katie J., Ellie
Behavioral
Daniel- talkative and has a hard time staying focused.
Adrian Has a hard time staying focused.
Jonathan- talkative.
Classroom Environment:
The classroom is very neat and organized. The desks are pushed together into six tables. Five students at
each table. The teachers desk is in the back left-hand corner of the room. There is a kidney table in the
back right-hand corner. The classroom has an Elmo, a projector, and a screen available.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be
able to do?)
Standard: (3)
Language Standard 5
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
a. Interpret figures of speech (e.g., personification) in context.
Content Walk-Away: I will explore figures of speech within context. (1)
Language Walk-Away: I will describe the meaning of figurative language phrases. (2)
Vocabulary: figure of speech, figurative language, simile, metaphor, pun, personification, and
onomatopoeias. (9)

TEACHER BACKGROUND INFORMATION:
A figure of speech is figurative language in the form of a single word or phrase. It can be a special
repetition, arrangement or omission of words with literal meaning, or a phrase with a specialized
meaning not based on the literal meaning of the words.


ASSESSMENT EVIDENCE (What evidence do I need to show the
Modifications/Accomo
students have learned the Walk-Away?) 5E-Evaluate
dations (ELL, IEP, GATE,
etc.)
Formative Evidence (checking for understanding throughout the
ESL/IEP: Test will be read
lesson): Observe and listen as students work together to create their
out loud to them at the

poster. Listen as students show and explain their poster to the class.

back table. (5)

Content Walk-Away Evidence (Summative): 10-multiple choice

question pre-test. (30)

Behavioral: Is seated in a
place where distractions
from friends are
minimized. During testing
there is rarely problems
with these students. I will
give time warnings to keep
them motivated. (5)

Language Walk-Away Evidence (Summative): Students will create a

poster depicting a figurative language phrase and its meaning. (30)

Honors: There is one bonus

question at the end of the
test honors students will be
required to answer. (Bonus
question will not be used
for data.) (5)

Approx.
Time
5 min.















10 min.

ACTIVE LEARNING PLAN

Approximate length of entire lesson: 45 min.
Independent (You do it alone) (30)
Before we start this unit on Figures of Speech we are going to take a pre-test. This test is
so that we understand what you already know about figures of speech and what we really
need to focus on. Hand out figures of speech pre-test.
Summative Assessment: (30)
10 multiple choice question pre-test
Modification/accommodations: (5)
ESL/IEP: Test will be read out loud to them at the back table.
Behavioral: Is seated in a place where distractions from friends are minimized. During
testing there is rarely problems with these students. I will give time warnings to keep them
motivated.
Honors: There is one bonus question at the end of the test honors students will be required
to answer. (Bonus question will not be used for data.)
Background Knowledge
Read walk-aways together as a class. Shown in PowerPoint and posted on the board.
(1,2,4) Have students get out their binders and turn to their note taking section. They will
write the definition of figures of speech and the two examples given. (6) Have any of you
ever been reading something and after you read it; you realize that it must mean
something different than what it said. Or maybe you hear somebody say something and it
is confusing because what they said means something different than the words they used.
Often times when this happens, the person is using figurative language or a figure of
speech. (7) A figure of speech is figurative language in the form of a single word or
phrase. It can be a special repetition, arrangement or omission of words with literal
meaning, or a phrase with a specialized meaning not based on the literal meaning of the
words. (9) Show definition on PowerPoint. (4) This can be kind of confusing to many of
us, so let me give you a few examples. Have you ever heard somebody say, Child, youre
going to eat me out of house and home. Show picture of meaning on PowerPoint. (4) Now
I am sure that all of us know that this just means that the child is eating a lot of food, and
it does not literally mean the child is going to eat the house, right? Show picture of







































5 min.

meaning on PowerPoint. (4,12) Have them write these examples in their notes. How
about the saying, youre as busy as a bee? Show picture of meaning on PowerPoint. (4)
This does not mean that you are literally a bee; it just means that you are really busy all
of the time. (12) These phrases are figures of speech or figurative language. Last week
when we read the story Eleven there was figurative language used. In the story it talked
about how growing old was like an onion or like the rings inside a tree. (8) Show quote
from story on PowerPoint. (4) We know that Rachel did not literally mean growing old
was like an onion or the layers of the tree, but that she meant every year you get older you
get a new layer of knowledge and experience. She says when you are eleven you are also
ten, nine, eight, seven, six, five, four, three, two, and one. Now I know that many families
all have different saying and phrases they use. Almost all families have something funny
that only the people in that family understand. Sometimes these saying and phrases can
be figures of speech. Let me give you an example of something my dad always said to us
as a kid. There is a figure of speech that goes like this, We will have to play things by
ear. Show picture of meaning on PowerPoint. This basically means that we cant really
make plans but we will just have to see what happens. Well, in my family, my dad always
said, We will have to play with our ears. We would always make fun of him by rubbing
our ears. Now I want everyone to think of any sayings or phrases that your families use.
(7) Have honors students share a saying or a phrase they have heard of that their
families use. Raise your hand and share some of the different sayings your family uses at
home. Have students share.
(10, 11,14, 15, 18, 22, 23, 24, 25, 26, 29)
Formative assessment: (30)
Learning Goal
Activate background
knowledge on figures of
speech.

Success Criteria
Assessment Strategy
Students will share different I will listen to students as
figures of speech they have
they share figures of speech
heard their families use.
they have heard their
families use.

Modification/accommodations: (ELL, IEP, GATE, etc.) (5)

IEP/ESL: Show pictures of meanings while explaining different figures of speech.
Behavioral: Students are seated away from distractions and friends. Will be reminded of
the behavioral plan already in place in this classroom. If they are distracted or off task they
get their card turned. I will also be wandering around the class and will use proximity
control if needed.
Honors: Before the lesson I will tell students they need t0 share a saying or phrase they
have heard of or one their family uses. Have them share with the class.
Focus Lesson (I do it)
Throughout next week we are going to be learning about five different types of figures of
speech. There are many more, but we are going to focus on these five types. Show on
PowerPoint. (4) We are going to be talking about similes, metaphors, puns,
onomatopoeias, and personification. Today we are going to be doing an activity so we
can start thinking about why we use figures of speech in our language. This is what we
will be doing. I will be putting you with a partner. (17) With that partner you will be
given a saying or phrase that is using figurative language. You will discuss with your
partner what the saying or phrase means. (16, 21,22) You will then go to the back table
and grab a poster paper and some colored pencils. (20) At the top of the page you will
write your saying or phrase and then you will draw what that saying or phrase actually
means. Everybody look up here at my example. I have the saying, Child, youre going to
eat me out of house and home. Notice that I wrote the saying at the top and then I drew





















5-8 min.





















10 min.

what it means underneath. (4,11,12) After you are done with your drawing, we will
share them with the class. Partners will be posted on my PowerPoint. (4,17)
(10, 14, 23, 24, 25, 26)

Formative Assessment: (30)

Learning Goal
Observe figures of speech
activity instructions.

Success Criteria
Students will observe as I
explain and show example
of the figures of speech
activity.

Assessment Strategy
I will observe students as
they listen to my
explanation. Make sure all
students eyes are on me.

Modification/accommodations: (5,17)
ELL/IEP: Use pictures and examples to explain the activity. Ask these students clarifying
questions. Have them repeat instructions to a neighbor.
Behavioral: Grouped according to whom they work well with. Will be walking around while
giving explanations, use proximity control if necessary.
Honors: Will be grouped with other honors students.
Collaborative/Cooperative (You do it together)
Students will discuss with their partners what their saying or phrase means. They will then
draw what they think it means on their poster. They will be given 5 minutes to do this.
(6, 13, 16, 17, 20, 21, 22, 23, 24, 25, 26, 29)
Formative Assessment: (30)
Learning Goal
Success Criteria
Discuss and draw what their Students will discuss with
figurative saying or phrase
partners and create a poster
means.
with what their figurative
saying or phrase means.

Assessment Strategy
I will observe and listen as
students collaborate to
create their poster.

Modification/accommodations: (5,17)
IEP/ESL: Will be grouped with a mid-level learner to work with. They will also be given an
easier-to-understand phrase or saying.
Behavioral: Will not be grouped with friends that are distractions. I will be walking through
the room asking questions and making comments. I will make a point to visit these
students. I will give time warnings and give reminders throughout the process.
Honors: Grouped with other honors students, will be required to come up with their own
figure of speech or to draw an explanation of the figure of speech they already shared with
the class.
Guided Instruction (We do it)
Students will share with the class what their saying or phrase means while showing and
explaining their picture. I will ask questions about their saying or phrase to help them think
about the true meaning.
(6, 10, 13, 15, 16, 17, 18, 21, 22, 23, 24, 25, 26, 29)
Formative Assessment: (30)
Learning Goal
Success Criteria
Explain what their
Students will share with the
figurative saying or phrase
class what their figurative

Assessment Strategy
I will listen as the students
share with the class what













5 min.

means.

saying or phrase means.

their figurative saying or

phrase means.

Modification/accommodations: (5,17)
IEP/ESL: Will be grouped with a mid-level learner to work with. They will also be given an
easier-to-understand phrase or saying.
Behavioral: Will not be grouped with friends that are distractions. I will be walking through
the room to help keep them on task. Before groups share we will review expectations of
what it means to be a good listener.
Honors: Grouped with other honors students, will share the saying or phrase they came up
with and explain.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Class, this next week is going to be fun as we explore different kinds of figures of speech.
Before we move on to rotations, I would like for you to fill out this exit ticket. At the top, I
would like you to write what a figure of speech is and why you think we use figures of
speech in our language. Then I would like for you to write which saying or phrase you heard
today that was your favorite and why. (16, 17, 27, 28, 30)

SIOP Indicators
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary
materials, 5-Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Strategies: 13-Students use learning strategies, 14-Scaffolding, 15-Higher-order thinking,
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-
Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-
Language skills (reading, writing, listening, speaking)
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students
engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the
approximate time needed for this lesson?
This lesson needs 45 min.
Post walk-aways on the board.
Have 95 copies of the pre-test.
Set out paper and colored pencils on the back table.
Cut out phrases for their poster.
Have PowerPoint ready.
Students need to have their binders in their desk
Talk to honors students about sharing a family figure of speech before class starts. Explain with
examples.

REFLECTION AFTER LESSON
How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning?

How can I transfer what I learned from teaching this lesson to future teaching? What was effective
and not effective? What goals can I set to improve my practice and student learning?
Throughout this lesson I did a lot of observing and listening as students worked together. When I
heard misconceptions, I was quick to clarify and help. The assessment in this lesson was a picture
drawn and explained of the figure of speech they were assigned. Through listening to their
explanation and looking at their drawings, I was able to see if the students understood the literal
meaning of the sayings and phrases. Through this lesson I was able to see that many of the students
understood the literal meanings even if they were unable to label the figure of speech that was being
used. I also was able to see that the majority of the students needed extra explanation in order to
understand how to use a pun for their saying or phrase. I can use this information to really focus on
puns throughout the unit. We can work on looking at the funny part of a pun versus the literal part of
the pun. Through this lesson, I felt that getting them to work with partners and discuss the meaning
of the phrases was very effective. I heard good things being said as students were explaining the
meaning to their peers. They enjoyed the lesson and while looking closely at their drawings, I can see
that they understood the concept of using figures of speech in our language. The hardest part of this
lesson was keeping the noise volume down. I gave them reminders to check their noise volume and
this helped, but I feel that before I teach my next lesson, I need to post and discuss some rules and
expectations I will be using throughout the teaching of this unit. I also feel that even with the
accommodations I wrote and provided for my honors students, it still seemed they could have been
stretched a little further. I am going to take a closer look at my accommodations for these students in
my future lessons. From this lesson, the goals I am setting are: be clear about expectations and rules
throughout the lesson, and help my honors students be stretched in their learning and understanding.