Lesson Plan

Co-Teachers: Kaitlyn Bolesta and Anna Gagnet

Lesson Title: This is Not My Hat
Grade: 3

Goals or Objectives: Students will be able to define synonym and antonym, the
students will also be able to give multiple examples of synonyms and antonyms.
Students will also be able to define and identify figurative language in the text.
Students will write a creative writing piece given a image prompt, with proper
sentence structure and use of one component of figurative language (ex:
onomonopia, cliche, understatement and etc).

Grade Level Guide: Content Standards

Content
Curriculum
Focal Points
(ie: NCTM,
IRA,)

Common Core State

Standards

Interdisciplinary Connections

CCSS.ELALITERACY.SL.3.1.D

-Students will be able to explain their

thoughts and ideas through oral
language. This will be used in all subject
areas, especially in science, history and
math.

Explain their own ideas

and understanding in
light of the discussion.

Write narratives to
develop real or imagined
experiences or events
using effective
technique, descriptive
details, and clear event
sequences.

-Students will be able to write in a

narrative form, and will be able to
understand different figurative language
components. Using understatement,
onomatopoeia, metaphor, simile,
hyperbole, personification, idiom,
alliteration, imagery, cliche and symbols
will enrich student writing and
comprehension in reading books of other
subjects. This will allow students to fully
understand and grow in their writing and
comprehension skills. An example:

CCSS.ELA-

When a student is able to identify the

use of personification in a piece of poetry

CCSS.ELALITERACY.W.3.3

LITERACY.L.3.5

about science or math.

Demonstrate
understanding of
figurative language,
word relationships and
nuances in word
meanings.

Academic Language: What Academic Language specific to your content area is

necessary for learning to occur?

The academic language terms that are necessary for learning to occur in this lesson
are .

Students Needs: What experiences, prior knowledge and/or knowledge gaps do

students have that relate to the lesson goals?

Students will need prior experience to finding information in the text, they should be
able to scan the text to find certain story elements such as figurative language,
vocabulary words, and etc. As the teachers, we will have to bridge the gap between
what the students know, and how to apply to the text.

English Language Learners

Special Needs (can be a group such

as struggling readers or
individuals)

Translate the book into their native

language before hand. Translate it page

Give the children the writing prompt and

a graphic organizer a day in advance.

by page, so they can read it in their

native tongue first and look at the
pictures- it matches the pages in our
book. This way, when the book is read
orally in class (in English), they already
will know the backdrop of the story and
will be able to fully understand what is
going on in the book. The translation
and the book will be given to them one
to three days in advance, depending on
how long the reading is.

This will giving them time to brainstorm

and organize their ideas, preparing
them for the lesson. They will also be
given a paper that defines figurative
language and gives examples to read
over with their parents/tutors before the
lesson is taught. This way they will have
some prior knowledge when going into
the lesson.

Materials: List materials for both Student Needs and Teacher Needs

Student Needs

Teacher Needs

-Writing utensil

-Antonym Words, Synonym Words (visual

representation/graphic organizer)

-Piece of looseleaf
paper
-Creativity, open
mind

-Graphic organizer for figurative language

-Readers Theatre costumes for dramatic play
-Writing prompt images for each student
-Book translations in ELLs native tongue
-Copy of the book, This is Not My Hat by Jon Klassen.

Language Function: How will you move your students beyond lower level thinking
to engage them in your content area (ie: thinking like an Historian)? Which of the
following are appropriate for providing evidence of learning these objectives?
Describe how you and/or your students incorporated these terms into the lessons.
[t2]

Analyze: Students will analyze the text when finding examples of figurative
language. By understanding the definition of understatement, imagery, or cliche the
students will be able to apply their knowledge to the text.
Describe- Students will need to describe the images from the creative writing
prompts, and they will need to use descriptive adjectives in their writing to do so.
Evaluate- Students will be able to evaluate their own writing when comparing it to
their peers responses to the creative writing prompt. They will be able to
appreciate each others creativity and see their own limitations in their writing by
comparing it with another peer.
Explain and Interpret- Students will have to properly define and explain their
definition and example of antonym and synonym, when sharing orally with the
class. They will also need to be able to understand the meaning of these writing
components.

Lesson Plan
Before:
We will introduce the class to antonyms by activating their prior knowledge from
last class, which was on synonyms. The students will have to define and give an
example of what a synonym is before we move on to antonyms. We will begin the
lesson by giving the students examples, using a clever idea: cinnamon rolls will
help represent synonyms. And little ants will represent antonyms. We will give
dramatic examples of these and define the terms while doing so.

During:
To begin the lesson, we will be reading the book This Is Not My Hat by Jon Klassen
aloud to the class. During this phase of the lesson, the students will be in the
reading circle center, attentive and actively listening. After reading the story, we
will engage the students in Readers Theater activity, where they will act out the
story with props and background music to set the tone as we narrate. This will be
our transition into figurative language, and there will be a graphic organizer on
the board defining each component. The teachers will define and give examples of
every component of figurative language, totalling eleven in all. We will then
question the students in turn, and allow them to find three elements of figurative
language in the text. There are three in particular that connect specifically to the
story This Is Not My Hat- understatement, personification and cliche. After having
the students identify all three components in the text with prompting, (although
we would be more impressed without prompting) we will then transition to the
creative writing assignment. Students will be given an image for their writing
prompt and have full creative rights at their disposal. The only rules: use two
components of figurative language in your writing, and highlight them. Then use

one pair of synonyms, or one pair of antonyms in the writing response. They
should highlight these components with different colored markers (they may trade
with their partner.) Then students will share their picture prompt and orally read
their creative one paragraph to the class.

After: Throughout the lesson, we will be asking guiding questions to lead the
students to better comprehension of the academic language: antonym, synonym,
understatement, onomatopoeia, metaphor, simile, hyperbole, personification,
idiom, alliteration, imagery, cliche, and symbol. We will use guiding questions
such as: Have you ever heard of an alliteration? Can someone give me an
example of a synonym for the word funny? Write down a word and have your
partner write down its antonym, and the questions will go on as long as the
students need prompting. We as teachers though, want the students to be able to
ask questions and make inferences while engaging with the graphic organizer.
Students will be discussing this a whole class, and the structure of the classroom
that we have laid out. Sharing of ideas is a main idea that we want to implement
into our classroom. As co-teachers we would like to eliminate the silence that
follows a question in our classroom. We can do this in multiple ways, one of which
is to have the students read their responses to their creative writing prompts
aloud to the class. Another way is to have the students give examples of
antonyms, synonyms, and figurative language orally-when asked by the teacher.
Positive Reinforcement will be used for students who speak up and participate in
class.

8 Components:
Oral language: Readers Theatre
Multiple Intelligences:
Bodily-kinesthetic: Readers Theatre/acting out and performance
Visual-Spatial: Graphic Organizers and readers theatre
Musical: The music during the Readers Theater performance
Printed Words: The text of This Is Not My Hat by: Jon Klassen
Interpersonal: discussion with students in class.
Graphic Organizer: Fish graphic organizer
Visual Representation: The cinnamon roll, the ants, and the creative writing
prompts
Vocabulary: Figurative language components as well as antonym and synonym.
Handwriting component: Written one paragraph response to writing prompt.

Technology: The sequel video at the end of the lesson, and the background
music during the Readers Theater performance
Comprehension: Guiding questions throughout the lesson.

Tso that all students will participate in answering each question? Will students be
presenting findings? How will this be structured?
Assessment: How will you determine who knows which objectives? Describe the
tools and techniques you will use.
Type of
assessm
ent

Description of
assessment

Modifications to
the assessment so
that all students
could demonstrate
learning

Evaluation CriteriaWhat evidence of

student learning
(related to the
learning objectives
and central focus)
does the
assessment
provide?

When the students

are performing during
Readers Theatre they
should be able to
perform the book
correctly in
chronological order
because they have
listened to it orally
once before. The
teacher should be
observing to see if the
students understand
the form of humor
found in the book.

For students who

dont understand the
humor in the book
(such as students
with a social
disability) they will
have a cut and paste
worksheet that
allows them to put
the book in
chronological order
with aiding pictures.
Also, Think-Pair-Share
could be used to help
students relate,
predict and interpret
the text.

Evidence of student
learning will be shown
if students are able to
give their own
examples of the
synonyms, antonyms
and figurative
language in class,
orally or written.
Students will be led up
to this after discussing
and defining these
terms. If students are
able to perform these
tasks without
aid/prompting from the
teacher-the skill has
been mastered.

(formal
or
informal
)

Informal

Also when students

are defining terms
and applying them to
figurative language,
the teachers will be

observing and
evaluating student
interest and
comprehension.
Formal

The students will be

writing in response to
the creative writing
prompt image they
each are given, and
after sharing with the
class, we, as the
teachers, will collect
their writing, and
assess it formally,
looking in particular
for creativity, correct
sentence structure,
and descriptive
adjectives.

For students who

may have trouble
with this writing
assignment, for
example if a student
has dyslexia or a
different learning
disability, we could
adjust the
assignment
accordingly, and give
them the extra time
and help necessary.
If need be, the
students could even
explain their story
orally instead of
writing it down.

Evidence of student
learning will be shown
through how well their
creative writing
corresponds to their
image prompt, and if
the student uses one
example of figurative
language in their
writing correctly.

Resources: Include assessments, rubrics, and online resource links incorporated

into the lesson, if applicable.

Name of Resource

Resource Link

I Want My Hat Back video

https://www.youtube.com/watch?
v=U5FdmfRzAZA

Graphic Organizer for Figurative

Language

http://amandaonwriting.tumblr.com/post/
50879172024

Music for Readers Theatre

https://www.youtube.com/watch?
v=Rsf35tugWkg

Common Core State Standards

http://www.corestandards.org/ELALiteracy/

Creative Writing Prompt Pictures

www.pinterest.com

www.google.com/images