Unit

Plan Overview

Unit: Figurative Language

Connections to Context:
Students will hear and read examples of
figurative language long before they will be
able to incorporate it into their own
writing. By developing a clear
understanding of figurative language,
students can further comprehend texts that
contain nonliteral language. Learning
figurative language equips students with
new tools to grow and experiment as
writers and move beyond literal meaning.

(How does this fit with students experiences,
the school goals, and the larger societal issues?)

Established Goals:
CCS.ELA-LITERACY.RL 3.1: Ask and answer
questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
CCS.ELA-LITERACY.RL 3.4: Determine the meaning
of words and phrases as they are used in a text,
distinguishing literal from nonliteral language.
CCS.ELA-LITERACY.RL 3.5: Refer to parts of stories,
dramas, and poems when writing or speaking about a text,
using terms such as chapter, scene, and stanza; describe
how each successive part builds on earlier sections.
CCS.ELA-LITERACY.RL 3.10: By the end of the year,
read and comprehend literature, including stories, dramas,
and poetry, at the high end of the grades 2-3 text
complexity band independently and proficiently.
CCS.ELA-LITERACY.W3.4: With guidance and
support from adults, produce writing in which the
development and organization are appropriate to task and
purpose. (Grade-specific expectations for writing types
are defined in standards 1-3 above.)
CCS.ELA-LITERACY.W3.5: With guidance and
support from peers and adults, develop and strengthen
writing as needed by planning, revising, and editing.
(Editing for conventions should demonstrate command of
Language standards 1-3 up to and including grade 3 here.)
CCS.ELA-LITERACY.W3.6: With guidance and
support from adults, use technology to produce and
publish writing (using keyboarding skills) as well as to
interact and collaborate with others.
CCS.ELA-LITERACY.RF.3.4: Read with sufficient
accuracy and fluency to support comprehension.

Stage 1- Desired Results

Teacher: Kristen Brink

Transfer
Students will be able to independently use their learning to
Know what figurative language is along with specific examples
Be able to identify examples of figurative language within a text
Understand figurative language and its nonliteral meaning
Create their own poems using figurative language

(What kinds of long-term independent accomplishments are desired?)

Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that
Students will keep considering
Figurative language makes writing more interesting
What is an example of figurative language?
or dramatic
Why do authors use figurative language in their writing?
Figurative language can create imagery in the readers How can I integrate figurative language into my own
mind
writing?

Specific word choices can shape meaning or tone


(What specically do you want students to understand?
What inferences should they make?)

(What thought-provoking questions will foster inquiry, meaning-

making and transfer?)

Acquisition of Knowledge, Skill and Values/Commitments/Dispositions

Cognitive Objectives
Physical Development Objectives
Socio-emotional Objectives
Define alliteration as the repetition Create an alliterated poem about
Share and discuss the poems that
of consonant sounds at the
an imaginary creature.
they have made.
beginning or words.
Create a comic strip, short story,
Use figurative language in a
Give at least one reason as to why
or poem using several examples of
specific type of poetry.

authors might use alliteration in
onomatopoeia.

their works.
Create a poem using

Define onomatopoeia as using
personification throughout the

words that imitate the sound they
whole thing.

make.
Create a poem using several

example of metaphors throughout.
Give at least one reason as to why
authors might use onomatopoeia in Change given sentences into

their works.
sentences that contain hyperbole.


Identify onomatopoeia in poetry

and writing.



Define personification as giving


human qualities or characteristics


to an object.


Give at least on reason as to why

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum


CCS.ELA-LITERACY.RF.3.4.A: Read grade-level text
with purpose and understanding.
CCS.ELA-LITERACY.RF.3.4.B: Read grade-level
prose and poetry orally with accuracy, appropriate rate,
and expression on successive readings.
CCS.ELA-LITERACY.RF.3.4.C: Use context to
confirm or self-correct word recognition and
understanding, rereading as necessary.
CCS.ELA-LITERACY.L.3.2: Demonstrate command of
the conventions of standard English capitalization,
punctuation, and spelling when writing.
CCS.ELA-LITERACY.L.3.2.A: Capitalize appropriate
words in titles.
CCS.ELA-LITERACY.L.3.2.B: Use commas in
addresses.
CCS.ELA-LITERACY.L.3.2.C: Use commas and
quotation marks in dialogue.
CCS.ELA-LITERACY.L.3.2.D: Form and use
possessives.
CCS.ELA-LITERACY.L.3.5: Demonstrate
understanding of figurative language, word relationships
and nuances in word meanings.
CCS.ELA-LITERACY.L.3.5.A: Distinguish the literal
and nonliteral meanings of words and phrases in context
(e.g., take steps).

(What content standards and program- or missionrelated goal(s) will the unit address? What habits of
mind and cross-disciplinary goal(s)- for example
21st century skills, core competencies-will this unit
address? Include source and identifying number?

authors use personification in their

works.
Define metaphor as comparing two
unlike things without using the
words like or as
Give at least one example as to why
authors use metaphors in their
works.
Identify metaphors within a poem.
Define hyperbole as an
exaggerated phrase that is used in
writing that is not meant to be
taken literally.
Give at least one reason as to why
poets might use hyperbole in their
works.
Identify examples of hyperbole in
Hyperbole Caf.
Interpret the literal meaning of
hyperbole statements.

(What facts and basic concepts should
students know and be
able to recall?)

(What discrete skills and processes should
students be able to use?)

(What values and commitments and
attitudes should students acquire or
wrestle with?)

Stage 2- Evidence
Students will show their learning by (summative assessment)
PERFORMANCE TASK(S):
Creation of Alliteration Creature Poem
Creation of a work with onomatopoeia
Creation of My Personification Poem
Creation of My Selfie Poem

Students will complete all of the above work using many examples of figurative language. They will have to have
(What criteria will be used in each assessment to
correct spelling and punctuation. They will share their work with the class.
evaluate attainment of the desired

results?)(rubric required)
Evaluative Criteria
Their poems will be evaluated on whether
or not they follow directions, they have the
specific type of figurative language, and
they have correct spelling and punctuation.

(How will students demonstrate their understanding- meaning-making and transfer- through complex performance?)

The most important part is students gaining OTHER EVIDENCE:

the knowledge about figurative language
Identify examples of alliteration in poem
and how it fits into poetry
Create sentences using alliteration

Identify examples of onomatopoeia in poem and comic strip

Identify examples of personification in poem

Identify examples of metaphors in poem and song
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum





(Regardless of the format of the assessment,
what qualities are most important?)

Identify examples of hyperbole in poem

Change sentences to contain hyperbole

(What other evidence will you collect to determine whether Stage 1 goals were achieved?

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum


Stage 3- Learning Plan
To check my students prior knowledge, I will have a discussion about figurative language and different types. Some of them they are already familiar with and will be
able to give me some examples, others will be new for them and we will go over them more in depth when we get to that lesson. They are already in a poetry unit, so we
will also be able to connect figurative language to different literary devices (i.e. alliteration and rhythm).


(What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?)
(Toward which goal does each
Learning Events
Progress Monitoring
learning event build?)



(How will you monitor students progress
Student success at transfer, meaning, and acquisition depends upon their participation in
Acquisition
toward acquisition, meaning, and transfer
these learning events

during lesson events?) (Formative

Meaning
Assessment)
Lesson 1: -Tongue Twister Activity (Acquisition)

I will take note how well they are
-Create their own alliteration sentences (Transfer)
Transfer
understanding discussions by asking
-Create Alliteration Creature Poem (Transfer and Meaning)

questions and asking them to
Multiple means of action and expression going from verbal to writing down. Multiple means
summarize what they are learning. I
of engagement by allowing students to participate in different activities.
will watch as they participate in
Lesson 2: -Watch onomatopoeia video (Acquisition)
activities and apply what we are
-Discuss on onomatopoeia words (Acquisition)
learning. I will also look over the
-Flashcard activity (Transfer)
poems they create and make sure
-Identify onomatopoeia in comic strips and poem (Transfer)
they contain all the elements that we
-Create their own piece of work with onomatopoeia (Transfer and Meaning)
talked about during class.
Multiple means of representation from the video, lecture, and activities. Multiple means of

action and expression by allowing them to pick what they want to create (comic strip, short

(How will students monitor their

story, poem).
own progress toward acquisition,
Lesson 3: -Read/Follow along on The Day the Crayons Came Home (Acquisition)
meaning, and transfer?)(Assessment
-Discuss on personification (Acquisition)
as learning)(rubric?)
-Identify personification in poems (Transfer)
Students have specific instructions on the
-Create Personification Poem (Transfer and Meaning)
poem worksheets to follow. They ask for
Multiple means of expression from the book, lecture, and activities.
use of a specific type of figurative
Lesson 4: -Discuss metaphors (Acquisition)
language along with correct punctuation,
-Discuss similarities between similes and metaphors (Acquisition)
capitalization, etc.
-Identify metaphors in poem and song lyrics (Transfer)

-Create My Selfie Poem (Transfer and Meaning)
(What are potential rough spots and
Multiple means of engagement from giving a poem and song to dissect.
student misunderstandings?)
Lesson 5: -Discuss meaning of hyperbole (Acquisition)
Some of the figurative language may be
-Create sentences with hyperbole (Transfer)
easy to understand but harder to
-Identify hyperboles in Hyperbole Caf (Transfer)
identify in a piece of work. For

example, the distinguishing factors

between a metaphor and simile may

(Have you included multiple means of representation, multiple means of action and
be hard to grasp, along with
expression, and multiple means of engagement?)
alliteration and words that sound

(Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning
similar (both are considered tongue
plan?)

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

(Does the learning plan reflect principles of learning and best practices?)
(Is there tight alignment with Stages 1 and 2?)

twisters and that is how I began

explaining them).

(How will students get the feedback they
need?)

During activities, especially identifying

the specific type of figurative language in
poems. We will go over the answers as a
class to make sure they are getting them
correct. They will also get feedback
during writing, not only will they check
with a friend before they print, but they
will also check with me to make sure
their poem contains all the elements it
needs and correct spelling and
punctuation.

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum