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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.L.5 Demonstrate
understanding of figurative language, word
relationships, and nuances in word meanings.
Performance: The students will be able to understand types of figurative language and
determine the meaning of words and phrases within a text.
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:
City Autumn
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.
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.
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.
Students with learning disabilities will be For Struggling Students, in the guided
given the appropriate accommodations. practice, they will be given a type of figurative
Students who wish to stand, sit on yoga language on a strip of paper with the type,
balls, or alternative chairs, will have the definition, and example. These will be used to
option to do so in order to help look through their poems.
concentration. Students who have
physical disabilities will be given priority Students who are struggling with finding and
seating to assessments on the board understanding figurative language prior to
and in an area where they will be able to independent practice will have the
hear and see or reach the information opportunity to meet with the teacher for more
being presented. guided practice and examples. If students are
still struggling with understanding figurative
language, then the teacher will teach them in
a small group.
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!