Student Teaching Lesson Plan Template/SPED

Learning Goal: Students will identify figurative language

Subject: Reading (Figurative Language)
within poetry.
Essential Standard/Common Core:
RL 5.4 - Determine the meaning of words and phrases as Date submitted: 3/11/18
they are used in a text, including figurative language, such as
metaphors and similes. Date taught: 3/14/18

Daily Lesson Academic Objective: Students will identify the definition and examples of figurative
language within poetry in small groups and answer 3 out of 4 questions correctly for one class period.

21st Century Skills:

Collaboration  Students are having to collaborate both in the guided practice and independent practice
when having to work together without talking to find their groups and to explain what the author’s intent
is with the poetry task cards.
Critical Thinking  In the independent practice activity, students are having to think beyond what is put
in front of them and having to analyze what the author’s intent or purpose was when using that specific
piece of figurative language.

Rationale/Purpose of the Lesson: The purpose of this lesson is to teach student’s the types of figurative
language and how to identify and apply it within poetry and other literature.
Prerequisites/necessary Prior Knowledge to review or support:
- Basic knowledge on poetry
- Familiar with some of the terms of figurative language
- Students most likely know examples of figurative language without knowing the name
Academic Language/Communication plans:
What content terms do students need to use or understand?
- Figurative language, simile, metaphor, personification, onomatopoeia, hyperbole, alliteration
How will students use language/communication within lesson?
- Expressive language & collaboration within groups
How will teacher support students?
- Provide multiple examples, time for students to ask questions, active student participation

Activity Description of Activities and Setting Time

Teacher goes over a short review of what poetry is and asks 5 min
students what they already know about poetry. Teacher can briefly
mention different types of poetry such as limericks, haikus, sonnets,
free verse, etc. Make the connection between music lyrics and
poetry and how artists create these meaningful words in order to
convey meaning about social issues, personal feelings, politics, etc.
1. Focus and Review
Social Issues discussed:
Homelessness
Poverty
Divorce
Death
Gender inequality

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 Teacher says, “Raise your hand if you have ever heard someone 1 min
say or have said yourself ‘I have a million things to do!’ *Allow
students to respond* What about the phrase ‘That baby is cute
as a button.” *Allow students to respond* These types of sayings
or phrases are called figurative language. Figurative language
are words or expressions with meaning that are different than
2. Statement of
the literal meaning. They are used in the way we speak, write,
Objective for Student
and read. Today we will be discussing 6 different types of
figurative language, some you may already be familiar with,
and some that you don’t know yet. We’ll be specifically looking
at figurative language in poetry and have some activities and
examples that will support your understanding of these
terms.”
Teacher will have students open their Chromebooks and go to the 10-15
website: nearpod.com/student and fill in the class code: UMVDL to min
join the class.

The teacher will go through each slide with definitions and

examples. After each type of figurative language discussed, there
3. Teacher Input will be some type of quick assessment to see if students are
understanding what is being taught. There are open ended
questions where students have to write their own example,
multiple choice questions to pick appropriate sentences, and fill in
the blank. The teacher can see who has answered and what they
have answered to give immediate feedback on students’
understanding of the topic.
10-15
Two anchor charts will be hung up at the front of the classroom, min
divided into 3 sections. Each section will have one piece of
figurative language named at the top. Each student will be given a
piece of figurative language, either a definition or example. Their
job is to get into groups based on what their piece of figurative
language is WITHOUT talking. Groups will signal with a thumbs up
4. Guided Practice
if they believe their group is complete. Once all groups have a
thumbs up, they will share their definitions and examples and then
put them in the appropriate spot on the anchor chart.

*HINT: Each piece of figurative language has 1 definition and 3

examples*

10 min
Students will be divided up into groups into 6 groups. Each group
will be handed a set of poetry task cards (1 for each member).
Students will have to read their task card, answer which type of
figurative language it is by circling it with a dry erase marker and
5. Independent Practice
sharing their answer with the group. After each group member has
shared, pick one card to explain what the author was trying to
convey through the figurative language. They should be prepared to
share with the class.

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 Students will be informally assessed by the guided practice activity and the
6. Assessment Methods
independent practice group activity. Teacher will have a checklist of things to
of all objectives/skills:
observe while walking around to each group.

Teacher wraps up the lesson by going over the questions and 1 min
answers to the poetry task card activity.
Teacher says, “Remember that figurative language isn’t just
applicable to poetry, but also in literature, both fiction and
nonfiction. You will use this in the way you speak and write
continuing past high school and throughout your life. Most of
7. Closure
you probably already used some of these phrases in regular
speech or have heard them from your parents/grandparents
without realizing that it was figurative language. Try to think
about phrases that you hear people say a lot and see if you can
identify it as a type of figurative language; be more aware.”

8. Assessment Results
of all objectives/skills:

Materials/Technology: Plan for Individual Differences/UDL

Chromebooks Provide multiple means for engagement and
Poetry task cards representation: NearPod website with student
Anchor chart interaction, group activity with poetry task cards,
Figurative Language cards independent/group activity with anchor chart.
Checklist
Dry erase markers For students who need a challenge: have them explain
more than 1 card for author’s intent/purpose.
Plans for relating to personal, cultural and community relevance, self-determination, generalization,
and/or maintenance: Students are able to relate personally to this lesson plan because they are
answering their own questions based on what they have learned about figurative language. They are
given the opportunity to come up with their own examples based on prior knowledge and explicit
modeling instruction. Students can also practice maintenance as they continue to use these terms and
knowledge throughout their poetry unit and literature continuing through middle and high school.

Reflection on lesson (What worked- what didn’t; adjustments needed to this plan; adjustments to
future instruction; justification for changes [research]):

CT signature: ________________________ Date: __________ US signature: ____________________________Date: __________

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