Names: ​Maddy Faga Date:​ November 9, 2016 Subjects:​ Language Arts

School:​ Nashua - Plainfield ​ th

Grade Level: 6 Students:​ 22

Cooperating Teacher: Mrs. Duhrkopf

Lesson Title: Figurative Language - Groups

Standard: Iowa Core ​ ommunicate and work productively with others,

21.6–8.ES.1 C
considering different perspectives, and cultural views to increase
the quality of work​.

Standard: Iowa Core L.6.5 ​Demonstrate understanding of figurative language, word

relationships, and nuances in word meanings.

Objectives: (cognitive) After a lesson on figurative language, 6th grade students will be
able to demonstrate their knowledge of figurative language and
how it is used in various contexts on a 10 point quiz with 80%
accuracy.

(affective) After a lesson on figurative language, 6th grade students will be

able to use figurative language more effectively when writing, and
speaking, as well as understand it better when reading it in text.

(psychomotor) After 6th grade students are broken up into groups, they will be
able to successfully work in their groups to identify one of the 7
types of figurative language. They will then report their findings
back to the class, by putting their information on a poster and
sharing with the group. The information on their posters will be
100% accurate.

Materials & Supplies LISTED:

➢ Markers (drawing on posters)
➢ Poster Board (making posters to present with the class)
➢ Figurative Language Anchor Chart (Provide definitions of the types of figurative
language)
➢ Computers (if needed to look up examples)

Prerequisite Skills:
➢ Before the lesson begins, students must have basic knowledge of vocabulary and have
basic word recognition skills.
Anticipatory Set:
➢ Explain to students that they will be learning about a fun type of language that we often
use in everyday communication, figurative language. Students will be allowed to work
together to create a poster together that they will share with the class. Start by showing
students the anchor chart with you definitions of figurative language on them. Also show
students of an example of what you want the posters to look like. (I did a poster over
alliteration and will share it with students beforehand)

Modeling/ ​Explanation​ ​(I can)​: ( 5 minutes)

➢ Pretest: ​Teacher will give students a 10 point pre test on figurative language before
discussion starts.
➢ Teacher Action: ​Teacher will introduce the topic to the students, ask the students the
following questions:
○ Does anyone know what figurative language is?
○ Can anyone give me an example of figurative language?
○ Why is figurative language important to us?
Once students have answered the questions, the teacher will move into telling students
about the activity. Tell students that you will be breaking them up into groups of 3 - 4
students. Groups will be decided by numbering students off randomly into groups of 4.
Since this is such a short group assignment, I will not be too worried about pairing
students up based off who they will work best with. Each group will be assigned a
different type of figurative language to explore (all are listed on the anchor chart.)
➢ Student Action:​ Students will share any previous knowledge about figurative language
before moving into the activity portion of the lesson.

Guided Practice/ ​Engagement​ & ​Exploration​ (We can)​: (10 minutes)

➢ Students will be using the guided inquiry approach during this activity. Students will be
broken up into the following groups:
○ Simile
○ Metaphor
○ Idiom
○ Onomatopoeia
○ Personification
○ Hyperbole
➢ Students will need to find the following when working in their groups
○ Type
○ Definition (will be provided)
○ Written examples. (2-3)
○ A picture or visual of their example
○ Act out one of their examples (if they want to)
 ➢ While students are working in their groups look for the following:
○ Are students working together well?
○ Does their example match what their figurative language type is?
➢ Ask the following questions:
○ Who is working on what?
○ What is your example and why?
➢ Allowing students to create a poster as a group will hit on many different categories in
Garner's 8 multiple intelligences. Visual learners, interpersonal learners, linguistic
learners, and kinesthetic learners.

Independent Practice/ ​Elaboration​ ​(You can)​: (10 minutes)

➢ Once students have completed their poster, they will prepare to share their examples
with the rest of the class. Students will have 1 - 2 minutes to share their findings with the
class. Once students are done sharing with the class they will

Closure:
➢ Discuss what they learned. Go over the definitions one more time before the post test
and answer any questions that students have.
➢ If students finish early, they will be allowed to make their poster look more visually
appealing since it will be hung up in the classroom. Students can also make their skit at
this time if they want to perform something in front of the class.
➢ Tell students that in the next week they will be learning more about figurative language
from their teacher.

Assessment/ ​Evaluation: ​(5 minutes)

➢ P​ ost test: ​Students will be given a 10 point quiz once everyone has discussed their
type of figurative language with the class. Students will be expected to score 80% or
higher on the quiz. They will also be assessed during the activity on whether or not they
can work well with others.

Modification/ Differentiation:
➢ Since there are many struggling readers in the class I will read the options out loud on
the quiz so that my results are more based off the content, and not whether or not
students can read well. Each question will be read slowly so that all students can keep
up with the quiz.
Name: __________

True or False

____ Figurative language is language that means exactly what it says.

____ Figurative language is used in everyday communication.
____ An example of an Onomatopoeia is “BOOM!”
____ An example of a simile is, “It’s raining cats and dogs.”
____ There are many different types of figurative language.

Match the type of figurative language with its definition. Not every type will have a match.

____ a sound word A. Simile

____ uses the words like or as to compare two things B. Metaphor

____ an exaggeration C. Idiom

____ compares two things by saying one is the other D. Personification

____ giving human qualities to objects or things E. Hyperbole

_____ mean something different than what they say F. Alliteration

G.Onomatopoeia
KEY

True or False

​F​ ​Figurative language is language that means exactly what it says.

​T​ ​Figurative language is used in everyday communication.
​T​ ​ An example of an Onomatopoeia is “BOOM!”
​F​ ​ An example of a simile is, “It’s raining cats and dogs.”
​T​ ​There are many different types of figurative language.

Match the type of figurative language with its definition.

G. ____ a sound word A. Simile

A ____ uses the words like or as to compare two things B. Metaphor

E ____ an exaggeration C. Idiom

B ____ compares two things by saying one is the other D. Personification

D ____ giving human qualities to objects or things E. Hyperbole

C _____ mean something different than what they say F. Alliteration

G.Onomatopoeia
Data Analysis
(result are based on how Pretest Results: Posttest Results:
many were correct out of 11)

Mean 5.55 10.2

Median 6 11

Mode 7 11

Range 6 6

Standard Deviation 1.84 1.52

The Data Analysis of the assessment piece of the figurative language lesson shows that
students overall scores increased from an average score of 50% to an average score of 92%.
After looking at the data, we see that it’s obvious that students learned enough about figurative
language to do well on the posttest. The most common score was 11, and many students
received 100% on the posttest. We see an increase in scores, however there is still the same
range, showing that students that are struggling are most likely still struggling. The standard
deviation also shows us the amount of gap between students, which is lower after the posttest.
The median is about half (of 11) on the pretest, but is 11 (100%) on the posttest showing that
the majority of students scored 100% or higher. The most common score before the lesson was
7/11, and after the most common score was 11/11.

Reflection
Overall, I felt the lesson went very well. In the classroom, I have very well behaved
students who are excited to learn. Their teacher mostly uses direct instruction in the classroom,
so the students were very willing to participate in a hands on, collaborative assignment. After
looking at the data analysis, it is easy to tell that learning occurred for students. I think that
learning occurred during the lesson because the students were all engaged, and were excited to
present their own material to the class. The students were all in control of their own learning and
therefore were able to remember it better for the post test. Many students gave real life
examples, and some even acted out their examples in front of the class. I think this was very
beneficial for the students who were just learning the new material from their peers. Overall I
thought the lesson went well, however next time I would assign specific parts to certain group
members so that everyone put something on the poster. I felt that all students were engaged,
but not all put their own personal touch on the poster.

Areas for Improvement

One area I would improve on was allowing more time for the lesson plan. I only allotted a
half and hour for the lesson, but it took more time than that. The lesson was actually split up
between two class periods because it took longer than necessary. My teacher was very
understanding however, and was actually excited about how engaged the kids were (which is
why it took longer than expected.) On the first day the pretest was given, the lesson was
introduced, and the students started working on their posters. Students were then instructed by
myself and their teacher to finish their posters in their free time before the next lesson. When we
met a second time all posters were completed. Students gathered for 5 minutes to discuss how
they would present their information and then they shared it with the class. This worked well,
however I wish I could have given my teacher a heads up. Being able to judge the amount of
time something will take students, is an important thing for teachers to be able to do.This is
something I hope to improve on. Because of this small problem, everyone involved had to be
flexible, which wasn’t an issue at all!

Student Development
When writing the lesson plan I actually wrote an objective for ​cognitive​ (intellectual),
​ sychomotor​ (physical) domains. When looking at the
affective​ (social/emotional), and p
cognitive ​objective, 6th grade students will be able to demonstrate their knowledge of figurative
language and how it is used in various contexts, I think that we see Gardner’s theory of multiple
intelligences at work. Like stated in the lesson plan, we can see that many of the multiple
intelligences were pinpointed in this lesson. This allows all students to intellectually understand
the concept of figurative language in a way that works best for them. Next was the a ​ ffective
objective, or the social/emotional objective which said, 6th grade students will be able to use
figurative language more effectively when writing, and speaking, as well as understand it better
when reading it in text. We want students to make an emotional connection to what we are
teaching them so that they can better understand it. The humanistic view of psychology shows
us that emotions do play a role in learning, which will be discussed by students when they are
coming up with their own examples for the posters. Lastly, the p ​ sychomotor​ (physical)
objective says that students will be up moving and working together, and eventually presenting
their knowledge to others. The theory, the cone of learning, shows that if you teach the material
to someone else, you will learn the material best. The active engagement of teaching a class
about something you know, can only benefit your classroom!
Student Scores

Student Pretest Posttest

A 2 11

B 4 11

C 3 11

D 5 11

E 4 11

F 4 11

G 3 9

H 5 11

I 7 11

J 7 11

K 6 10

L 6 6

M 6 9

N 7 11

O 8 9

P 8 11

Q 7 11