ED 321 LESSON PLAN (videotaped)

Outcomes:

(WI Teacher Standards #1, 2)

State or district standard: CCSS: RL.7.4 Determine the meaning of words and phrases as they are used
in a text, including figurative and connotative meanings; analyze the impact of rhymes and other
repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or
drama.

Instructional objective(s): Students will create meaningful visuals (on types of figurative language) in
groups to present to their peers in order to strengthen their ability to work with and identify figurative
language.

Assessment:

(WI Teacher Standard #8)

How will you determine if the lesson objective was met?

Students will collaborate to create meaningful visuals of their assigned figurative language
Students will follow criteria while creating and presenting their visuals (listed in powerpoint)

Materials Needed:

(WI Teacher Standard #3)

List all of the materials you will need to teach this lesson. Include those you designed.

Poster paper

Markers

Powerpoint of introductory information and criteria for creating visuals

Total time needed: 40 minutes

Procedures:
Procedures:

(WI Teacher Standard #7)

Introduction: (3 minutes) Have students create name tents and have their figurative language charts
out before the lesson begins.
Go over lesson target and agenda
Steps for instruction: (5 minutes) Continue through slides as a whole group
Model (10 minutes) how to create a visual of figurative language. Use simile.
First I am going to record simile large on the top of my paper. I start to think about what a simile is
again. I can look back at my chart as a reminder. Read definition out loud.
Next I have to think about a logical visual that clearly represents what a simile is. One saying that

comes to mind is busy as a bee. This clearly compares two unlike things and uses the word as. Draw
in the rest of my picture.
Ask students if they have any other ideas for a visual that comes to mind?
Go to criteria slide go over criteria listed and use the simile visual as an example. Clarify any
questions. (4 minutes)
Have students form groups of 4 to 5; once they have their group together and are situated in their desks
have them give a thumbs up. As the groups are ready give them paper and markers and assign their
figurative language to work with. (simile, hyperbole, personification, metaphor, imagery)
Monitor students collaboration process, provide guidance when needed. (12 minutes)
Have students present their visuals. (8 minutes)

Strategies for students requiring additional assistance: (WI Teacher Standard # 3)

How will you meet the needs of those students who understand and finish early?
Encourage the group to add to their visual and double check that they have met the criteria listed.
How will you meet the needs of those who have difficulty understanding the material?
Model how to refer back to the figurative language chart to aid in generating a brainstorm discussion
in the group.

Closure: Reinforce that creating visuals is a great strategy to use to enhance our understanding of
different types of figurative language.
Name: Alyssa Toetz

Content Area: English

Date: 22 Apr. 2015

Grade Level: 7th grade