University of Arkansas Fort Smith School of Education Lesson Plan Format

Unit Title: What does The Fault in Our Stars really say?
Lesson Title:
Figurative Language Examples
from Text
Subject Area: English
Duration of Lesson: 50 minutes (2-3days)
2014
Name: Victoria Wiley

Grade Level: 10th

Date(s): November 30,
SOE Course: ENGL 3203

I. Standards and Objectives:

CCSS.ELA-LITERACY.L.9-10.5 Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
At the conclusion of this lesson students will be able to identify figurative language
in the text The Fault in Our Stars and give examples.
Students will be able differentiate whether an example is right or wrong when given
figurative language examples.
II. Assessment
Pre-assessment
Students will be marking points in the novel where they think it is figurative
language and we will use their findings in this lesson. The students using their own
evidence to support their claims of why it is that certain figurative language. The final assessment will be to pick the students own example in the text that was
not listed and break it down and identify it as a certain type of figurative language
and justify it.
We would have any discussion the students wanted to have over The Fault in Our
Stars
III. Planning:
Planning this lesson I will make handouts that the students will use to identify what
type of figurative language that the given example is. I will need one for each
student in the class. I will have the students work alone in the beginning of each
handout and at the end have them think-pair-share with one to two people around
them. There will be three handouts: one with examples from the text which they will
identify on their own of what it is, the second one is similes versus metaphors, and
the third handout is literal versus figurative meanings. I will plan with other
examples ready other than just from The Fault in Our Stars. Think-Pair-Share will aid

in giving the students discussion opportunities but also saving time for more
learning.
IV. Engaging the learner:
Once class begins I will have the students write down ten unique items that they
think nobody else will have. When their lists are complete they will pass around
their lists and each person will pick a random item off of someone elses list to
match up to their own; trying to make them into similes or metaphors. This is a fun
way to get the students thinking creatively about constructing their own figurative
language and how it works.

V. Methods, Activities, and Resources:

The methods that will be used in this lesson are that I will keep the students
individual most of the time while they work so that I can assess their individual
progress on the figurative language and finding and understanding it in the novel.
They will work in think-pair-share groups of two to three students that are near
them. The classroom will be set up to where there will be diverse ability grouping. I
will walk around the room to assess the students progress that way I can help those
with IEP and 504. I will also periodically ask what questions they have and if there
is anything they are confused about. This lesson will be 40 minutes long. It may last
more than two days and that is a good span to be able to fit the three handouts in.
The students will start with a short discussion with me over the metaphor with the
cigarette that Augustus always has with him and how powerful that metaphor is. I
will ask the students if they have found any examples in the text where figurative
language was easily seen. We will watch the Metaphor Man and Simile Girl video.
From there the students will be introduced to their handouts for discussing the
evidence from the novel. They will then share with a partner what they have found
using the evident given. The students will turn in their individual papers once they
have each completed them.
Resources: YouTube, marker board, handouts, pencil, paper, the novel.

VI. Potential Adaptations

Problems with this lesson could be if I had some students who were not fluent
English speakers to have subtitles on the video so that way they get the same
information from the video as do the other students.

VII. Collaboration:
In this lesson I could collaborate with other English teachers and get their feedback
on the video I am showing and ask if they have helpful handout or ways to teach
similes