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OTTAWA UNIVERSITY

TEACHER EDUCATION DEPARTMENT


LESSON PLAN OUTLINE
Level 1

Name: Kayla Pfeifer Grade Level: 10


Date: 10/27/2019 Approximate length of time: 20 minutes
School: Imagine Prep - Surprise Subject: English II

Title: Figurative Language Guided Worksheet


Unit Goal: Students will be able to determine the differences between the main forms of figurative
language through responding to examples.

STANDARD, BENCHMARK, INDICATOR(S):


9-10.L.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings. (Arizona’s English Language Arts Standards, 9th-10th Grade)

WHAT IS (ARE) THE LEARNING OBJECTIVE(S) FOR THIS LESSON?


The student will be able to complete the provided worksheet alongside their class. The student will be
able to differ between various forms of figurative language.

HOW WILL YOU ASSESS STUDENT LEARNING?


I would assess student learning at the end of the lesson by having students provide examples of each form
of figurative language to the class. I may instead have students work in groups during this time and have
each group provide an example on the board to the class of each form of figurative language.

WHAT MATERIALS, EQUIPMENT, AND RESOURCES ARE NECESSARY TO TEACH THIS


LESSON?
For this lesson, I would need a copy of the worksheet printed for every student. Students would need a
writing utensil as well. If I present a bell ringer for the students, then students would need a journal or
what they use to track their bell ringer assignments in.

I would need a PowerPoint presentation developed as well for when I present each type of figurative
language. I may want a chart on this PowerPoint to direct the definitions of each figurative language form
for students. I would need a projector as well in order to present this PowerPoint.

I would ask students questions such as: “What is figurative language used for?” or “What’s an example of
when you would use figurative language in your everyday conversations?”

WHAT ADAPTATIONS AND MODIFICATIONS WILL BE CONSIDERED?


Following my last practicum course, I would most like to focus on providing time for all my students to
comprehend information. I think that checking in on students frequently as I give a lesson would be
incredibly helpful as I may be teaching students with educational needs that not all the students will have.
By checking in, I can ensure that the entire class will be on the same page.

WHAT EVIDENCE-BASED INSTRUCTIONAL STRATEGIES WILL BE USED?


I would use technology integration in my lesson as I would present my lesson with visual examples by
projecting the lesson. I would also use a group-integrated lesson toward the end where I have
students work collaboratively to identify forms of figurative language.

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WHAT QUESTIONS NEED TO BE CONSIDERED DURING THE LESSON?
Can all students keep up with how I am pacing this lesson? Do students have previous knowledge of
figurative language from other classes? How will I be able to help students identify the beginning of class
to the point of lesson time?

From here on, write as if you are talking to the children/students.

FOCUSING EVENT (BASED ON THE PRE-REQUISITE SKILLS AND/OR KNOWLEDGE)


First, I will identify the main forms of figurative language and provide some examples to you all.
Some of these may be familiar, but for others, this may be all new information. Can any of you
name any forms of figurative language right off?

PURPOSE (THE “WHY” OF THE LESSON)


(This is where I will present the material.) Figurative language is important in our speech because it
provides exaggeration to the point we are trying to make and helps others relate to our claims.

DELIVERY OF INFORMATION
(This is where I will implement direct instruction into the lesson. Students will be shown slide-by-slide
the different forms of figurative language which we are covering. At the end, I will reveal a chart which
shows them quick reminders of each form of figurative language.

MODELING/DEMONSTRATION/SKILL CUES
(This is where I will provide the chart and demonstrate some examples of each form of figurative
language.)

GUIDED PRACTICE
As groups, you will create one example of each form of figurative language. Be prepared to share these
examples with the class.

INDEPENDENT PRACTICE/EXTENSIONS AND REFINEMENTS


(This is where students complete the guided practice. I will circle the room to provide feedback to
students and answer their questions.)

CLOSURE/WRAP-UP (ENDING THE LESSON)


Let’s read through what examples we’ve come up with in our groups (listed on the board). (This is where
I may use the questions listed in my materials).

REVIEW, EVALUATE, AND REFLECT


I think that my greatest strength within this lesson is the allotted time I’ve given myself to check up on
the students. I found that within my previous lessons, my greatest struggle was with pacing myself, as I
tend to work through some lessons quickly. I think that this lesson provides many opportunities for me to
stretch out time as I may need to and to ensure that everyone can keep up with where I am at.

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