EDES 362 Unit Plan: The Treasure of Lemon Brown

Lesson 1
Designer(s): Alyssa Goheen, Tracy Knecht
Subject: ELA
Grade:7
Logistics:
Curriculum
outcome:
(copy directly from
Program of Studies)
Indicate strand,
number, etc.

4.1 Enhance and Improve: Students will listen, speak, read, write,
view and represent to enhance the clarity and artistry of
communication.
Specific Learning Outcome: Expand knowledge of language.

Identify and explain figurative and metaphorical use of

language in context.

Lesson
objective(s):

Students will be able to identify the use of figurative language in text,

indicate the method in which imagery is being communicated, and
demonstrate their understanding of this concept by creating their own
imagery surrounding themselves.

Context:
(1-2 sentences of
where this lesson
fits into the unit)

The short story unit, The Treasure of Lemon Brown, will occur just prior
to Christmas vacation to enhance the storys universal theme of finding
value in significance and sentiment versus material worth.This lesson
will occur on the first day of the unit to reinforce the rich imagery
evident throughout the remainder of the reading, as well as augment
student curiosity and interest in the story.

Resources:

Students
The Treasure of Lemon Brown by Walter Dean Myers
(individual copies for students and teacher)

Treasure chest sheets

Smartboard/computer

Bingo cards/bingo chips

Harlem illustration by Christopher Myers

http://www.emsisd.com/cms/lib/TX21000
533/Centricity/Domain/1719/u2_treasure_lemon_se.pdf

Computers/internet

Paper

Pens

Crayons/pencil crayons/markers

Considerations:
Learning styles &
Multiple
intelligences:

Auditory

Listening to teacher read short story

Visual-Spatial

Drawing your treasures, viewing words with definitions on

whiteboard, reading along with the story, harlem illustration,
creating/selecting an image that correlates to your use of imagery
Verbal-Linguistic

Vocabulary bingo, writing examples of imagery on

EDES 362 Unit Plan: The Treasure of Lemon Brown

Lesson 1
Designer(s): Alyssa Goheen, Tracy Knecht
looseleaf, creating personal imagery
Intrapersonal

Reflecting on your treasures, creating personal imagery

Interpersonal

listening and reading along with the story, group

discussion
Naturalist

imagery
Mathematical-Logical

Vocabulary bingo
Use of technology:

Smartboard

Vocabulary game

To find image that corresponds to personal imagery

Computers
Engaging
instruction:
Tate / CL /
Assessment:

Vocabulary bingo
Partner work in identifying figurative language

Students will submit their personal imagery as an exit pass before the
end of the lesson. This will be used as a form of formative assessment to
check for student understanding of the concept of imagery.

Introduction

Notes
Reminders
Timeline
(50 min lesson)

1.
Hand out sheets of paper with an image of an empty treasure
chest for every student. Have students individually draw their three
most valuable treasures inside the treasure chest - this can be anything
that you consider to be your most treasured items!

NOTE: Remind students that they only have 5

minutes to complete this task. Drawings do not have to be
detailed! This activity is designed to stimulate thought rather
than product.
2.
Introduce short story and background of the author, storyline,
etc.

5 min

2 min

Activities
1.

Introduce new vocabulary through a game of Vocabulary Bingo:

All new words with their definitions will be up on

the smartboard

Students will receive a blank BINGO card on

which they will randomly fill in the squares with the new

10 min

EDES 362 Unit Plan: The Treasure of Lemon Brown

Lesson 1
Designer(s): Alyssa Goheen, Tracy Knecht
vocabulary words presented on Smartboard.

This will allow students to read the

word alongside the definition and have practice
writing/recognizing the new words.

*see example*

The teacher will call out the definition and/or

describing words and players will identify the word being
described based on the definition given. When the word has
been identified, players will find it on their card and cover the
square with a bingo chip. If the players are not familiar with the
definition, they are able to find the definition on the Smartboard
and match it with the word.

The first player(s) to cover a line of 5 wins the

first round. The first player(s) to cover an L wins the second
round. The first player(s) to cover an X wins the third round.

This will ensure that all vocabulary 7 min

is covered at least once throughout the game
2.
Read aloud pages 1-3 of the short story and have students read 5 min
along with their own individual copies.
3.
Show illustration of Harlem (collaged by Christopher Myers Walter Dean Myers son).

Explain to students that this picture is the setting

of the story. Is this the image the students pictured when they
read the words the author used to describe the setting? How did
the author portray that?

Utilizing the image of Harlem, explain how author

employs figurative language to paint a picture in the readers
mind.

Imagery; metaphors, similes,

personification, descriptive language

Review definitions and show

examples from sources outside of the story
5 min

ie) the stars

danced playfully in the moonlit sky
(personification)
4.
With their shoulder partners (pre-determined in quad-desk
seating arrangement), have students go over the first 3 pages to select
examples of figurative language used to create imagery and identify
which method the author is using to communicate that image
(metaphors, similes, etc). Students will write these examples down on
looseleaf paper for their own notes/reference.

Provide low-achievers with pre-selected

examples to save time.

Have a few students share their examples with

the class.

EDES 362 Unit Plan: The Treasure of Lemon Brown

Lesson 1
Designer(s): Alyssa Goheen, Tracy Knecht

Conclusion
1.
Individually, have students create imagery that could be used to
describe themselves. Students will write a sentence using figurative
language to create this imagery, indicate the technique used to convey
this image (simile, personification, etc), then either draw an image or
choose a pre-existing image (from the internet) to provide a visual that
corresponds with their sentence. Student work will then be submitted to
the teacher as an exit pass where the teacher will use it as formative
assessment to check for understanding.

Imagery could be regarding mood, appearance,

personality, background, etc.

Low-achievers use one technique. Image can be

provided in advance.

High-achievers use multiple techniques to create

the same image.

Provide students with exemplar

*see example*

15 min