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Claflin University School of Education

EDUC 450: Professional Clinical Practice Reflective Lesson Plan Model Name: Nakita Manigault Date: April 10, 2013

PART I: PLANNING

Title of Lesson

Figurative Language: Personification and Hyperbole Is this lesson original idea? If not, from what source did I borrow this lesson? This lesson is my original idea.

Source

Subject Area (s) Grade Level Curriculum Standards

English Language Arts 4th Grade

Description and Background Information

4-1.4 Distinguish among devices of figurative language (including personification and hyperbole). Describe the lessons activities and content. - To begin the lesson, we will review narrators point of view (daily reading reinforcer). We will read (I read out loud, students follow along and read quietly to themselves) a PASS like passage. After I read the passage aloud, students will be given 3 minutes to re-read and identify the clues to help them eliminate incorrect answers and identify the correct answer. - After the daily reading reinforcer, we will review the devices of figurative language weve already learned. I will ask students to tell me what figurative language is, and the characteristics of the types of figurative language we have reviewed thus far (idiom, simile, and metaphor). - Next, we will begin the Power Point presentation on figurative language focusing on personification and hyperbole. During this time, students will read and review notes (printed slides from the presentation) and underline important details about the content. - During the presentation, I will guide the students through identifying the keywords used to identify the type of figurative language being used within a given text.

Next, Students will complete an independent practice activity on personification and hyperbole. Students will be given 15-20 minutes to complete the assignment and we will review the activity and it will be graded. Lastly, for closure we will review personification and hyperbole as a class. Students will complete an activity titled note card swap. Students will create two sentences (one for personification and one for hyperbole) and swap cards with their partners. Once cards are swapped, the person must correctly label each sentence. Students will be able distinguish among devices of figurative language (including personification and hyperbole). If the entire class does not understand the content of the lesson, I will re-plan the lesson to ensure that it is very descriptive and explicit and reteach it during the next lesson. If a small group of students does not understand the content being taught, I will hold a small group session during independent practice to reteach the skills students do not understand. Additionally, if students still do not comprehend the objectives taught during the lesson, I will keep these students in during recess and activity if necessary, to reteach the skills and give further instruction. If students are having difficulties due to lower reading levels, I will help them by reading passages, questions and answer choices so that they can better understand the text. Students who have already mastered the concept will create their own sentences for each of the types of figurative language covered during the lesson. If students complete the additional assignment early, they should study their notes while they wait for their classmates to complete their assignments. Students who are ELLs will be given extra time to carefully read passages and respond to questions. These students will also have the opportunity to sit independently with me and I will help these students read and re-read any passage, question or answer choice they have difficulty with to ensure comprehension. Figurative Language is a very important skill to learn and comprehend because most writers speak figuratively in their writing. Students should learn from this lesson, that

Lesson Objectives

What will students be able to do at the conclusion of this lesson?

How will I vary these objectives for students who do not understand the material?

Varying Objectives for Individuals Needs

How will I vary these objectives for students who have already mastered the concept?

How will I vary these objectives for students who are presently learning English?

Why is it important for the students to learn this content?

Statement of Purpose

sometimes, an author will say things, but do not mean them. If students comprehend figurative language, they will be able to read and decipher a sentence and determine its real meaning. Also, Figurative Language is an important skill that will be assessed on the PASS exam. Comprehension of these skills during the lesson will ensure mastery on the PASS.

Materials and Resources

What materials and supplies are needed to help your students achieve the stated objectives? What will the teacher need?

Anticipatory Set

Printouts of the slides for note taking Printouts of independent practice Index cards Printouts of homework Smart Board Laptop Students will only need sharpened pencils prior to the lesson All activities will be handed out as needed. No other resources will be needed. There will be no speakers for this lesson.

What will the students need?

What other resources are needed? Will you use resource speakers?

What will you do to motivate the students and get their attention? What is the hook that will serve as a focus for the lessons activities?

For this lesson, we will review figurative language. I previously taught a lesson on three types of figurative language; simile, metaphor, and idiom. This lesson is an extension of that lesson. I will have students stand up and face me (there are posters on one wall of the classroom with the types of figurative language and their definitions, so I will have students face away from the wall to determine whether they studied their notes) and I will ask them about the types of figurative language we have reviewed. Students will need to provide the characteristics and keywords for these devices.

Part II: IMPLEMENTATION


How will I find out what students already know about this topic?

Pre-assessment

During the anticipatory set, I ask students What is figurative language? What are the types of figurative language weve reviewed and their characteristics? Asking the students these two questions will help me to determine which students have studied their notes properly and who knows the characteristics of different devices of figurative language. During the lesson, I will read aloud passages and think

What will I do to show students what is expected?

Teacher Modeling or

Demonstration Guided Practice -

aloud how to find the keywords that help me know that the passage is using either personification or hyperbole.
What will we do together as they learn how to succeed at the new task?

Together we will read two PASS like passages and identify the keywords that help us to know that the passages are using either personification or hyperbole. Students should know that the keywords for personification is person, meaning giving a non-human object, human characteristics, and the keyword for hyperbole, is exaggeration meaning the truth in the passage is stretched. Together we will identify the non-human object and the human trait or the truth that is stretched. We will practice two sentences together and students will complete one sentence on their own identifying the non-human object and the human characteristics or the exaggeration. We will review the answers students chose and clarify incorrect answers as well. When reading a given passage, I will ask Can that literally happen? For example, one example said My uncles snore louder than a freight train. I will ask students: Have you heard a freight train before? How loud is it? Can a person really snore louder than a freight train? During the guided practice students must always prove their work. Students must identify clues and supporting details that help them pick an answer choice.

What questions will you ask to determine if students understand so far?

Checking for Understanding

What techniques or strategies will be used to determine if students understand so far?

After we practice together, students will pass their note sheets into me (they will be returned at the end of the class period) and we will review personification and hyperbole. Students can either give definitions stated in their notes or they can paraphrase the definition. Students must also provide keywords or examples. Students will have 10 PASS like questions to read and complete on their own. Each question requires students to read a passage and identify keywords to help determine the correct answer. While reading, students must circle or underline the keywords used. I will ask students, When reading literature; does the author always say exactly what they mean? Why do they use figurative language? What are the types of figurative language weve reviewed including what weve learned today? Students will also complete an activity called note card swap. Students will be given an index card and they will write two sentences, one for both hyperbole and

What will students do by themselves to show that they have internalized the knowledge?

Independent Practice

Closure

How will I conclude the lesson and relate it to future experiences? How will you wrap up the lesson to reinforce concepts taught during the lesson?

personification. Once students are done writing their sentences, they will swap with a neighbor. Once cards are swapped, the student will label each sentence correctly. This will help students to internalize the information learned during the lesson because they are writing their own sentences, and this will help me to determine who has learned the information. Students will complete an activity that has 10 PASS like multiple choice questions on figurative language. Students will be required to read passages and underline important details and parts of the question. Once students have chosen their answers, they must identify the keyword that tells whether the passage is using either personification or hyperbole. Students will also demonstrate what they have learned in this lesson in an upcoming assessment on Friday. First, students will be given homework to practice what we reviewed during the lesson. Students will be responsible for completing and turning in homework the next day. Figurative language, specifically personification and hyperbole is used every day. Students can study different poems, stories, and songs to determine what the author is saying. Students can also ask a family member about popular hyperboles used such as Im so hungry I can eat a horse, and try to figure out what each sentence means. Students can also draw a picture that coincides with a story or sentence using personification or hyperbole. I could collaborate with the Pulse Dance team from Claflin University, to put together a performance with students. Students will create pieces of work, stories, songs or poems, and they will work with a College Mentor to put their piece of work into dance. The College students would choreograph a dance to bring the students work to life. Students work would consist of figurative language devices, specifically including personification and hyperbole.

What will students do to demonstrate what they have learned?

Assessment (attach to lesson plan)

Extension Activities

What can students do at home or in the classroom to apply the knowledge or skills?

How could you use your colleagues or community agencies to improve student performance?

Technology

How will you use technology to assist students with learning the concepts? What technology will you use to enhance the delivery and comprehension of your content?

Technology will help present information to students in a very organized manner. Information is presented using Microsofts Power point software via laptop and Smart Board so that students can easily follow along without feeling confused. Presenting the contents of this lesson on the smart board also allows students who have trouble seeing smaller texts

see the information clearly on the smart board. Connection Across the Curriculum
How will you connect this lesson with other content areas across the curriculum?

Personification and hyperbole can be integrated with many different content areas. In Math, students can write a poem about their favorite equation in math, or write a poem about math being their favorite subject using. In Computer Lab, students can use the computer to look for different poems that use personification and hyperbole, and decipher them to see what they really mean. In Social Studies, students can write a story about famous historical figures such as Lewis and Clark. In music, students can listen to a piece of music, and write a poem using personification and hyperbole. In art, they can give the piece created in music class life by drawing a picture. In Physical education, students can write a poem about one of the games they play in class or about how beneficial it is to exercise and stay healthy. In English language arts, students can identify devices of figurative language when reading different passages in class.

PART III: REFLECTION


Describe the strengths of your instructional techniques, strategies and classroom management.

Strengths

I felt as though this lesson went very well. Following Ms. Kennedys flow of instruction, I ask questions during the lesson to assess whether students are paying attention and focusing, as well as comprehending what is being taught. Students responded to the questions, and if answers were incorrect I was able to redirect them or guide them to the correct answer. I was able to manage the classroom effectively and keep students on task. Most of the students actively participated and focused throughout the lesson. Students responded to questions asked during the lesson, and students also asked questions when they were confused allowing me to clarify the details given. During this lesson, I was able to fit everything into the time frame, and complete each activity; however I still need to work on managing the time spent on each component of my lesson. Most of my time is spent on the beginning of the lesson, leaving less time for the note taking session, independent practice. During this lesson, overall, the students paid close attention, and actively participated in the lesson. However, a few students, who are usually off task and require constant redirection, werent focused so I continuously reminded

Describe the strengths of student engagement.

Describe the weaknesses of your instructional techniques, strategies and classroom management.

Weaknesses

Describe the weaknesses of student engagement.

them to get focused and stay on task.


What would you change when teaching this lesson again?

Suggestions for Improvement

Overall, I would thoroughly plan each section of my lesson to spend an adequate amount of time on each part to ensure completion for myself and for my students. Also, I would try to find a way to keep off task students focused without taking time away from the lesson. Revised 1-2012

THE CLAFLIN IMPERATIVE PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY

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