Lendon, T

Grade Level/Subject: 5th Read

Central Focus: Review Literary Elements in Poetry

Essential Standard/Common Core bjective: CCSS!EL"# L$%ER"C&!RL!5!' (ate submitted: ././//' (etermine the meanin) o* words and +hrases as they are used in a (ate tau)ht: .//0//' te,t- includin) *i)urative lan)ua)e such as meta+hors and similes! (aily Lesson bjective: %his is a review lesson that will allow students to demonstrate a *ull understandin) o* terms: simile- meta+hor- onomato+oeia- hy+erbole- and alliteration! Students will learn to use these elements in their own writin)! 1/st Century S2ills: Communication and"cademic Lan)ua)e (emand 3Lan)ua)e Function and collaboration are used when students 4ocabulary5: wor2 with )rou+s to com+lete the activity and use *i)urative lan)ua)e in "naly6e is im+lemented as students listen to the e,am+les and their own writin)! Creativity and tell the *i)urative lan)ua)e used! $t is also used when the class innovation is +racticed in this lesson analy6es the +oem *or use o* *i)urative lan)ua)e! when students are wor2in) to write *i)urative statements about the +re# $nter+ret is used when students tell what the *i)urative lan)ua)e chosen +icture! Li*e and career s2ills means and what their +eers7 +oem is sayin)! were im+lemented in the inde+endent +ractice! Students are writin) their own Com+are is used when students develo+ their own similes and +oems- mana)in) time- wor2in) meta+hors! inde+endently- and e,+andin) their writin)!

Prior 8nowled)e: Simile- 9eta+hor- nomato+oeia- :y+erbole- "lliteration- Personi*ication- PoemStan6a Activity /! Focus and Review 1! Statement o* bjective *or Student Description of Activities and Setting (oes anyone remember what we were wor2in) on last wee2; &eswe were wor2in) on *i)urative literary elements in +oetry! %oday we will do a cou+le o* activities to review these elements! <y the end o* this lesson you will be able to use these elements in your own writin)! Time 1 min

1 min

Lendon, T

(e*ine: Simile- 9eta+hor- nomato+oeia- :y+erbole- "lliteration 3(o not tell the students what the e,am+le is! "*ter de*inin) all o* the terms )ive the e,am+les and have the students tell you the *i)urative lan)ua)e term bein) used!5 Simile# a com+arison usin) =li2e> or =as> e,: :e was as cute as a 2itten! =?ho can )ive me an e,am+le o* their own;> 9eta+hor# a com+arison that directly states one thin) *or another e,: She is a +i)! =?ho can )ive me an e,am+le o* their own;> nomato+oeia# words that re+resent a noise e,: ban)- swish- meow- boom =?ho can )ive me an e,am+le o* their own;> :y+erbole# an e,a))eration or overstatement e,: $m so hun)ry $ could eat a cow@ =?ho can )ive me an e,am+le o* their own;> "lliteration#the re+etition o* the same sounds or similar sounds at the be)innin) o* the words e,: Larry li2es lea+in) li6ards =?ho can )ive me an e,am+le o* their own;> Personi*ication# a++lyin) human characteristics to nonhuman thin)s or animals e,: %he s2y be)an to cry! =?ho can )ive me an e,am+le o* their own;>

.! %eacher $n+ut

/A min

Lendon, T

Each table o* '#5 students are )iven a construction +oster that is already divided into ' +arts each containin) a +icture that has been cut and +asted *rom a ma)a6ine! For each +icture the student will write a statement or word that demonstrates a literary element that relates to it! Students can not re+eat elements- they should demonstrate *our o* the si, )one over: Simile- 9eta+hor- nomato+oeia- :y+erbole- "lliterationPersoni*ication e,:

'! Guided Practice

$ would label the bloc2 with this +icture S$9$LE and write a simile that relates to the +icture! $n this case the +icture is o* two )old rin)s! 9y simile would beB =Everythin) was as )ood as )old!> e,:

/5min

"lliteration From the )round the )reen )rass )rows!

Lendon, T

Students will write their own +oem usin) ' o* the C elements learned! $ will )o over the +oem $ have wrote as an e,am+le and )uide students to *ind and identi*y the elements used in the +oem! Let students 2now that this a +oem $ wrote so it is +ossible and does not have to be +er*ect! :ave *un with writin)@ Summer (ays o* Fun " hot summer day o* *un " s2i+- a ho+- a jum+- and run $7ll *ly my 2ite as hi)h as the s2y $7ll chase the sin)in) truc2 with ice cream to buy $7ll )o to the beach and s+lash around $7ll )o to the baseball )ame in the center o* town <an) )oes the bat hittin) the ball $7ll )o sho+ *or shirt- shorts- and shoes at the mall %he shoes call my name to try them on Leavin) the mall with with my money all )one $ love summer days o* *un with *riends $ wish summer would never end 5! $nde+endent Practice 1A min

:ave students *ind these e,am+les and e,+lain why! Simile: =$7ll *ly my 2ite as hi)h as the s2y> Personi*ication: =$7ll chase the sin)in) truc2 with ice cream to buy> =%he shoes call my name to try them on> nomato+oeia: =<an) )oes the bat hittin) the ball> "lliteration: =$7ll )o sho+ *or shirt- shorts- and shoes at the mall>

Lendon, T

Students will be assessed on their )uided +ractice and inde+endent +ractice! C! "ssessment 9ethods full understanding of the figurative elements used. %hose who o* accurately demonstrate at least . o* the ' element show mastery! %hose who do all objectives/s2ills: not may need e,tra +ractice or a re#teach o* the lesson! For closure students will be as2ed to volunteer to share their +oem 3author7s chair5 and +eers will su++ort them by identi*yin) any use o* simile- meta+hor- alliteration- hy+erbole- +ersoni*ication- or onomato+oeia- that they may hear in the +oem!

Students who correctly apply use of figurative language show a

D! Closure

/A min

All of the student did very well. I was pleasantly surprised with their results. I had anticipated this lesson being a little difficult for E! "ssessment Results o* them but, they seemed to excel. They gave great examples of all objectives/s2ills: each term, applied them, and used them correctly in their own poems.
%ar)eted Students Student/Small Grou+ 9odi*ications/"ccommodations: 9odi*ications/"ccommodations: %ar)eted Students have been strate)ically )rou+ed into tables that students who demonstrated di**iculty with the have students with di**erent levels at one table! %his terms will be e,+ected wor2 solely with simile wor2s *or this +articular class because this class does a and meta+hor rather than all si, terms! %hey will lot o* hands on activities! %his allows the tar)eted write 1 similes and 1 meta+hors *or the )rou+ students to )et hel+ *rom teachers and +eers! activity and use simile and meta+hor in their +oem! 9aterials/%echnolo)y: Pre#made +ostersB construction +a+er- Shared readin) noteboo2 +a+er- mar2ers)lue stic2s- old ma)a6ines Re*erences:htt+://www!corestandards!or)/EL"#Literacy/RL/5/ Re*lection on lesson: $ was e,tremely +leased with how well the students did with both activities! %hey )ave )reat e,am+les which $ had antici+ated to be di**icult *or them! %hey com+letely +roved me wron)! %hey used and a++lied all o* the o* *i)urative lan)ua)e terms discussed in their writin)! %he students were rece+tive to me which made me *eel more com*ortable! $ was nervous but- it was a )reat e,+erience! %his was my overall *avorite lesson that $ tau)ht! $t wor2ed out well and the students had *un with the activities! %his )ave me an idea o* what teachin) *eels li2e and $ was ha++y to have had this e,+erience! %he timin) wor2ed out well but- in the *uture $ have learned that $ should be more aware o* the time! $ also want to become more com*ortable with navi)atin) around the room when teachin) rather than standin) in one s+ot! $t was )reat to )et *eedbac2 *rom e,+erienced teachers! Gettin) +ositive *eedbac2 was so e,citin) *or me because these teachers have been teachin) *or ten years!