Student Teaching edTPA Lesson Plan

Subject: Language Arts Central Focus: Figurative Language

Essential Standard/Common Core Objective:

L.6.5 Demonstrate understanding of figurative
language and nuances in word meanings. Date submitted: Date taught:
L.6.5.a. Interpret figures of speech in context based
on grade 6 reading and content.
Daily Lesson Objective: Students will work independently to complete a worksheet in which they will be able to identify
and name each instance of figurative language found in a text and answer questions related to the figurative language;
students must attain 80 percent accuracy to achieve mastery.
21st Century Skills:
Critical thinking skills- students will use critical
thinking skills to identify the type of figurative
language used in a sentence and analyze these Academic Language Demand (Language Function and
instances to interpret the literal meaning of the Vocabulary):
figurative language used in the text. Onomatopoeia, idiom, allusion, personification, alliteration,
hyperbole, simile, metaphor, figurative language
Collaboration skills- students will work with elbow
partners to determine the figurative language used in
a text.
Prior Knowledge: Ability to differentiate between literal language and figurative language.

Activity Description of Activities and Setting Time

As students enter the classroom, I’ll have them write their name on an index 5 min.
card which I’ll use in sequential order to call on students. If a student doesn’t
know the answer, I’ll give them the option to “Phone a friend” and the student
can select another student to answer the question. “I know you’ve been
working on different types of figurative language with Ms. Galanis. Some of
the different types of figurative language you’ve talked about are: similes,
metaphors, personification, and alliteration. Can you tell us what a simile is
[student name]? [comparison between two things using like or as]. Can you
tell us what a metaphor is [student name]? [comparison between two things
1. Focus and Review
without using like or as]. Can you tell us what personification is [student
name]? [giving human characteristics to things that are not human]. Can you
tell us what alliteration is [student name]? [repetition of beginning sound of
words that are close together].”
Examples I’ll ask students to identify using the index cards to call on them:
She’s a firecracker. [metaphor]
He’s as fast as a cheetah. [simile]
Lightning danced across the sky. [personification]
Sally sold sea shells by the seashore. [alliteration]
2. Statement of Objective “Today you’ll learn about three more types of figurative language:
for Student onomatopoeia, allusion, and idiom.
I’ll write the new terms and definitions on the board as I talk about each one. 10 min.
“Let’s start with onomatopoeia. This is simply using words that imitate the
sounds of what they describe. An example is buzz. I could hear the bee buzz
3. Teacher Input loudly. Screech is another example. The tires screeched as he rounded the
corner too quickly. The next type of figurative language we’ll talk about is
allusion. This is when a well-known person, place, or event is referenced in a
sentence. An example is: You’re a regular Einstein. Another example is: Her

4. Guided Practice
5. Independent Practice
6. Assessment Methods of
all objectives/skills:
7. Closure
idea of asking for a higher allowance sank like the Titanic. It allows the author
to get a big idea across quickly without having to write a long, detailed
explanation. Finally, we have the idiom. This is an expression that can’t be
understood from the meanings of its separate words but must be learned as a
whole. An example of an idiom is the expression give up. I never give up on a
challenge. Knowing what give means and knowing what up means wouldn’t
help someone figure out the meaning of this phrase. Another example is: It’s
raining cats and dogs. Again, knowing the meaning of cats and knowing the
meaning of dogs would not help someone figure out what that sentence
means. Now that we’ve reviewed different types of figurative language, we’re
going to practice finding it in a very short story. Before we do that, I’d like
you to hold up from one to five fingers telling me how well you think you
understand figurative language. One finger means you don’t understand at all,
five fingers means you have a very good understanding. Follow along on your
copy of The Airport as I read through the first few sentences and identify
where figurative language is used and what type it is.” I’ll read through the
sixth line (ends at “another line”), identify the figures of speech and name
each one as I go. I’ll have students flip to the second page and do the first 2
examples for them, modeling how I analyze the text to answer the questions.
“Now I’d like you to work on the uncompleted parts of page one and two with 15 min.
your elbow partners. I’ll be walking around the room answering questions. In
10 minutes, we’ll come back together and go over your answers. If you finish
early, please take a book out and read or work on any unfinished work you
have.
“Now you’ll be working on a similar worksheet but with a different story and 10 min.
working on your own. Do your best and raise your hand when you’re done so
I can collect your work. Again, if you finish early, please take out a book and
read or finish up some work you need to complete.”
Summative assessment: students will independently complete the worksheet Grace’s Canoe
Trip.
Formative assessment: observation of students working and checking for understanding
using Fist of Five.
“Now that you’ve had practice with different types of figurative language, I’d 5 min.
like you to start noticing it while you’re reading and think about how it helped
the author make a better story and I hope that you’ll start using it as well in
your own writing. Does anyone have any additional questions about figurative
language?”

8. Assessment Results of 100% of students achieved less than 80% proficiency.

all objectives/skills:

Targeted Students Modifications/Accommodations Student/Small Group Modifications/Accommodations

Story will be read aloud for less proficient readers. Students will complete the Guided Practice worksheet (The
Students that are English Language Learners will be Airport) with elbow partners and may seek assistance from
provided a translation dictionary to look up unfamiliar peers. If several students are struggling, teacher will conduct
words. Gifted learners could be given a worksheet with small group lesson in which I read the story out loud and make
a more complex story and follow-up questions. sure they understand what is being asked. Scaffolding will be
provided as necessary.
Materials/Technology: Overhead projector, index cards, The Airport transparencies, transparency markers, The Airport
Guided Practice worksheets, The Airport answer sheet, Grace’s Canoe Trip independent practice worksheets, Grace’s
Canoe Trip independent practice answer sheet.
Reflection on lesson:
 The task was too advanced for the students as they had a difficult time not only identifying instances of figurative speech,
but also of naming the correct figure of speech. Students were more comfortable taking risks during guided practice than
they were doing the worksheets independently. Additionally, I set too high expectations for independent practice and
should have only provided one page of the worksheet instead of two. I was trying to engage the students in higher order
thinking, but they need to have a more solid foundation before delving deeper into figurative language.

CT signature: ________________________ Date: ______ US signature: ____________________________Date: ______