LESSON PLAN TEMPLATE Name: Taylor Pierce Date: November 16, 2012 Grade Level/Subject: 8th grade Language

Arts - Hyperboles Prerequisite Knowledge: Students had already received lessons of what hyperboles are; this is a review lesson. Approximate Time: 15 minutes Student Objectives/Student Outcomes: Students will be able to identify and correctly use hyperboles in complete sentences. Illinois Standards (ILS and Common Core): 3.A.3

Write compositions that contain complete sentences and effective paragraphs using English conventions. 3.C.3a Compose narrative, informative, and persuasive writings (e.g., in addition to previous writings, literature reviews, instructions, news articles, correspondence) for a specified audience.
Materials/Resources/Technology: A Prezi presentation will be used (requiring a computer, internet access, an HTML cord, and a board/smart board to project onto), students will also need a sheet of paper and a pen or pencil to complete a writing activity after the presentation is given. Implementation (USE FRAMEWORK BELOW): Time

0-1 min

Opening of lesson: (Objectives, hook, behavior expectations) Start with an opening introduction to the class including good morning/afternoon, stating my name, and letting the students know that we will be going over a short presentation and a writing activity to review the concept of hyperboles (which they had already learned with their teacher) and why we use them.

1-6 min

Procedures: Include critical thinking questions and accommodations for individual needs Before I begin the lesson I will make sure that everyone can hear me and can see the smart board. Once I verify these, the Prezi presentation will be completed, and the

youtube clip will be shown. I will select one student sitting close to the smart board to click for each slide when I ask, as I walk around the room. Projecting my voice and making sure students remain focused on the lesson and presentation. For those students who have IEPs I will collaborate with their outside instructor. I will discuss the lesson with her, my objectives, and explicitly describe hyperboles to her, so that she understands the lesson and can help/work with her student(s) effectively. Ill ask students: Why do we use hyperboles? Answer: ~Typically to add color or drama to a story, to exaggerate, and to express a feeling/situation i.e. it took forever, etc. Students will also be asked to provide their own examples, without duplicating/replicating examples already given.

7-9 min

Summary/Closing: I will review the concept of hyperboles as well as provide additional examples and models of common hyperboles used. Students will spend the remaining time (10 minutes) completing and turning in the activity and I will be available to answer questions and provide guidance if needed.

9-20 min

Student Assessment: The final slide of the presentation will be the instructions for the students writing activity: Write a narrative paragraph with least 10 complete sentences, about your day (or week) so far. The story can be fictional, but preferably realistic. Include at least 4 hyperboles in your writing.

Student Interest Students seemed interested in certain aspects of the presentation such as the prezi and the youtube clip that was used within the presentation; most likely because it contained jokes and multiple pop culture references and songs. For the writing activity, there was nearly full participation. The activity

was to write a narrative story with 10 complete sentences and including at least 4 hyperboles. Each student participated in the activity, but not all of them completed it, even though they were given enough time. I think that those who were not interested in the subject were those who did not complete the activity.

Student Motivation They did seem particularly interested in or excited about hyperboles. For many of them, I think it was difficult to find relevance in knowing about hyperboles. Plus they had already learned what they were, and my lesson was a review so I dont think they werent too interested in my presentation. In the honors course, however, students were engaged in the presentation and completed the activity fully.

Teacher Knowledge I had heard of and/or had lessons about hyperboles before, however when I was asked to complete a lesson on them, I couldnt remember what they were. I had to research the subject first before I was able to complete my lesson plan.

Teacher Organization The flow of the lesson went smoothly, and I was able to coordinate timing and materials effectively to teach the lesson and maintain student interest.

Teacher Articulation I was able to convey the concept of hyperboles successfully, after reviewing the students written activities they were able to successfully use them in their writing. However, there was one instance where students asked whether the phrase Im so hungry, I could eat a cow was an idiom or a hyperbole. I wasnt sure what the answer was, so I told them that it was both, because it was a figure of speech, like an idiom, but it was also an exaggeration, like a hyperbole. I think this may have confused some.

Student Understanding

Students were able to show hyperboles in their writing; only few were confused on the concept and needed to be worked with more closely. There was a slight misunderstanding/confusion between idioms and hyperboles. However, after some review many understood.

Other Looking back on it, I should not have asked students to get out their pens and paper until after my presentation, because there was at least one student I needed to talk to about putting away their pen because they were fidgeting with it. There were probably students that were drawing on their paper/fidgeting with their pens that I did not notice, and who were not paying attention. This could have been avoided if I had asked them to clear their desks for the prezi/presentation.