Texas A&M UniversityCommerce

Daily Lesson Plan Form

Teacher:

Karen Tawater

Subject:

Mentor:

Mrs. Connor

Campus/District:

English II

GISD

Grade Level:
Date:

10th

September 26, 2014

Overall Goal of Lesson: Students will be able to identify the elements of figurative and descriptive
language and describe their impact on the text.
Instructional Objectives: Note figurative language and word choice, as well as the relationship established
between these elements. Analyze the authors choice of figurative language as it relates to characterization.
Interpret word choice and its impact on the text.
Texas Essential Knowledge & Skills (TEKS) & ELPS:
(2) Reading/Comprehension of Literary Text/Theme and
Genre.
E.2 Fig 19 B Students analyze, make inferences and draw
conclusions about theme and genre in different cultural,
historical, and contemporary contexts and provide evidence
from the text to support their understanding. Students are
expected to:

Key Vocabulary:
Characterization
Figurative Language
Imagery
Metaphor
Personification
Setting

Cultural Context
Historical Context
Irony
Paradox
Satire
Simile

E.2 C relate the figurative language of a literary work to its

historical and cultural setting.
Higher Order Questions: What conclusions can the student draw about the authors attitude/criticism towards
society through his use of figurative language and word choice?
Student Activities: Reading: Door opener - students will read in their independent reading books. Figurative
Language (FL) activity. Word Choice/Imagery Sketch (WCIS) activity.
Modifications/ELL Strategies
Figurative language definitions include written
and visual examples.
Time Allotted
(FL) 5 min.
(WCIS) 3 min.

Anticipatory Activity for Lesson

(FL) worksheet and (WCIS) activity.

Teacher Input/Lesson Activity: To introduce figurative language (FL) activity, I will ask
guiding questions: How does language impact the text? How does word choice impact the
text? To introduce word choice/imagery sketch (WCIS) activity, I will ask guiding questions:
How does the authors use of imagery/figurative language impact the readers imagination?
Modeling: Modeling will be presented during guided practice.

(FL) 5 min.
(WCIS) 3 min.

Guided Practice: (FL) As a class, we will highlight a few examples of figurative language
within the text and discuss its impact on the text. (WCIS) As a class, we will discuss the
importance of incorporating the details presented through the authors inclusion of word
choice/imagery.

(FL) 25 min.
(WCIS) 10 min
Independent Practice: (FL) Students will work in groups to identify and highlight,
accordingly, elements of figurative language throughout the text. (WCIS) Students will
work independently sketching their individual interpretations of Harrison Bergeron.
Lesson Closure: As students are finishing their sketches, I will ask students this question:
Do imagination-inspiring details and vivid imagery enhance a text or detract from it? Lastly,
Students will hold up their sketches so that everyone can view one anothers at the same time.
Students should be able to note similarities between their sketches, at which time, I
will close the lesson and the day by explaining that the likenesses between their sketches is
a testament to the power of precise word choice and the use of figurative language.
Assessment Methods/Strategies: To assess student learning/effectiveness of lesson, I will
grade each groups (FL) activity, announce winning team on Tuesday, and review any
concepts/terms where needed, accordingly.
Resources: Short fiction for students to read who have forgotten their independent reading books.
Figurative language definition sheets. Harrison Bergeron text. Figurative language color key. Academic
vocabulary sheet explaining historical and cultural context. Highlighters/markers/colored pencils and paper.
Reflection: