DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

Teacher Candidate Raschelle Davis

Grade Level 6th

Title Puns

CONTEXTUAL FACTORS (classroom factors)

Contextual Factors:
ESL
Ernesto- 4, Jennifer- 5, Karen- 4, Denrick- 3, Eric- 5
IEP
Liam, Mason, Katie M., Shelby
Honors
Katelyn, Katie J., Ellie
Behavioral
Daniel- talkative and has a hard time staying focused.
Adrian Has a hard time staying focused.
Jonathan- talkative.
Classroom Environment:
The classroom is very neat and organized. The desks are pushed together into six tables. Five students at
each table. The teachers desk is in the back left-hand corner of the room. There is a kidney table in the
back right-hand corner. The classroom has an Elmo, a projector, and a screen available.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be
able to do?)
Standard: (3)
Language Standard 5
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
a. Interpret figures of speech (e.g., personification) in context.
Content Walk-Away: I will interpret the meaning of puns within context. (1)
Language Walk-Away: I will act out puns and explain how they are used in context (2)
Vocabulary: figure of speech, figurative language, simile, metaphor, pun, personification, and
onomatopoeias (9)

TEACHER BACKGROUND INFORMATION:
A pun is a figure of speech, which consists of a deliberate confusion of similar words or phrases for
rhetorical effect, whether humorous or serious. For example: The leopard was so good at guessing.
Every time he was spot on.


ASSESSMENT EVIDENCE (What evidence do I need to show the
Modifications/Accomo
students have learned the Walk-Away?) 5E-Evaluate
dations (ELL, IEP, GATE,
etc.)
Formative Evidence (checking for understanding throughout the
ESL/ELL: Will be grouped
lesson): Observe and listen as students work together to create their skit with mid-level learners and

using a pun and then act it out for the class. (30)

be given a pun that is easier

to use. Students will be
Content Walk-Away Evidence (Summative):
provided with a graphic
Students will act out a skit using a pun in an appropriate situation. (30) organizer to help them
brainstorm their skit. (5)
Language Walk-Away Evidence (Summative):
Students will act out a skit using a pun in an appropriate situation. (30) Behavioral: Will be placed
in a group they work well
with. A rubric will be
provided to help them
understand what is
expected of them. (5)
Honors: Will be grouped
with other honors students.
They will be required to
come up with their own
pun to act out. (5)
*I will review the formative
assessment from this
lesson. Any students that
are struggling with this
concept will be pulled back
to the kidney bean table
during bell work the next
day to review and reteach.
(5)

Approx.
Time
5 min.

ACTIVE LEARNING PLAN

Approximate length of entire lesson: 45 50 min.
Background Knowledge
Read Walk-aways together as a class. They are posted on the PowerPoint and on the board.
(1, 2) We have been learning all about different types of figurative language or figures of
speech this week. Who can tell me what a figure of speech is? (9) Call on students to share.
We learned that similes are a comparison of two unlike things using the words like or
as, such as you are as bright as a star. I would like for you to turn to your face partner
and share one simile that you can remember. We learned that a metaphor also compares
two things but it does not use the words like or as, such as my brothers a monster. Now
turn to your face partner and share one metaphor you can remember. Yesterday, we
learned about onomatopoeias, which are words that represent a sound. Such as crash or
clang. Now turn to your face partner and share one sentence with an onomatopoeia you
can remember. (8)
(10, 11, 14, 16, 17, 21, 22, 23, 24, 25, 26)
Formative assessment: (30)
Learning Goal
Activate background
knowledge of similes,
metaphors, and
onomatopoeias.

Success Criteria
Students will share one
simile, metaphor, and
onomatopoeia with their
face partner.

Assessment Strategy
I will listen as the students
share one simile, metaphor,
and onomatopoeia with
their face partner.










10 min.

Modification/accommodations: (ELL, IEP, GATE, etc.) (5)

IEP/ESL: Will refer to the vocabulary words and definitions that will be hanging on the
board all week.
Behavioral: Will share their examples of similes, metaphors, and onomatopoeias.
Honors: Give honors students an example and have them tell you if it is a simile, metaphor,
or onomatopoeia. Have them tell you why we use figurative language in our speaking and
writing. (15)
Focus Lesson (I do it)
Today we are learning about puns. Everybody get your binder out to take notes. A pun is
a figure of speech, which consists of a deliberate confusion of similar words or phrases for
rhetorical effect, whether humorous or serious. (9) Show definition and picture on
PowerPoint. (4) Puns are my favorite figure of speech because they are often times very
punny. Oh I mean funny. See that was a pun. I wanted to say funny but we are talking
about puns so I used the word punny instead. Another example of a pun is the leopard
was so good at guessing, every time he was spot on. Show picture and example on
PowerPoint. (4, 12) Have students discuss with their partners what this pun could mean
and why it is funny. (15) This is funny because the leopard has spots but when someone
says you are spot on it means that you are correct. So they are saying you are correct but
doing it with a pun. Another example would be, a bike cannot stand on its own because it
is two tired. Show picture and example on PowerPoint. (4, 12) Have students discuss with
their partner what this pun could mean and why it is funny. (15) This is funny because it
sounds like the bike is too tired or sleepy, but it really means that it cant stand because it
only has two tires and would tip over. I want everyone to think of a pun they have heard
and I will call on a few students to share. (7) Have students share. Today we are going to
create a skit with a group and act out a situation in which a pun can be used. We will be
filling out this graphic organizer that will help us think about what the pun is, what the
pun means, and what kind of situation it could be used in. Everybody look up here to see
what the graphic organizer looks like. (4, 12) In the top box you are going to write the
pun you are assigned, in the next box you are going to write what the pun means, in the
next box you are going to write why it is funny, and in the last box you are going to write
a situation in which you could use this pun. I am going to put you in your groups and then
I will pass out the paper. I am going to post the groups on the screen. (17) Show groups on
Power Point. Show the students where each group is going to sit. Give them 10 seconds to
move to their group. Now that you are in your groups I am going to pass out your graphic
organizers and the pun you will be using. We are going to fill these graphic organizers out
together. So do not start yet. All I want you to do is put your name at the top where it says
name. We are only going to do one box at a time; I do not want you to move on without
me. Pass out graphic organizer and puns.
(10, 11, 14, 23, 24, 25, 26)
Formative Assessment: (30)
Learning Goal
Write definition and
examples of puns.

Success Criteria
Students will write the
definition and examples of
puns in the note taking
section of their binder.

Assessment Strategy
I will observe as students
write the definition and
puns in the note taking
section of their binder.

Modification/accommodations: (5)
ESL: During bell work I am going to pre-teach the idea of puns and how they have two
meanings. To help them with the concept I will share some puns that are said in Spanish
with them and have them tell me what they think they mean. In Spanish a pun is called,















8-10
min.

juego de palabras. The puns I will be sharing with them are.

Cmo se escribe nariz en ingls? - No s. - Correcto!!!

Un pez pregunta a su amigo, "qu hace tu padre?" - "Nada"
Cmo haces para que un pan hable? -Pues lo pones en agua toda la noche
y al da siguiente ya est blando.

ESL/IEP: The definition and examples of puns will be posted on the screen using a
PowerPoint. Lots of pictures and examples will be provided. Only doing one box at a time to
allow for thinking time.
Behavioral: Will be reminded of the behavioral plan in place. If they are off task or
distracted their card will be turned. Only doing one box at a time to allow for thinking time.
Honors: During bell work students will look up puns on the internet using the Chrome
Books. Have students share puns they found with the class and write them in their notes.
Guided Instruction (We do it)
Okay everybody, look up here. The pun I will be doing is, a bike wont stand on its own
because it is two tired. So I am going to write this in the top box like this. Show my
example on the ELMO. (4, 12) Everybody now has one minute to write down their pun.
Give them one minute. (26) Now everybody look up at the screen. In the next box I am
going to write what the pun means. Mine means that the bike only has two tires so it
cannot stand up its own, it will just tip over. Show this part of my graphic organizer on the
ELMO. (4, 12) Everybody now has two minutes to fill out this part of your graphic
organizer. Give them two minutes. (26) Now everybody look up at the screen. In the next
box I am going to write down why this pun is funny. I am writing that it is funny because
it makes it sound like the bike is tired or sleepy. (4, 12) You now have two minutes to fill
out this box of the graphic organizer. Give them 2 minutes. (26) Now the last section you
will need to write down in what kind of situation could your pun be used. For example,
look up at the screen at mine. I wrote a girl could be standing there holding a bike up
because she didnt want it to fall down and then I could say you know a bike cant stand
on its own because it is two- tired. Show this part of my graphic organizer on the ELMO.
(4, 12) You now have two minutes to talk with your group and write down a good
situation that you could use your pun in. Give them two minutes. (26)
(6, 10, 11, 13, 14, 16, 17, 20, 21, 22, 23, 24, 25, 26)
Formative Assessment: (30)
Learning Goal
Brainstorm puns, what it
means, how it is funny, and
which situations it could be
used in.

Success Criteria
Students will fill out graphic
organizer to help them
brainstorm puns, what it
means, how it is funny, and
which situations it could be
used in.

Assessment Strategy
I will observe as students fill
out graphic organizer to
help them brainstorm puns,
what it means, how it is
funny, and which situations
it could be used in. I will
gather graphic organizers at
the end.

Modification/accommodations: (5)
IEP/ESL: Graphic organizer will be filled out one step at a time. Example and clear
explanation will be provided. Graphic organizer is provided to help guide them through
their thinking.
Behavioral: Will be placed in groups with people they work well with. Will give them time
warnings as they are working.
Honors: Will be grouped with other honor students and will create their own pun or can



20 min.
































Will be
done at
the
same
time the
you to
it
together
is done.

use one of the puns they found on the internet.

Collaborative/Cooperative (You do it together)
Now that you have done some brainstorming about your pun, it is time to start working
together to create a skit to show the rest of the class. So that you can see an example of
what I want, I recorded my two daughters, their friend, and myself doing a skit that
shows the situation I could use the pun in. Play the clip on the PowerPoint. (4, 12) Before
you start working together, I want you to know that you are all expected to participate
and be respectful. I want your skit to be short, no more than one minute long. When you
are showing the class your skit I will be having students fill out a rubric about your skit.
Let me show you what that rubric looks like. Show rubric and explain each component.
You have 5 minutes to collaborate and come up with a way to act out the situation and the
pun you have been given. Give them 5-8 minutes. Now as people are acting out their skit,
everybody else is expected to be a good audience. You will be quiet and respectful. I will
hand each of you a rubric to fill out. You will be watching the person whose name is
written here at the top. Show students where the name will be written. Then you will write
your name right above it where is says your name. Show them where they write their
name. Call groups up one at a time to act out their skit. Hand out rubrics. I will be asking
questions about their skit as they show them.
(6, 10, 11, 13, 15, 16, 17, 18, 20, 21, 22, 23, 24, 25, 26, 29)
Formative Assessment: (30)
Learning Goal
Create and act out a skit
using a pun in an
appropriate situation.

Success Criteria
Students will create and act
out a skit using a pun in an
appropriate situation.

Assessment Strategy
I will observe as students
create and act out a skit
using a pun in an
appropriate situation.

Modification/accommodations:
IEP/ESL: Will be grouped with mid-level learners. A rubric is provided to help them
understand what is expected of them. Example of what the skit should look like is provided.
Behavioral: Have them repeat back instructions. Rubric is provided to help them
understand what is expected of them.
Honors: Are acting out a skit with a pun they created themselves or found on the internet.
Independent (You do it alone)
Each student will be given a rubric to fill out while watching the skits. They will have to
identify the pun that is being used in the skit and write it down.
(6, 13, 15, 20, 21, 22, 23, 24, 25, 26)
Summative Assessment: (30)
Students will act out a skit using a pun in an appropriate situation.
Modification/accommodations: (5)
ESL/ELL: Will be grouped with mid-level learners and be given a pun that is easier to use.
Students will be provided with a graphic organizer to help them brainstorm their skit.
Behavioral: Will be placed in a group they work well with. A rubric is provided to help them
understand what is expected of them.
Honors: Will be grouped with other honors students. They will be required to come up with
their own pun to act out.
*I will review the formative assessment from this lesson. Any students that are struggling
with this concept will be pulled back to the kidney bean table during bell work the next day

to review and reteach.

Closure/Review of walk-aways, vocabulary, and essential questions
5 min.
(Note: Closure includes student interactions, reflection, and/or demonstrations.)

Review walk-aways. Today we learned about puns. I would like to talk to your face

partner and tell them what a pun is. Now I want you to tell your face partner your

favorite pun you have heard today and why.

(27, 28)



SIOP Indicators
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary
materials, 5-Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Strategies: 13-Students use learning strategies, 14-Scaffolding, 15-Higher-order thinking,
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-
Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-
Language skills (reading, writing, listening, speaking)
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students
engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the
approximate time needed for this lesson?
This lesson will need 45 50 min. to teach
Print and post walk-aways on the board.
Have PowerPoint up and running.
Have example filled out.
Have 95 copies of the graphic organizer.
Have 95 half-sheet copies of the rubric.
Have puns printed up and cut into strips.
Remember to tell honors students they are coming up with their own pun.

REFLECTION AFTER LESSON
How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning?
How can I transfer what I learned from teaching this lesson to future teaching? What was effective
and not effective? What goals can I set to improve my practice and student learning?
In this lesson, the assessment was the students putting on a skit in which they use the pun they were
assigned. They have to work together with their table to determine the meaning of the pun and why it
is funny. They then create a skit together in which they use the pun in an appropriate situation. By
watching and listening to the students I was able to determine the students that understood the pun
and how it would be used. I would be able to use this assessment evidence to know who needs extra
help with puns or who understood them and how they are used. When watching and listening to
them, I learned that puns were the most difficult figure of speech that I have taught so far. They were

having a hard time understanding what they meant. Some of the students did not want to participate
in the skit either because they did not understand or they were shy. I can transfer this into my future
teaching by maybe spending a little more time on puns, how they are used, and what they mean. I
could also have the students have a choice in how they show me they understand puns. The students
could create a skit, a poster, a PowerPoint, draw a picture, etc. That way if they are too shy to act out a
skit they could show me they mastered puns in a different way in which they would be comfortable. In
this lesson, the way I did the graphic organizer was much more effective. I explained each section one
at a time as they did each section one at a time. They were able to follow along much better, were
much less confused, and I think by allowing them to only think about a small portion at a time, they
were able to be much more creative. In this lesson, what was not effective was making everyone do the
skit. Although the skits were, for the most part, very well done and funny, some of the students just
were not comfortable with it. I also wish I had some more technology in the classroom because it
would have been fun to film the skits. My goal from this lesson is to provide the students with more
choice.