Lesson Introduction to Figurative

Language
Overview
INTRODUCTION 20 minutes

Prezi Presentation

ACTIVITY 32 minutes

Stencil and definitions

Explain
Centers
Share ideas

CONCLUSION/EXTENSION 10 minutes

Review
Exit Ticket

Grade Level: Cycle 2 Grade 4

Di Tirro 2

Duration: 65 minutes
Learning Topic:
Students will be introduced to six forms of figurative language
Learning Objectives:
By the end of this lesson, students will:
Know six types of figurative language
Create appropriate examples to portray the assigned form of figurative
language
Understand how to make a sentence visual by using a form of figurative
language
Be able to cooperate well in groups
English Language Arts Competencies:
Competency 1: To use language to communicate and learn
Competency 3: To write self-expressive, narrative and information-based
texts
Cross Curricular Competencies:
Communicates effectively
Works in a team
Professional Competencies:
To communicate clearly in the language of instruction, both orally and in
writing, using correct grammar, in various contexts related to teaching
To plan, organize and supervise a class as a way to promote students
learning and social development
Materials needed:
Materials
SMART board
Prezi Presentation
Stencil Match Them Up
Center Packages
Checklist
Index Card
Pencil
Eraser
Crayons
Name tags

Introduction 20 minutes
Prezi Presentation (20 minutes)

Di Tirro 3

Teacher will open up the Prezi Presentation Introduction to Figurative

Language
Explain to students that in order to be better writers, they need to add
adjectives and a lot of descriptions in their writing
Teacher will ask students:
o What is figurative language?
Explain that figurative language is a word or phrase that does
not have its normal every day, literal meaning
Figurative language is used to make a piece of writing more
interesting, powerful and original
Writers use figurative language to make descriptions more
memorable and to create a vivid picture in the readers mind
Teacher will go over six types of figurative language (simile, metaphor,
alliteration, idiom, onomatopoeia and personification)
o Will give an explanation and example for each type

Activity 35 minutes
Stencil and definitions (10 minutes)
Helpers will hand out two sheets
1. Stencil Match Them Up
2. Figurative Language Definitions
Students will place these sheets in their Language Arts duo-tang

Students will work individually while completing the stencil Match Them
Up
Teacher will correct the stencil once all the students have completed it

*Coded students will work with a partner to complete the stencil Match Them
Up
*For early finishers, they can read a book
Explain (5 minutes)
Teacher will explain to students that each group will receive a package
Each group is responsible for one type of figurative language
They will have to read the instructions in the package and complete the
task
Students will work together in groups; however, each student per group
must create an example
o For instance, if there are three students in a group then the group
needs to come up with three examples of the assigned figurative
language

Di Tirro 4

Centers (15 minutes)

Students will already be placed in groups of 3 (teacher strategically
divided groups)
They will each be placed in a specific center which they will have a certain
task to complete (see figurative language center package)
Once all the groups have completed their work at the center, the teacher
will ask everyone to look at the Smart board
*Early finishers can do more examples from the package or even try to create
their own
Share ideas (5 minutes)
Teacher will divide the Smart board into six sections
Each section will be labelled by center
Each group will get a chance to explain what they had to do in their center
and say one example
Teacher will record their example in the appropriate box

Conclusion 10 minutes
Review (5 minutes)

Teacher will open up the Review section of the Prezi Presentation

Students will answer three questions orally:
o Why should we include figurative language in our writing?
o What is the difference between a simile and a metaphor?
o Where might someone be most likely to read an onomatopoeia?

Exit Ticket (5 minutes)

Teacher will hand out an index card to each student

Students will have to answer the question:
o Rewrite the following dull sentence using some form of figurative
language
The door slammed loudly.

Differentiation

Teacher will make groups ahead of time equally dispersing the strong and
weak students
Teacher will assign each group to a specific center keeping in mind visual
learners
Assign stronger students in each group to be the leader and read
instructions to the rest of the group

Di Tirro 5

Circulate the classroom and repeat instructions to groups with coded

students
Font size on the Smart board will be large enough for students to see
Coded students will receive an adapted version of the figurative language
definitions which includes more visuals and less writing
Coded students will work with a partner for the stencil Match Them Up
o Partners will read the sentences to the coded students

Assessment

In order to assess that the objectives were met

o Teacher will be walking around with a checklist while students are
working at their centers (see checklist)
o Students will have to complete an exit ticket which will allow the
teacher to know if they understood one type of figurative language

*Please note: This is an introductory lesson to six forms of figurative language.

The teacher will eventually create an in depth lessons for each form of figurative
language