Figurative Language Lesson Robby Plowman English 1-2 03 March 2013

Standards/Curriculum 9.RL.4-Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Content Objective(s) Students will be able to create one example each for the six devices of figurative language studied in class.

Language Objective(s) Students will work in pairs and share their examples with one another in a low anxiety, oneon-one environment. Big Picture This lesson helps students understand the many types of language and helps differentiate the difference between speaking literally and figuratively, which can be very tricky for ELL students to grasp. All types of literature and daily speech use both literal and figurative language. Supplementary Materials to Facilitate Comprehension -Figurative Language Rap Video -Worksheet with device definitions and examples Groupings to Facilitate Interaction Students will be numbered off and paired up with someone else in the room.

Building Background I usually like to make connections to your mama jokes with students when I discuss figurative language, specifically metaphor, because it is something humorous they all have heard that represents the concept well (I stick to only appropriate examples obviously).

Key Vocabulary Figurative language Literal language Metaphor Simile Personification Onomatopoeia Hyperbole Alliteration

Comprehensible Input I use a lot of pictures when explaining figurative language, such as saying it is as hot as the sun outside with a picture of the sun and a picture of someone staring outside as an example of a simile. I also like to use a picture of a wedding ring and ask students what it is. Someone says it is a ring, and I say thats the literal meaning. Then I ask what it represents, and when someone says love, I say thats what the ring figuratively symbolizes and relate that to how words do the same thing. Strategies What strategies will you include to assure that students use higher-order thinking skills? (This SIOP element is discussed in the seventh week of the course so it is not included in the rubric expectations. Since it is an integral part of an effective lesson, it is included here for your future lesson planning.) Practice/Application & Lesson Delivery 1. Pass out worksheet (2 mins) 2. Show Figurative Language Rap Video (5 mins) Students hear an auditory representation of each device in a catchy modern song and read the lyrics along with the video 3. Go through all six devices of figurative language as a class, showing visual examples with my definitions and examples on the board, five minutes for each device (30 mins) Students listen to correct examples and write definitions down while seeing visual aids 4. Pair students up (5 mins) Students will introduce themselves if they do not know their partner, using interpersonal skills and introductory language 5. Students share examples with partner and they decide which examples are best or create a new one together (10 mins) Students have to work together and speak the device names and examples to each other, determining which examples best represent the concept 6. Exit ticket (3 mins) Deer Valley Unified School District Consultant Sonja Denise Moman Fall 2006

Review/Assessment Students write their examples on a half sheet of paper as an exit ticket and I check them after class to see who understands and who does not.

Deer Valley Unified School District Consultant Sonja Denise Moman Fall 2006