Texas A&M UniversityCommerce

Teacher: Megan Lambert

Daily Lesson Plan Form

Subject: English I

Grade Level: 9th

Mentor: Susann Roden

Campus/District:
Date: 01/ 27/ 15
Commerce High School
Overall Goal of Lesson: Students will review and be exposed to additional examples of figurative
language
Instructional Objectives: Students will be able to identify and create examples of allusion, imagery, style,
and symbolism in writing.
Texas Essential Knowledge & Skills (TEKS) & ELPS:(typed out Key Vocabulary: Allusion, Imagery,
completely)
Style, Symbol, Symbolim
110.31 (b) 3: Reading/Comprehension of Literary Text/Poetry. Students
understand, make inferences and draw conclusions about the structure and
elements of poetry and provide evidence from text to support their
understanding. Students are expected to analyze the effects of diction and
imagery (e.g., controlling images, figurative language, understatement,
overstatement, irony, paradox) in poetry.
13 C: Writing/Writing Process. Students use elements of the writing
process (planning, drafting, revising, editing, and publishing) to compose
text. Students are expected to[] revise drafts to improve style, word
choice, figurative language, sentence variety, and subtlety of meaning after
rethinking how well questions of purpose, audience, and genre have been
addressed;

Higher Order Questions: What are some examples of symbolism? What is an example of imagery that
appeals to the readers sense of (sight, smell, touch, taste, hearing)? How can you develop your own style
in writing?
Student Activities: (Keep in mind the following: Scaffolding, Independent or Cooperative activities, Groupings, Reading,
Writing, Listening, Hands-On/Minds-On, Connections to previous knowledge, etc)

http://www.prometheanplanet.com/en-us/Resources/Item/126306/figurative-language#.VMUs-_7F_w-

SPED Modifications/ELL Strategies

Teacher will constantly monitor student
understanding of the old and new concepts, reteaching the terms previously-learned, or going more
in-depth to new terms if needed.
Allusions:
http://www.slideshare.net/DoreenMatteson/allusions27700553
Time Allotted
5 min

Anticipatory Activity for Lesson: Students will

enter the room with the flip chart up. The teacher
will go through the first few slides, which cover
simile, metaphor, personification, hyperbole,
alliteration, and onomatopoeia. Students will
provide definition and examples in a guided
format.

Teacher Input/Lesson Activity: After going over initial concepts, students will be
introduced to the concept of symbolism, and a powerpoint brought up with
additional examples and student questions on symbolism. The same will be
repeated for imagery, allusion, and style.

Modeling: Teacher will demonstrate examples of symbolism, present examples of

imagery and allusion.
10min
5 min
10 min
5 min

Guided Practice: Students will work with teacher to come up with examples of
allusion

Independent Practice: Students will write their own examples of imagery and style

Lesson Closure: Students will be prompted by their white board to say 3 things
that they learned, 2 things they liked about the lesson, and 1 question that they still
have.
Assessment Methods/Strategies: Students will be assessed for understanding of
previously-learned concepts at the beginning of the lesson and in the middle of the
lesson. Students will be informally assessed for understanding of new concepts
throughout the guided and independent practice activities, as well as with the 32-1 activity at the end of the lesson.