Teaching

Internship Observed Lesson Plan #1

Unit Working Title: Do we need words to communicate well?

Unit Big Idea (Concept/Theme): Communication

Unit Primary Skill focus: Poetry, original writing

Week __5__ ; Observation #__1__ of 6; [50 mins.]

Learning Objectives:

SWBAT:
Cognitive:
a. Students will know the definition of hyperbole.
Affective and/or Non-Cognitive:
b. Students will be able to work with their classmates to complete tasks.
Performance:
c. Students will be able to write their own definitions of hyperbole based on examples from pop
culture.
d. Students will be able to identify and create examples of hyperbole.

KCMS Objective (student friendly):
KCMS Success Criteria:
Define & identify hyperbole
You are successful when your team has written a
definition of hyperbole.
Conditions & Behavior
Students will work in small groups.

SOLs:
6.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction,
and poetry.
j. Identify and analyze the authors use of figurative language.

Methods of Assessment:

Diagnostic
Formative
Summative
Students will initially compare Students will work in teams
Students will eventually be
examples of hyperbole from
to create their own
assessed on these objectives
pop culture to create a list of
definitions of hyperbole.
in a poetry project. In this
characteristics. This will let
Then, one member of each
project, students will write
me know what they notice
team will write it on the
original poems that will
about the examples, which
board so that we can create a
include examples of the
will inform the definitions
class definition. This will let
figurative language and
they write with their teams. I
me know how they
sound devices we will cover
can provide scaffolding as
synthesized their
throughout the unit.
needed while they are making
comparisons to try and define
their lists. I will circulate to
the term. (Obj. a, Obj. b, &
use this diagnostically. (Obj. a
Obj. c)
& d)
Students will play the
hyperbole game. During this
game, they will use prompts

to create their own

hyperboles. This will let me
know how well they
understand the concept and
how they can apply it using
their own examples. (Obj. a &
Obj. d)

Beginning Room Arrangement:
[Changes in this arrangement that become necessary later will be noted in the plan]

Students will be arranged in their regular team tables of 4 or 5 students.

Procedures/Instructional Strategies
[Note: Any words that represent what I would say directly to students appear in italics.]

1. [__10__ mins] Bellwork & Homework Check:

As students are coming into class, I will greet them at the door. Bellwork will already be posted on the board
so that they can come in and begin working. This is part of our regular routine, and they have practiced this
for almost two weeks.

Good morning everyone! Bellwork is posted on the SmartBoard, go ahead and start working on that. You will
need to use the sentence you wrote yesterday during bellwork to complete todays. If you get stuck, remember
to ask your tablemates for help before you ask Ms. Forbes or me. You can also look back to LAST WEEK for some
help since this question is very similar to what we did on Wednesday and Thursday of last week. As you are
working, please also have your homework out so that I can come around and check it.

Students know that they should have their bellwork formatted on one page so that they can easily use
Mondays bellwork for today. Last weeks bellwork should be on the previous page also for easy access.
While the students are working, I will circulate around the classroom with our class
prep/homework/bellwork check tracker to ensure all students have their materials and have completed
homework. We keep track of this in a binder using a weekly chart. This impacts students
classwork/participation grades, and it also impacts points for their teams (we have a points competition in
each class).

Before we go over the bellwork, I want to direct your attention to the side board over here. Lets look at what
were going to be doing in class today. Our objective is to define and identify hyperbole, and you will have an
opportunity to work with your team to do this. First, we are going to go over bellwork. Then we will have a little
introduction into hyperbole, youll work with your team for an activity, and then we will do a hyperbole foldable
with some examples. Finally, well switch gears a little be at the end of class to have some sentence writing
practice that will prepare us for tomorrow. And, we are doing ALL of the sound devices and figurative language
right now so that you will be prepared to eventually write some original poems that youll us in the poetry
project Ms. Forbes introduced yesterday.

Ok, now that I have finished checking homework, you should be done with your bellwork. Lets go over this
together. Before we get to todays question, I need someone to volunteer his/her sentences for us to use. I will
pause for a volunteer. Thank you, ______. What were your sentences? I will listen, and then write these two
sentences on the board. The content sentences will not matter as the emphasis on the conjunctions. Great,
thank you. So, using these two sentences, and we are zooming in to look closely at them, what do we notice is

the difference? Pause for student volunteers. Wait for students to share some ideas. If students do not
immediately notice that the difference is the conjunction, I will continue to take volunteers and ask students
to refer back to last Thursdays bellwork. Wonderful! Just like last week, the difference here is the comma
and and the semicolon. Weve been talking about how these are two different ways to write a compound
sentence. Make sure that your bellwork for today looks almost identical to last Thursday. The only difference
this week is that we are using your own sentences that you wrote yesterday. Remember to format your
bellwork like the examples we have on the board. The date should be in the top right corner, the day of the
week is spelled correctly, and you have skipped the correct amount of lines to answer the question. I will pause
for 1-2 minutes to allow students time to correct their bellwork as needed.

2. [__20__ mins] Hyperbole PowerPoint (Summary: 1-2 min to review the figurative lang/sound devices
we have covered so far, 5 min for clips use popsicle sticks to choose students to share an observation,
3 min for students to compare independently, 5 min for students to write definitions in teams, 5 min to
create class definition loosely based on the foldable definition)

Ok, please put your bellwork notebooks away and take out a blank piece of notebook paper. Pause for 1-2
minutes to give students enough time to do this. Can anyone tell me the different sound devices we learned
about last week? We talked about these on Tuesday and Wednesday when we were rapping and then making
our first foldable in the reading notebook. What were those sound devices called?

They should cover:
Rhythm, Rhyme, Repetition, Alliteration, & Onomatopoeia

I will pause here so that students can list these devices and give me the definitions, and then possibly an
example depending on time.

Great memory and examples! Yesterday we started to review and learn about figurative language, which we are
going to continue doing today. What two examples of figurative language did we discuss yesterday?

They should cover:
Simile & metaphor

I will pause again so that students can list, define, and possible give examples.

Great! Today, we are going to learn about hyperbole. To get us started, I want to show you a few examples that I
found in a few movies, some of which you guys should recognize. As we are watching, I want you to think about
what each video has in common. You will see the example of hyperbole in writing at the top. Think about what
the words mean or represent. How is each phrase alike? At the end of each example, Im going to randomly
choose one of you to tell me something you noticed. Lets take a look. I will show all 4 video clips that are
already embedded in my PowerPoint. I will use my class set of Popsicle sticks to choose one kid to share an
observation of each video. I will leave the slide of all 4 examples up. Now that weve seen these examples, I
want you to work for a few minutes by yourself, quietly. On your blank sheet of notebook paper, look at each
example closely. For each one, write down what you think it means. Then, make a list of some things you think
they all have in common. Im going to give you about 3 minutes to do this. Go! I will pause and circulate while
students are doing this.

Alright, thats time. Lets come back together. Now that you have had some time to do your own thinking, I
want you to work together with your team. I will flip to the Define It slide on the screen. Using your own
work, get together with your team and write a definition for hyperbole. Think in terms of the dictionary. What
would you submit to be listed in a dictionary? EVERYONE IN YOUR TEAM should write your TEAM definition on

your sheet of notebook paper. When you are finished, send ONE person to the white board to write up the
definition. You have about 5 minutes to do this. What questions do you have? I anticipate that even if students
are not talking while Im giving the directions, there will be a few that simply dont fully listen (this is
common for a few of our students Silas & John in first block, Braylon and occasionally Seth and Trevor in
second block, Courtney, Darrin, Caleb, & Zander often have this issue in third block). I will likely need to
repeat that ALL of them need to write it on their notebook paper & that they need to send one person to the
whiteboard to write up their definitions. I will also further explain what I mean by a definition if needed. To
do this, I will refer back to simile or metaphor from the day before as examples. I can tell them: the
definition of a simile is a comparison of two things using like or as. I want you to come up with something
similar for hyperbole. This is to help you discover and explain what hyperbole is. I will give students 5
minutes to do this.

After each team has written a definition on the board, I will bring the class back together and we will use the
team definition to create a class definition. I will essentially synthesize their ideas and listen for their input as
I combine everything on the board. I will keep this on the board so that they can write on a page in their
reading notebooks that we will create in the following activity.

3. [__25__ mins] Hyperbole Foldable (Summary: students will cut, paste, & color the hyperbole foldable
in their reading notebooks)

Nice job putting your heads together and coming up with this definition. This is such a cool, unique way to
define hyperbole! So, just like last week and yesterday, you will need your reading notebooks and your scissors
to complete the foldable that will help you remember what hyperbole is. Go ahead and get those things out
now. I will pause for students to get out their materials. While students get out their materials, I will switch
over to the document camera and show my example page. Please stand up if you still do not have your own
scissors. You know that we will need one of your shoes at the front of the room in exchange for a pair of scissors
to use today. Please put one shoe at the front, and I will come around with the scissors. Hopefully there will be
fewer students with this issue today, however I anticipate there will be at least 2-3 in each class. This is our
exchange system when students come to class unprepared; it ensures that we get our supplies back before
they get their shoes back.

Ok, you need to turn to two blank pages side-by-side, just like you did last week with onomatopoeia. On the left
side, you are going to paste the examples of hyperbole we looked at today AND you will write our class
definition at the bottom of the page. On the RIGHT side you will cut and paste the backpack foldable. DO NOT
WRITE OR DRAW ANYTHING until we have cut & pasted everything. Then, I will walk you through what you
should write and draw on the backpack. The first thing you need to do is cut everything out. Then we will move
on together. Any questions?

I will distribute the handouts and circulate while students are cutting. I will place the recycling bin in the
center of the room so that students can easily throw away their scraps. I will circulate to help with cutting
and laying out the foldable on the pages. After everyone has cut, I will bring the class back together and
distribute the glue. Students will use the liquid glue as we have done before the past everything down. I will
model how to paste the backpack foldable. After everyone has pasted, I will bring them back together to
explain what they will write.

Now that youve finished cutting and pasting we can fill in the backpack. On the outside of your backpack, make
up a hyperbole describing how heavy your backpack feels everyday. For mine, I wrote two: My backpack is
heavier than an elephant! My backpack is so heavy Im going to be a hunchback! So, there are two ways you
could do this, you could say My backpack is heavier than [blank] or you could say My backpack is so heavy
that [blank]. Or, if you come up with another way to exaggerate how heavy your backpack is that might work

too. I do NOT want you to copy my examples! You MUST come up with your own examples independently or as a
team. We dont want to see a copy of Ms. Pughs examples when these are collected for a test grade. Im going
to give you 3 minutes to come up with 1 hyperbole to write on the outside part of the backpack. You can do this
as teams. Go! Pause for 3 minutes to let them write examples. Ok, time is up! Lets hear from each team, what
did you come up with? Let each team respond. Nice examples guys! Those backpacks must be REALLY heavy!!

Now I want you to carefully fold the backpack without messing up your glue so that you can see the notebook
paper. Now, you need to draw or list the real stuff that you carry in your backpack. So, on mine you can see I
have binders, pencil pouch, computer, journal, etc. Im going to give you 5 minutes to do this now. Pause and
give students 5 minutes to complete the inside of the backpack.

4. [__10__ mins] Clean-Up & Closure: (Summary: students make sure their space is clean, we will come
back together to talk briefly to review the definition, and slowly get into analyzing why an author would
use hyperbole in writing)

You guys have done a wonderful job filling in all of the examples and getting your notebooks done for today. We
now need to clean up and make sure everything is off of the floor and our tables are neat before we move on to
the last activity of the day with Ms. Forbes. I will give them about 5 minutes to make sure their tables are
completely clean.

Before we move on, lets quickly review what weve done today. Without looking in your reading notebooks, tell
me what hyperbole is? Pause and listen for student responses. Awesome! Lets talk for just a second, why do
you think an author would use a hyperbole? Im sure you sometimes use them without even realizing it; I know I
do! Why would we do this? Discuss. I will guide the discussion so that students can determine that hyperboles
can make something seem more interesting or really get a point across.

Now, weve added another type of figurative language to the toolbox you will need when you are reading and
writing poetry. Hopefully your notebooks should help you remember when we come back to this later!

Ok, now were going to switch gears and finish with some sentence practice in preparation for some activities
we will do tomorrow. Im going to hand things back over to Ms. Forbes to finish class today.

Ms. Forbes will teach the last few minutes of class. I am still observing her methods for teaching word study
since I am very limited in how to go about this.

Differentiated Instruction to accommodate one or more of my profiled students:

Students have the opportunity to work independently, in small groups, and as an entire class. I have given
students the choice to WRITE or DRAW the inside components of the backpack foldable. This
accommodates Michael Hulse (3rd Block) who does not enjoy coloring or drawing, and has a 504 plan for
ADHD. After reading his file this week and observing him in class, it is clear to me that he prefers not to draw
or color unless he absolutely has to. So, for this activity I have provided the choice for students.

Materials Needed:

Bellwork Prompt
Hyperbole PowerPoint with videos
Hyperbole Foldable Handout
Hyperbole Examples Handout
Hyperbole Game cards & instructions

White Board & Markers

SmartBoard
Computer
Laptop Projector Input
Speakers
Document Camera
Students will need:
o Scissors
o Reading Notebooks
o Colored Pencils/Markers

Materials Appendix:

This handout shows

the basic notes sheet
students were able to
use throughout this
discussion based
lesson. First, students
had an opportunity to
think independently,
then share with their
teams, and finally
working as a class to
create a definition.

Hyperbole Notes Handout

Name: ____________________________

YOUR List

TEAM Definition

CLASS Definition

The following images are snapshots of the PowerPoint I will use for the Hyperbole Definition Activity

Reading Notebook Pastable Examples

He was so deadly in fact that

his enemies would go blind
from overexposure to pure
awesomeness!

Im so hungry I could eat a

whole elephant!

Congratulations! Worlds
best cup of coffee!

Its so fluffy Im gonna

die!