Morrow 31
Austin Morrow
Lesson Plan Template (Richmond, with Danielson Domains)
Grade Level
What grade level are students in?
Subject/s
What content subject is being taught? Is
there any overlap with other subjects?
Time period required
How long will this lesson take?
Overall goal for students
What do you want students to walk
away knowing after the lesson?
Specific Content standards or CCSS
standards for this lesson
What are the standards that you will
focus this lesson on?
Materials needed
Dr. Kia Richmond
EN 304
13 April 2017
YOUR LESSON GOES HERE! Danielson Domains
(1b: Knowledge of Students)
9th grade (I was trying to gear this lesson to use a UDL framework so I can
adapt children with disabilities as well).
Language Arts (1a: Demonstrating Knowledge of
Content and Pedagogy)
Not really, maybe a little bit of social studies because we can discuss
where idioms come from and why we use them.
One hour long class (might have to go longer)
(1c: Setting Instructional
Outcomes)
I want students to identify figurative language and understand that
figurative language’s implied meaning is different from it’s literal
meaning. This is especially important for students with disabilities
because they take many things literally and can be taken advantage of
because of this.
CCSS.ELA-LITERACY.L.5.5.A
Interpret figurative language, including similes and metaphors, in context.
CCSS.ELA-LITERACY.L.9-10.5.A
Interpret figures of speech (e.g., euphemism, oxymoron) in context and
analyze their role in the text
(1d: Demonstrating Knowledge of
Resources)
2
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What items do you need to complete the Paper & Pencil

lesson? Graphic Organizer for note taking
Books, poems, examples of simile, metaphor, hyperbole
Video of similes, metaphors, hyperboles, and idioms
https://www.youtube.com/watch?v=vdqgDQcJtA0
Procedures (1e: Designing Coherent
Instruction)
(3c Engaging Students in Learning)
What will the teacher do? What will Start class by telling students that today we will be learning about
students do? figurative language, have a short discussion about what students know
about it.

Hand out graphic organizer that is split into 4 sections, (Simile, Metaphor,
Hyperbole, and Idiom). Let students know that they will be writing their
definition of each word, giving an example of each word, and then
drawing what the literal meaning and the implied meaning of each word.
Graphic Organizer:
Figurative Simile Metaphor Hyperbole Idiom
Language
Definition
Example
Picture

Explain to students what figurative language is and why it is important to

be able to identify it.

Write three types of figurative language up on the board and give the
definition and an example for each.

2
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Figurative Simile Metaphor Hyperbole Idiom

language
Definition A figure of A A sentence or A phrase
speech comparison phrase that that has a
involving the of two uses extreme literal
comparison of things exaggeration; meaning
one thing with without the has multiple and a
another thing of use of like meanings; figurative
a different kind, or as. and is often meaning.
using like or as. used in jokes
Teacher’s Life is like a box Love is a I’m so That is
Example of chocolate… - battlefield – hungry I going to
Forrest Gump Pat Benatar could eat a cost me
horse an arm
and a leg

Remind students that similes and metaphors are the same thing, except
similes use “Like of As” to compare; whereas, metaphors do not.

Interact with students while doing this and when you get to the drawing
part, draw the implied meaning of an idiom and then draw the literal
meaning. Ask for student volunteers to come up and draw the implied and
literal meanings of the simile and metaphor examples.

Now have students give their own examples and have them write it and
draw it on the board.

Once students have a good grasp on this move onto the next part and
show this video https://www.youtube.com/watch?v=vdqgDQcJtA0. The
similes (0:25-0:50), Metaphor (1:50-2:12), Idiom (2:13-2:38), and
hyperbole (2:48 – 3:08).

For the last part of the lesson hand out poems, and books that are heavy
on use of simile, metaphor, idioms, and hyperboles and have students

2

Evaluation/Assessment
How will you assess the content
standards or Common Core Standards?
Rationale
Why are you teaching this lesson to this
grade level at this time during the year?
http://www.hcpss.org/f/aboutus/teacher_eval/danielson_framework.pdf
Morrow 34
identify the 4 figurative language and do the graphic organizer activity
(write the example, draw the implied and literal meaning).
End lesson by collecting graphic organizers and having short discussion
about what students learned and why it would be important to be able to
identify figurative language in real world context.
(1f: Designing Student
Assessments)
(3d Using Assessment in
Instruction)
Students will turn in a completed graphic organizer with at least one of
their own examples for each of the sections: simile, metaphor, hyperbole,
and idiom. The graphic organizers will be graded on a scale of 12 points: 1
point for each box correctly filled in. The students understanding will
determine if more time needs to be spent on those 4 particular pieces of
figurative language, or if we can move onto the others.
Figurative language is often a challenging concept for students to grasp,
especially students with disabilities or students whose first language is not
English. This lesson will help students identify and understand figurative
language.