Name: Brooke Smith
Grade Level: 5th
School: Arlington Elementary
Date: 3/4/2020
Time: 11:05
Reflection from prior lesson (if you did not teach the previous lesson, what did you observe that
will help you prepare and teach this lesson?): All of the students were able to correctly write a
sentence using a simile, metaphor, hyperbole, and onomatopoeia. One student missed an
idiom. Two students used allusion incorrectly in their sentence. 3 students used personification
incorrectly. I am hoping that the students continue to show improvement as we focus on all of
our figurative language terms rather than a few that are in focus at a time.
Lesson Goal(s) / Standards:
5.L.5 Demonstrate understanding of figurative language, word relationships, and subtle
differences in word meanings.
a. Interpret figurative language, including similes and metaphors, in context.
Lesson Objectives:
I can identify a variety of figurative language with 85% accuracy by the end of the lesson.
I can determine the meaning of a simile or metaphor with 90% accuracy by the end of the
lesson.
Materials Needed:
- Computers
- Task Cards
- Pencil
- Task Card blank sheet
Contextual Factors/ Learner Characteristics:
- One student with cochlear implants
- 4 students on IEPs
o One of the students has a hard time with figurative language. This is a part of
her IEP. It is hard for her to not take things literally. She doesn’t understand
sarcasm very well and can’t really discern between someone joking and being
serious. This will be a big factor to think about while planning and teaching this
unit.
- 4 students in Title I
1. Introduction (5 minutes)
a. Getting Attention
o “Clap once if you can hear me.”
b. Relating to past experience and/or knowledge
o I am going to have the students give me examples of the figurative language we have
learned so far.
c. Creating a need to know
o Understanding figurative language is important because it allows you to “spruce” up
your writing. It is also used a lot in the literary world. It is important to be able to
understand what it means when it is used.
d. Sharing objective, in general terms
o I can accurately understand and use figurative language.
2. Content Delivery
a. Nearpod (25 minutes): I have a Nearpod lesson put together that I will go through with
the students. The Nearpod includes a video that shows examples of figurative language
being used in popular children’s movies. The students will have to match the figurative
language words we have covered up with their definitions. We will then do some
discussion boards where the students will write sentences using figurative
language. There is also a time to climb within the Nearpod. At the end, there is a poll for
students to rate their confidence level with figurative language.
b. Task cards (25 minutes): I will group the students in groups of 3 (one group will have
4). They will each be given a set of the task cards. They will need to go through the task
cards together and complete the task card sheet where they will fill in their
answers. Each card uses an example of some type of figurative language. The groups
need to determine what is being used on each card. The students will need to discuss
each card together and explain why they think the answer they do.
3. Closure (5 minutes)
a. I have a poll that asks the students how they feel about figurative language. They rate
their own understanding. We will then discuss anything the students feel a little unsure
about.
4. Assessments Used
• Nearpod activity: I can go in and see the results of each student and how they answered
the matching game. I can also go look and see what each student wrote for their
examples.
• Task Cards: This activity will help me see how well the students are able to identify
figurative language in a context. These are really going to help me see what the students
still aren’t fully understanding before we take the test.
• Poll: The poll and discussion are really going to help me understand how confident the
students are with figurative language. It will also help me know what the students are
confused by still.
5. Differentiated Instruction
• The Nearpod activity is a great way to include technology into the unit. The students will
get instant feedback on how they are doing. The video also helps to provide a visual and
audio of figurative language. It also includes examples from several very well-known
children’s movies the students can relate to.
• The groups for the task cards will be pre-selected by me. I will be sure to include a mix of
learner levels within each group. This way, they can scaffold off of one another.
• After grading the task cards paper, I will pull back students individually to conference
with them about anything they got wrong. We will go over the term(s) and give different
examples.
6. Resources
• Teachers Pay Teachers
• Nearpod
