Teacher’s Name: Sophia White

Class: 6^th Grade English Language Arts

Common Core Standard: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

Lesson Title: Do You Really Mean That?

Objective: The learner will be able to interpret the meaning of various figurative language examples in literature.

Integrated skills: Visualizing, analyzing, and differentiating.

Lesson Time: 60 minutes

Procedures:

 

Anticipatory Set

1)      Teacher briefly explains the lesson objective.  

2)      Students watch the video and read lyrics of the song “My Heart’s a Stereo.”  

                       

3)      Students complete a survey on http://edmodo.com/ in response to the song on their iPads or computers.

4)      Teacher discusses results with students.

5)      Whole Class Discussion: What clues brought you to your response? How did you know the songwriter was not referring to an actual stereo?

 

Direct Instruction & Shared Reading

1)      Students write the definition of figurative language in their Student Literature Dictionaries.

2)      Students review the difference between literal and figurative language.

3)      Teacher and students read the poem “Dreams” by Langston Hughes.

 

Dreams

Hold fast to dreams
For if dreams die
Life is a broken-winged bird
That cannot fly.
Hold fast to dreams
For when dreams go
Life is a broken-winged bird
Frozen with snow.

 

4)      Teacher models how to interpret the meaning of “life is a broken-winged bird” using visualization and context clues strategies.

5)      Students interpret the meaning of “life is a broken-winged bird” using visualization and context clues strategies in literature circles.

 

Strategy Groups

 

1)      In literature circles, students read “Growing Pains” by Jean Little.

2)      As a group, students practice interpreting the meaning of figurative language using strategies taught in shared reading.

3)      They must prove their responses and come to a consensus. Consensus must be written.

4)      Teacher monitors and provides academic feedback to students in groups.

 

Independent Practice and Reading Conferences

 

1)      Students independently read “It Seems I Test People” by James Berry.

2)      Students independently create a lesson using the Educreation app explaining how they interpreted the meaning of figurative language in the poem.

 

 

3)      Teacher conferences with students based on reading levels and skills to reinforce.

 

Assessment:

Mastery of objective is based on how well students construct meaning from figurative language and demonstrate how the figurative language contributes to the overall meaning of the text.

 Closure Activity

 

1)      Students send their lessons to their partners. The partner must watch the lesson and provide feedback.

 

School to Home Learning Extensions

1)      Students create their own figurative language masterpieces using what they have learned in class.