Direct Instruction Lesson Plan TemplateGrade Level/Subject: 5th GradeReadingCentral Focus: Students will be strengthening their skills to identify figurative language in a poem.

Essential Standard/Common Core Objective:CCSS.ELA-Literacy.RL.5.4Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.Date submitted: Date taught:

Daily Lesson Objective: The students will be able to identify figurative language in a poem at the end of this lesson. They will be using packets of poems and using different colors to identify different types of figurative language. The students will be assessed on the accuracy of the figurative language they identify with their colors.Comment by Jean Vintinner: Well stated

21st Century Skills:Systems ThinkingMaking Judgements and DecisionsReason EffectivelyCreative ThinkingAcademic Language Demand (Language Function and Vocabulary):Comment by Jean Vintinner: Dont forget this part; it is likely applying or analyzingApplying the following in poetry:FIGURATIVE LANGUAGEPersonificationMetaphorSimileAlliterationIdiom

Prior Knowledge: Students must be able to properly read and comprehend a poem. Students must also know the definition of figurative language, and why it is important in a poem.

ActivityDescription of Activities and SettingTime

1. Focus and Review Teacher: I know you have been working with poems lately, and today I am going to teach you how to properly identify figurative language and understand why it is important. Who remembers what figurative language is? Why do you think this is important to a poems meaning?

2. Statement of Objective for StudentToday I want you to look through packets of poems, and you are going to use colors to show figurative language in the poem.

3. Teacher Input Start off reading a few poems (Alligator Pie) (Owls) (Springtime) to the class emphasizing the figurative language.Comment by Jean Vintinner: Identify which poemsComment by Jean Vintinner: Outline what you will sayOkay, Ladies and Gentlemen. I am going to read you a few poems, and when I read a piece of figurative language I will talk louder. When you hear this I want you to raise your hands. Begin reading two poems. Okay. Now that youve done this, I am going to read one last poem. This time I will not change my voice. I want you to raise your hand when you hear any figurative language. Read the last poem. Very good! I saw that you all raised your hands when you heard something! Now, lets look at the examples of figurative language on the board. Next, go over the charts with the figurative language we will be looking at, and read the definitions to make sure the students know what we will be searching for in the poem.Now, watch me as I read this poem and use my colors to mark all of the figurative language I see. Read through a poem written on chart paper. As I am reading, I will say what I am underlining or coloring, and what type of figurative language that is. Ask myself questions as I am reading aloud (Think aloud for students to see thought process)Teacher: Now, as a class we are going to look at a poem. We are going to look at it line by line and identify all of the figurative language; similes, metaphors, alliteration, personification, idiom.( These definitions will be on the charts.) Read the first line aloud to the students, ask them if there is any figurative language, and if so, what it is. Have a student come up to the board to identify and color the figurative language they see. Do this line by line until the poem is complete.Comment by Jean Vintinner: Be sure to define these for students

4. Guided Practice Now, Ladies and Gentlemen. I want you to get with your partner ( I will be assigning the students random partners) Im going to be handing out packets of poems and crayons for you and your partner to use. Come up with a color code for each of the figurative language possibilities we have talked about today. Write down a key so that I know what you are doing. Next, take turns with your partner reading the poems and finding the figurative language in each poem.Comment by Jean Vintinner: Identify which poems

The students will now work together to complete the poems in the packet and pick out all of the figurative language. The poetry packets include poems from Roald Dahls Revolting Rhymes, Dennis Lees Dinosaur Dinner, and Jack Pretlutskys Pizza the size of the Sun.

5. Independent Practice For independent practice, the students will be given a worksheet to complete on their own. They will be asked to look at a series of Poems similar to the ones they worked on with partners. Here, they will be asked to do the same thing, but copy down the figurative language. So they will color the figurative language, and then they will write down what they colored. Example: For this poem above, please color the alliteration GREEN and then write it down in the lines provided below:________________________________________________________________________________________________________________________________________________________________.They will answer the following questions:Give an example of PERSONIFICATION.Give an example of a SIMILEGive an example of a METAPHORGive an example of ALLITERATIONGive an example of an IDIOMt

6. Assessment Methods of all objectives/skills: The students will be assessed on their knowledge of the figurative language worksheets. They must provide an answer for each of the words to completely master the subject. As we have practiced today, and there was a chart on the board to help before the assessment.

7. ClosureThank the students for their hard work. Ask them if they will be noticing figurative language in their future readings.

8. Assessment Results of all objectives/skills:

Targeted Students Modifications/Accommodations:Students with hearing/visual impairments may sit close to the boardStudent/Small Group Modifications/Accommodations:Students who are not quite understanding may be called for a small group where we will have a more intense instruction with easier poems.

Materials/Technology: (Include any instructional materials (e.g., worksheets, assessments PowerPoint/Smart Board slides, etc.) needed to implement the lesson at the end of the lesson plan.)Chart paper, crayons, worksheets, poem packets, pencils