Blended Learning Lesson Plan:Introduction to Figurative Language

Subject: English/Language ArtsGrade: 6th Unit: Figurative LanguageBlended Learning Model: Flipped Classroom Model

Purpose

The purpose of this lesson is to introduce students to the fascinating world of figurative language. Students will learn what figurative language is and explore six types of figurative language: simile, metaphor, personification, hyperbole, onomatopoeia, and alliteration. They will be able to define each type and give an example.

Standards

● CCSS.ELA-LITERACY.L.6.5 ○ Demonstrate understanding of figurative language, word relationships, and

nuances in word meanings.● CCSS.ELA-LITERACY.W.6.4

○ Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

● ISTE Standard 1: Empowered Learner ○ Articulate and set personal learning goals, develop strategies leveraging

technology to achieve them and reflect on the learning process itself to improve learning outcomes.

ObjectivesStudents will be able to:

● Define what figurative language means● Identify and describe the six types of figurative language● Give examples of the six types of figurative language

Materials● Youtube URL● Figurative language handout● Worksheets● Signs for each station

● Exit ticket sheet

Differentiated Learning ● This lesson is designed based on learning styles. It is designed to reach students who are

visual, auditory and kinesthetic learners. For students who are visual learners, the Youtube video will allow them to learn the material through the captions, pictures, shapes, colors, and objects they see. Taking notes as they are watching the video will help them remember what has been written down. Auditory learners will also benefit from the Youtube video. These learners can choose to listen to the Youtube video as many times as they want while taking notes. As for the kinesthetic learners, the classroom activity will allow them to move from one station to another to complete their worksheets. That will be the external stimulation needed to keep them focused and on task.

Model Justification● Assuming most of the students have access to technology at home, are able to view the

video at their local library or are willing to stay after school to watch the video in the school library, the lesson will incorporate the flipped classroom learning model. This is a pedagogical model in which the lecture and homework elements of a class are reversed. By watching the video on figurative language prior to coming to class, students have more control. They are given the freedom to learn at their own pace. Students may pause or rewind the video and take notes. It also allows struggling students to take their time reviewing the material without getting left behind. Similarly, students who don’t have access to technology will be provided with a handout in which they will read and understand at their own pace.

● Also, in a traditional model of classroom instruction, the teacher is usually the central focus. With the flipped classroom model, the instruction shifts to a student-centered model in which class time is used to explore the topic and conduct meaningful activities. Allowing students to rotate from one station to another is an effective way to keep them engaged. They are able to teach and learn the concepts from each other and the teacher is more available to answer questions and identity errors in thinking.

Agenda

● The day prior:○ Students will be asked to write down the Youtube video title and URL in their

planners. They will need to watch it at home and come to class the following day prepared to complete worksheets. (https://www.youtube.com/watch?v=6QbV81Ilq0I )

■ Accommodation: Students who don’t have access to technology at home will be provided with a handout. The handout will contain the definition for each type of figurative language as well as examples and images.

○ Students are also required to take notes as they learn the material at home. They will need to write down definitions in their own words, and give an example for each type of figurative language.

○ Technology justification: The Youtube video was chosen as the instructional tool because it is interesting and easy to access. The speaker in the video explains the types of figurative language clearly and in simple terms. The images used in the video will help students understand the material and relate to the examples provided.

● In class○ Introduction (2 minutes)

■ Students will be asked to take out the notes they took at home. They will use them while completing their rotations.

■ The teacher will give directions on the station rotation activity.

○ Station rotation activity (48 minutes, 8 minutes each station)-■ The classroom will be setup in a way where there are six stations to

represent each type of figurative language. Each table will have the title of the station and a worksheet to be completed by the students individually. (Scroll below for worksheets) Students will rotate from one station to another every eight minutes and complete a total of six worksheets. They may visit the stations in whatever order they want as long as there is an available chair for them. An online stopwatch will be displayed on the smartboard for students to see the time and know when it is time to rotate. (http://www.online-stopwatch.com/countdown-clock/full-screen/) The teacher will facilitate the process and answer any questions the students might have. Students will be encouraged to help each other.

○ Station 1: Simile ○ Station 2: Metaphor○ Station 3: Personification○ Station 4: Onomatopoeia ○ Station 5: Hyperbole○ Station 6: Alliteration

○ Formative Assessment (10 minutes)- ■ Exit Ticket:

● Students will complete the assessment before they leave the class. This assessment will be used to modify learning objectives to improve student attainment of the material. An online stopwatch will be used to display the time.

○ Reflect/Evaluate■ Students were able to learn the material at home and come to class

prepared to complete the worksheets. Students who did not have access to

the video at home were provided with a handout to read. The station-rotation activity allowed students to apply what they learned about the six types of figurative language in class. They were able to ask the teacher and classmates questions. The lesson ended with a formative assessment which will be used to plan the next lesson depending on what students struggled with and need more practice on.

○ Summative Assessment:■ Following several days of practice exercises and group work, students will

be required to complete a final project in groups. They may choose from the following options:

● Written○ Advertisment

● Oral○ Song

● Visual○ Comic book

■ The final projects will need to include figurative language, pictures and be creative.

Name:____________________________________________Date:_______________

Simile

A comparison using the words like or as.

Directions: Choose one animal you would like to use to create original simile.

Name:____________________________________________Date:_______________

MetaphorA comparison that does not use the words like or as.

Directions: Decide on one item from the list to create metaphors with visuals. Discuss possible metaphors and decide on the strongest, most unique metaphor for your response. Then draw your visual!

Name:_____________________________________________ Date:_______________

Personification

The act of giving human qualities to animals or objects

Directions: Below are some pictures related to your school day. Decide on three items to “bring alive” using personification! Ask yourself, what human characteristic can we give to this object? What could it do?

Name:_______________________________________________Date:_______________

Onomatopoeia Words that imitate the sound they represent.

Directions: Look at each visual and brainstorm ways onomatopoeia could be related to it. Create a complete sentence using onomatopoeia to go with each visual.

Name:_______________________________________________Date:_______________

HyperboleAn exaggeration

Directions: Brainstorm and list several responses that would show hyperbole for each category.

Name:_______________________________________________Date:_______________

AlliterationRepeats the same sound in the beginning or middle of words.

Directions: Read the stanza from “Betty Botter,” a Mother Goose rhyme. Then, compose two sentences that use alliteration.

25/25

Great lesson idea. Good use of the station-rotation model.