Introduction
This lesson is suited for 5th graders enrolled in an English or Reading class geared toward the average learner. The students will be able to gain knowledge of the subject matter and integrating technology to facilitate experiences involving creativity and innovative thinking in understanding and recognizing figurative language.
Task
- Students have recieved prior instructions and examples of common types of figurative language such as Simile, Metaphor, Personification and Onomatopoeia.
- Students will work in groups which will enhance their learning.
- Rubrics will be given ahead of time which will allow the students to know what is expected of them.
Process
- Students will underline various types of figurative language using a different colored marker for every type of figurative language identified at least 5 times in each poem.
- Students will combine their findings with their group mates.
- Students will input collective data into the computer using Microsoft Excel.
- Students will create a digital chart demonstrating the quanity and variety of figurative language found in each of the 3 different poems.
- Students will present their chart and compare te variety and frequency of each author's use of figurative language.
Evaluation
- Students can be assessed using the rubric below. In order to enhance student performance and ease of use, the lesson can be revised accordingly after it has been taught.
|
Skills |
Excellent |
Fair |
Developing |
|
Identifying figurative language |
Student underlines at least 5 types of figurative language in each poem. |
Student underlines at least 3 types of figurative language in each poem. |
Student underlines less than 3 types of figurative language in each poem. |
|
Group Dynamics |
Student displayed leadership and worked cooperatively in the group. Providing many insights for the outcome of the final product. |
Student worked cooperatively in the group. Providing some insight of the outcome of the final product. |
Student did not or seldom work cooperatively in the group. Providing few to no insight for the outcome of the final product. |
|
Creation of Digital Spreadsheet |
Student is able to accurately put data into the spreadsheet without assistance. |
Student has some data misplaced into the spreadsheet and a little assistance is necessary. |
Student data is misrepresented and assistance with data input is necessary most of the time.
|
|
Student Presentation |
Student can be heard and understood from anywhere in the classroom. Content of the presentation is organized and clear. |
Student can be heard and understood from only the middle of the classroom. Content of the presentation is semi-organized and somewhat understood. |
Student can be heard and understood from only the front of the classroom. Content of presentation is unorganized and not understandable. |
Conclusion
The students will gain the knowledge of the subject matter in regards to figurative language. The students will also gain understanding in integrating technology in using computers and overhead projectors.
Have your students visit these websites to gain more knowledge of figurative
language.
http://languagearts.mrdonn.org/figurative.html
http://www.showme.com/sh/?h=8wTs6YC
http://www.youtube.com/watch%3Fv%3D7JY7s3C6aSk