Dakota State University

College of Education
Figurative Language Escape Room

Name: Paige Marks

Grade Level: 5th
School: Montevideo Middle School
Date: 10/15/2018
Time: 9:55

Reflection from prior lesson:

The students are getting the hang of finding figurative language in text. One thing they struggle with is
carefully reading and answering questions that are different than they are used to. Doing an escape room
may be frustrating or difficult for them, but I think since they are getting very familiar with the content that
will be a strength for them.

Lesson Goal(s) / Standards:

5.1.4.4 Determine the meaning of words and phrases as they are used in a text, including figurative
language such as metaphors and similes.

Lesson Objectives:

Students will use problem solving and knowledge of figurative language to correctly unlock all five
padlocks in the classroom.

Materials Needed:

Tasks for Escape room

Folders
Boxes
Locks

Contextual Factors/ Learner Characteristics:

The students have never done an educational escape room. Most of the students are flexible, but there
might be a few who struggle to do something different than a traditional classroom activity. The other
thing to keep in mind is the students who don’t try to participate and crack the codes who might sit back
while the rest of the class works to crack the code.

A. The Lesson

1. Introduction (7min)
Mrs. Knutson will have the students put everything in their locker and wait in the hallway until I have it set
up in the classroom. Once they enter I will take attendance as normal, and then explain what we are
doing for the day.

How many of you have ever done an escape room? Today we are locked into the classroom until you
crack all of the codes, the codes you will crack are these boxes which are padlocked shut.

You will use your knowledge of figurative language, problem solving skills, and teamwork to crack the
codes. I want you all to go into your groups from your video you created, and each group find two more
groups you want to pair up with. If you do the math that means there will be 3 groups of 3 working on
each task together. Some boxes might not open without information from another box. The final box you
will open will be Grammy Elaine’s box and if you get that box open you will get a treat and be able to
leave for your next class after we discuss as a class how we unlocked the boxes.
If you are working with a classmate who is confused, be a good friend and Thunderhawk and help them
understand the process. You have plenty of time to complete this so make sure you are helpful.
I can control how much time you have, and I can give hints.
I should not see anyone not participating because there is plenty to do, you can even be telling your
groupmates ideas if you run out of papers or share with someone. If I notice a lot of you are not
participating, then we won’t be able to have fun activities like this again, because I want it to be a learning
experience.

2. Content Delivery (40min)

You may get into your groups and begin trying to unlock your codes.

This should take the students most of class time. Depending on how they are doing at cracking the
codes, I might give them hints, or take time off the timer.

To view the “tasks” look through this Google Folder.

3. Closure (7min)

You cracked the codes! Line up and nicely take a treat from Grammy Elaine’s box and sit back down in
your groups at whatever tables you want.
Who cracked Task 1? What box did it open? How did you crack the code?
Repeat these questions for each task.

B. Assessments Used

The tasks contained figurative language and seeing how the students did in analyzing these tasks will tell
about their knowledge in a formative assessment.

C. Differentiated Instruction

Some of the tasks are harder than others, students could switch tasks if they need to.
The groups the students are in have different levels of figurative language knowledge, I created them that
way and always advocate for the students to help each other, explain any confusion, and problem solve
together. If I can tell a student is being left behind I would talk to the group. Mrs. Knutson and I can also
go around and help groups who need it.

D. Resources
Mr. Klumper gave me a folder with Breakout Task ideas which is where I came up with most of this
lesson.