Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Sarah Schafer

Grade Level: Sophomores (10th grade)
Subject: English Language Arts
Date: 14 October 2020
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson. Include an ISTE Standard and list
any 21st Century skills addressed in the lesson.
CCSS.ELA-LITERACY.L.9-10.5:
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
ISTE: Empowered Learner
Students use technology to seek feedback that informs and improves their practice and to demonstrate their
learning in a variety of ways.
21st c. Skills:
Technology Literacy: students learn the navigate through different videos to retain information from them.
Creativity: students use explanations and examples provided to create their own examples of the concepts.
List the Rationale (cite theories or theorists):
This lesson plan will be centered around the students as they build their own knowledge, making it a
constructionism lesson. The students will be engaging with new material via technology to create their own work
representing what they learned.
List the measurable learning objective(s) to be addressed in this lesson (specific, measurable, attainable,
timebound). Use the following format: “Students will be able to…”
Students will be able to identify different figurative language throughout their daily lives and in writing they
encounter.
Students will be able to construct their own figurative language and apply them to their own texts.
Students will be able differentiate between the variety of figurative language concepts in the English language.
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.
The students have learned how figurative language is important in the English language. They have read texts that
include many of them, whether they recognized all of them or not. Students are now ready to learn more about
them to apply their own knowledge of figurative language by writing their own. They can navigate the internet and
the sources provided to aid them in their own creation.
Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).
(Do not complete this section)
Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
(Do not complete this section)
List the materials/resources you will need to teach the lesson.

“Flocabulary’s ‘Figurative Language’” https://www.youtube.com/watch?v=eQ0MjK87Fn0

“What is a Metaphor?” https://www.youtube.com/watch?v=cZcIFtx2ge0
“Allusions” https://www.youtube.com/watch?v=FLE7-02DX-c
“‘What is a Simile?’: A Literary Guide for English Students and Teachers” https://www.youtube.com/watch?
v=YqJrZ6OoqjU
“Juxtaposition Explained + Examples” https://www.youtube.com/watch?v=PhIxTzpIK-s
“What is Personification?” https://www.youtube.com/watch?v=1Mb6NxixRk8
“Onomatopoeia Lesson | What is Onomatopoeia?” https://www.youtube.com/watch?v=kAYGa3Lvlq0
“‘What is Hyperbole?’: A Literary Guide for English Students and Teachers” https://www.youtube.com/watch?
v=IzfyNwNpUmA
“Alliteration, Assonance, and Consonance” https://www.youtube.com/watch?v=2YTnxhENCDc
“‘What is Irony?’: A Literary Guide for English Students and Teachers” https://www.youtube.com/watch?
v=q6e0oNVx8Uk

Each of these learning resources will be used to help explain and show examples of each concept of figurative
language they are learning about.
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it
will enhance instruction and student learning.
The students will need to have access to the internet/wifi for this lesson. They will also need speakers/headphones.
The videos included in this lesson were selected to enhance the students’ understanding and comprehension of the
terms and concepts. Listening and watching the concepts be described simultaneously with most of the videos will
really reinforce the ideas behind each term. They will be able to learn from various instructors in addition to helping
themselves learn the concepts.
Accommodations: Base this on the information you provided for Classroom Demographics and
Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students’ learning, culture, language, etc. *
(Do not complete this section)

Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

The students will take a pre-assessment quiz consisting of identifying the various figurative language terms to see if
they know the examples before the lesson. (see below)

Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated
they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts,
graphs if applicable)

(Do not complete this section)

Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs
in order to keep students on task and actively engaged throughout the lesson.

I will encourage the students to take notes as they watch the videos in my instructions. I will also make sure the
students know that they must watch the videos to further enhance their understanding of each concept, even if they
think they know it.
Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.
This lesson is designed for students to complete the entirety of it remotely. The assessment quizzes will be
online along with the instructions, links to the resources, and the worksheet for them to fill out. I will lay
out the instructions of the whole lesson so that they can follow step-by-step what they need to be doing.
The students will first be instructed to take the pre-assessment quiz. This will be scored based on
participation – not accuracy. Once this is complete, I will direct the students to watch the first link and
have them continue with the lesson from there.
“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).
Since this is an entirely online lesson that is not synchronous, there are few opportunities for any teacher-
engaging practices. The students will be engaged with other instructors in the videos they are supposed to
watch. They will also be able to follow along with my instructions at their own pace as they go through the
lesson.
“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?
My Instructions (What my students will see from me):

Hello Students,

This lesson is on figurative language concepts. There is a pretest and a post test for you all to complete.
The pretest is graded solely on completing it, not your actual score. However, the post test will be graded
based on the score you get. You will be watching video instructions and explanations on many terms to
better comprehend them. You will then be asked to create your own example of each – so take notes
while you are watching the videos and make sure to watch all the way to the end. Pause the video at your
convenience to make sure you can write things down without missing anything else. Have fun with this!

Please follow these steps in order to complete the lesson:

1. Open the pre-assessment quiz and complete it.
2. Open and watch the first link, “Flocabulary’s ‘Figurative Language.’”
https://www.youtube.com/watch?v=eQ0MjK87Fn0 Take note of all of the concepts you will be
learning. This is an introductory video; there will be slower and more in-depth explanations of each
concept to come.
3. Open and watch the link, “What is a Metaphor?” https://www.youtube.com/watch?v=cZcIFtx2ge0
4. Open and watch the link, “Allusions” https://www.youtube.com/watch?v=FLE7-02DX-c
5. Open and watch the link, “What is a Simile?” https://www.youtube.com/watch?v=YqJrZ6OoqjU
6. Open and watch the link, “Juxtaposition Explained + Examples” https://www.youtube.com/watch?
v=PhIxTzpIK-s
7. Open and watch the link, “What is Personification?” https://www.youtube.com/watch?
v=1Mb6NxixRk8
8. Open and watch the link, “Onomatopoeia Lesson | What is Onomatopoeia?”
https://www.youtube.com/watch?v=kAYGa3Lvlq0
9. Open and watch the link, “‘What is Hyperbole?’: A Literary Guide for English Students and
Teachers” https://www.youtube.com/watch?v=IzfyNwNpUmA
10. Open and watch the link, “Alliteration, Assonance, and Consonance”
https://www.youtube.com/watch?v=2YTnxhENCDc
11. Open and watch the link “‘What is Irony?’: A Literary Guide for English Students and Teachers”
https://www.youtube.com/watch?v=q6e0oNVx8Uk
12. Locate the worksheet titled, “Figurative Language” and download it.
13. Read the instructions and fill out the worksheet. Turn it in online (a drop box).
14. Open the post assessment quiz and complete it.
Great work completing the lesson! I look forward to reading the figurative language examples you all came
up with yourselves and I hope you look forward to hearing some of your own and your classmates’ during
next class!

-Miss Schafer

Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).
The objectives will be reemphasized when the students receive feedback on their worksheets and pre and
post assessment quizzes. I will reiterate the importance of understanding these concepts throughout their
work. I will stress how they will be able to further comprehend pieces of literature with a good grasp on
these concepts. I will also stress how they can include these concepts in their own daily lives and/or
writing.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students’ level of understanding toward the learning objectives after teaching the lesson.

This will be several questions examining what the students have taken away from each of the concepts. They should
be able to get them all correct if they performed the lesson as directed. It will be graded based on how many they
get correct, unlike the pre-assessment. (see below)
Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the
learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.

(Do not complete this section)

Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe
what went well and what areas you need to revise in the future. Cite examples (from video) that support your
conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision?
Cite examples from the lesson plan, video and/or student work that would prompt revisions.

(Do not complete this section)

Pre-assessment:

1. “Guess who is the Newton of our school!” is an example of:

a. alliteration
b. allusion
c. onomatopoeia
d. simile
2. “You can’t teach an old dog new tricks” is an example of:
a. irony
b. metaphor
c. juxtaposition
d. alliteration
3. “The green grass grew in the garden” is an example of:
a. alliteration
b. assonance
c. hyperbole
4. “The dog was as big as a horse” is an example of:
a. metaphor
b. simile
c. onomatopoeia
d. allusion
5. “The light of the fire is a sight” is an example of:
a. assonance
b. personification
c. simile
d. irony
6. Describing someone who is foolish as a genius is an example of:
a. hyperbole
b. irony
c. simile
d. juxtaposition
7. “She heard a fly buzz by her ear” is an example of:
a. metaphor
b. assonance
c. allusion
d. onomatopoeia
8. “When I was young, I had to walk 15 miles to school every day – uphill both ways” is an example of:
a. hyperbole
b. simile
c. personification
d. alliteration
9. “He was sweating like a pig” is an example of:
a. personification
b. simile
c. juxtaposition
d. onomatopoeia
10. “Life is a highway” is an example of:
a. allusion
b. personification
c. metaphor
d. alliteration
Figurative Language Worksheet Name: _________________________________

Provide an example of each of the following concepts of figurative language. Use what you have learned from each of
the videos to do this. Make sure to use YOUR OWN words so that you are creating YOUR OWN examples. Some samples
of each students’ will be selected and shared by me next class – so be as creative as possible and have fun with this!

1. Metaphor:

2. Allusion:

3. Simile:

4. Juxtaposition:

5. Personification:

6. Onomatopoeia:

7. Hyperbole:

8. Assonance:

9. Alliteration:

10. Irony:
Post-Assessment:

1. Which of the following is NOT an example of personification?

a. The wind howled in the night.
b. The ocean danced in the storm.
c. The chicken bucked loudly.
d. The pencil ran across the room.
2. Which of the following is a simile?
a. Her lips were as red as a rose.
b. The dog was tiny.
c. His nose job was done poorly.
d. The color purple is my favorite.
3. Which of the following is an example of an allusion?
a. The good Samaritan opened the door for the man with a walker.
b. The boy was terrified of spiders.
c. When did she get here?
d. There are many leaves in Aberdeen.
4. Which of the following is an example of juxtaposition?
a. The house is made of bricks.
b. His grandfather wants to open a retirement fund for him.
c. The world is a stage
d. All’s fair in love and war.
5. Which of the following is an example of hyperbole?
a. Beggars can’t be choosers.
b. The bees buzzed noisily.
c. I have a million things to do today.
d. He wished he would go to Wimbledon.
6. Which of the following is an example of alliteration?
a. The grasshopper scared her.
b. The cricket sand with ease.
c. The terrified toad hopped toward the train.
d. The mouse ran from the cat.
7. Which of the following is an example of irony?
a. Speaking to a quiet group and saying, “Don’t everybody speak at once.”
b. Sitting with many people and saying, “This is a good turnout.”
c. Staring at the stars and saying, “The stars are pretty tonight.”
d. Swallowing hot chocolate and saying, “This should warm me up.”
8. Which of the following is an example of a metaphor?
a. The brown horse is running quickly.
b. Laughter is the best medicine.
c. The rice is as burnt as coals.
d. Listening is difficult when there are distractions.
9. Which of the following is an example of onomatopoeia?
a. The duck swam silently.
b. The calf fell asleep by his mother.
 c. The kitchen utensils fell off the counter with a bang.
10. Which of the following is an example of assonance?
a. Goodnight, sleep tight, don’t let the bed bugs bite.
b. I’m so hungry I could eat a horse.
c. What is your favorite holiday?
d. This place is like a Garden of Eden.

Rubric for Post Assessment:

Correct Incorrect Total

Question 1 /1
Question 2 /1
Question 3 /1
Question 4 /1
Question 5 /1
Question 6 /1
Question 7 /1
Question 8 /1
Question 9 /1
Question 10 /1
Total: ______/10
(10: A, 9-8: B, 7: C, 6: D, 5-0: F)