Dakota State University

College of Education  

Figurative Language

Name: Morgan LeGrand

Grade Level: 6th Grade
School: Harrisburg South Middle School
Date: September 30, 2022
Time: 10:05-10:51 (46 Minutes)

Reflection from prior lesson

● Students have previously been working on figurative language. We have also begun writing a narrative,
so focusing on figurative language in writing has been a primary goal for this week. Student’s have
been engaged with the lessons, and seem to have a grasp on figurative language. Student’s are usually
more talkative and antsy, so it will be important for me to utilize classroom management strategies
student’s are aware of.
● For this lesson, we will review and check for understanding with figurative language using excerpts
from a mentor text we read as a class a couple of weeks ago.

Lesson Goal(s) / Standards 

● 6.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
○ I want students to understand, review, and know why we use figurative language in writing.

Lesson Objective(s)

● The students will understand, identify, and provide examples of figurative language devices.
○ Formative Assessment

Materials Needed 

● Powerpoint
● Markers (students should have these, if not, there are markers in the classroom they can use)
● White Paper (5 large sheets)

Contextual Factors/ Learner Characteristics

● Contextual factors vary for each class period as learners choose what time they come to each class.
● The classes are very energetic and talkative, there are around 97 students on our sixth grade team.
There are a total of 48 girls and 49 boys. Student’s get restless - so it is important to not keep students
at the carpet for the whole time, we like to get them up and moving. There are six English Language
Learners on our team and they come to ELA second period every day. There are four students on 504
plans on the team, 22 learners on IEP’s and eight students who are on our team; however, they do not
attend this English class.

Connection(s) to Research & Theory

● Formative Assessment: I will formatively assess students through understanding of the material,
engagement in discussion, and their responses to questions.
● Scaffolding: As we discuss the different devices together, I will gradually release responsibility to
learners by having them discuss with their classmates, then students will practice on their own in small
groups to show their understanding of the devices.
 ● Activating Prior Knowledge: The students have been learning about figurative language for the past
week, so this lesson will be a review/check for understanding. Students have also read and understood
the mentor text we will be using. I will activate their prior knowledge by discussing the different devices
they have previously discussed.

A.  The Lesson 

Introduction (5 minutes) 
As students walk into the classroom, I will hand them notecards with different images on them. They will go to
a group of desks that have the same drawing as their notecard. This will be their group for the activity later in
the lesson.
I will direct students to leave their items at their desk and meet on the carpet.

● Gather on the carpet as a class and take attendance

● Discuss what we know about figurative language, why we need it in writing & what we remember about
All Summer in a Day by Ray Bradbury.

○ getting attention: Think of a sentence that contains figurative language within it.

○ relating to past experience and/or knowledge: We have been talking about figurative language in
Mrs. Markley’s class this week, and now we are writing our Otzi narratives. We can use our
knowledge on figurative language to add to our Otzi writings to bring our writing to life.

○ creating a need to know: We need to know how to point out figurative language and why it is
important to use in our writing. We also need to understand the different types of figurative
language.

○ sharing objective, in general terms: We will look for different pieces of figurative language in All
Summer in a Day. We will also create our own examples using different devices, such as simile,
metaphor, and hyperbole.

Content Delivery (30 Minutes; Teacher-Led, Whole Group Discussion, Learner Discussion, & Small
Group Work/Discussion)

● I will begin by asking the learners three questions about figurative language. Learners will be prompted
to raise their hands to share their thoughts. I will have the powerpoint presented on the board.
(Teacher-Led & Whole Group Discussion)

“What is figurative language?”

Anticipated Response: “A powerful tool to create vivid imagery through words.”
“Why is it important to include figurative language in our writing?”
Anticipated Response: “Figurative language brings our writing to life, and paints a picture
to our readers through our writing.”
“What are some important things to remember about the different devices?”
Anticipated Response: Describe the different devices student’s have been learning
about. For example; a hyperbole is an exaggeration, a simile uses ‘like’ or ‘as’ etc…

I will then go to the next slides (slides 4-6), showing different sentences/phrases from our mentor text, All
Summer in a Day (Teacher-Let, Whole Group Discussion, & Learner Discussion).

Slide 4: Simile
“This example of a simile shows that the children are huddled together, excited to see the sun.
They are all trying to get a look out the window. The author is comparing the children to roses
and weeds because they are all close together at the window.”
Slide 5: Hyperbole
“This example is a hyperbole because there is no coin that you can buy the whole world with. It
shows that the children want the sun so much that they are dreaming about things associated
 with the sun, like you use a yellow crayon to draw a sun. The author wants the reader to know
that they are thinking about it so much they are dreaming about it.”
Slide 6: Personification
“This personification example shows what the world was like when they opened the door to play
outside in the sun. The world can not actually wait or be silent, those are human characteristics
given to an object that is not human. The author is telling the reader that when the rain stopped
and the sun came out that everything felt different outside because the children were used to
the rain.”

● As I ask students to identify the figurative language device in the slides, I will have them Turn and Talk -
cross fingers, make sure every student has a partner, and begin discussing; “What type of figurative
language do you see? Why is it that type of figurative language?”
● To regain student’s focus, I will count down from three, telling students when I get to zero voices will be
off, bodies will be facing towards me and learners will be ready to share.

● After students are facing me, and voices are off, I will tell students that we are going to create posters
using examples of similes, metaphors, and hyperbole in small groups. I will tell students that they will
come up with their own examples, drawings, and will underline the figurative language they used in
their examples (Small Group Work & Discussion).

● After discussing the types of figurative language we saw in the phrases and giving directions for the
next step, students will be prompted to move back to their assigned desks/group. I will count down from
5. Students will be in their groups beginning to work

Closure (7 Minutes)

○ Share our posters as a class & discuss

○ Review what figurative language means/is and why it’s important to have in our writing - if time
allows

B. Assessments Used

- Formative Assessment: I will observe and listen to students' discussions, responses, and engagement
from the class period to understand if students were engaged, if they understood the topic, or if I need
to adjust my lesson.
- Formative Assessment: I will observe students within their small groups while creating posters and
identify participation and engagement with students.

C. Differentiated Instruction

● Adaptations for students with special needs or not meeting expectations

○ For students with special needs or not meeting expectations, I will group them with higher
achieving students in the class while creating the posters so students can listen and engage
with other’s thoughts.
● Adaptations for those exceeding expectations
○ For those exceeding expectations, I will prompt them to create more than one example using a
different device. If students complete this task, I will invite students to go around the classroom
and assist other student’s who may need support with this topic.
● Language Support (IF you have ELLs (English Language Learners))
○ For ELLs, I will use visuals and nonverbals while giving directions, and will repeat student
responses.

D.  Resources
All Summer in a Day by Ray Bradbury