Stephanie Hedges Grade 6 ELA: Short Stories Mar 27, 2023

Learning Outcomes:
● ELAL6- 3.3.4- Apply tier 3 words in subject-specific contexts.
● ELAL6-5.1.12 - Apply creative thinking processes through experimenting with, evaluating, and
selecting details to produce a desired effect.
● ELAL6-5.1.16 - Enhance personal style and voice through careful selection of words to create
emphasis or effects.

Learning Objectives:
● At the end of the lesson, students will be able to
○ Demonstrate their knowledge of hyperboles by writing an example describing a scene
from the short “Oktapodi”.
○ Practice using words to enhance personal style or effect with hyperboles, alliteration, and
imagery.

Assessments:
● Writing Sample #2: Hyperboles (S)
● Think/Pair/Share (x2) (F): come up with hyperboles & imagery
● Writing Sample #3: Imagery (S)

Materials:
● “Oktapodi”
● Hyperbole examples from last class
● “Let It Go” lyrics

LESSON PLAN 1 (30 minutes)

Introduction: (10 minutes)

● Introduce vocabulary word:
○ Pass back vocabulary quizzes. Congratulate the students on their success on the test!
(87% average)
○ Hyperbole (from Friday): extreme exaggeration
■ That runner is faster than lightning.
■ That book is so heavy it weighs the same as an elephant.
■ It took forever to find you.
○ Alliteration: a group of words starting with the same sound
■ Sherry’s sushi shop
■ The odd octopus overflowed with emotion
■ The driver drove dangerously

Lesson: (15 minutes)

● Reintroduce hyperbole.
○ Tell examples of hyperbole from “Oktapodi” → try explaining the assignment that the
students are the screenwriters and are writing what they are seeing.
■ The octopus was so heartbroken he almost died.
Stephanie Hedges Grade 6 ELA: Short Stories Mar 27, 2023

■ The driver was so scary he could have made a train jump its track.
● Re-watch “Oktapodi”: have students watch with the intention of writing a hyperbole
○ Think/pair/share: Work with a table partner and together come up with a hyperbole.
■ *Differentiation: help with students who need the extra help and examples
○ Writing Sample: after sharing the think/pair/share example with the class, each student
will come up with two more hyperboles for “Oktapodi”
■ *Differentiation: Check on students who need differentiation. Prompt them with
ideas and extra steps to help them chunk the concept. Give them a specific
scenario from the short to write about.
● The octopus was so _______ he could ________.
● The driver drove so _______ he could have ________.
● They were so worried, they could have _______.
○ Once students are finished, they can share their hyperboles and turn in the assignment.
● If time, challenge the students to create an alliteration for “Oktapodi”.

Conclusion: (5 minutes)
● Congratulate the students on their vocabulary tests and their hyperboles they created in the class.

LESSON PLAN 2 (30 minutes

Introduction: (10 minutes)

● Introduce vocabulary word:
○ Imagery: visual descriptions
○ Pull examples out of Frozen’s “Let It Go”

Lesson: (15 minutes)

● Review alliteration and hyperbole with examples from last class.
● Explain the purpose of hyperbole, metaphor, similes, and imagery in terms of relevance to their
picture book project.
● Watch “Let It Go” while students follow along with the lyrics
○ Have students watch for examples of imagery in the lyrics.
● After reading, students will use imagery to describe the picture prompt:
○ Give them an example
○ Create an example together as a class
○ Think/Pair/Share: they will create an example with
a table partner
■ **Differentiation: scaffolding and working
with a partner
○ Have students create two more sentences
individually using imagery to describe the scene

Conclusion: (5 minutes)
● Have students volunteer to share their writing sample of imagery