Number of Students: 6

Language and Meaning

Estimated Duration:

Beginning of the unit

Middle of the unit

End of the unit

Whole class

Small group

One-to-one Other (specify):

Figuring out the meanings of figurative language in literary text will help student better understand and enjoy such text.

(Why this lesson at this time; how does it connect to previous or succeeding lessons?)

This lesson connects with our previous unit Craft and structure in informational text. It is a follow up unit to Integration of knowledge and ideas in text.

(What knowledge, skills and/or academic language must students already know to be successful with this lesson?)

·         Figurative language

·         Personification

·         Metaphor

·         Mood

·         simile

(Identify 1 or 2 goals for students; below your goals state how you will communicate the goals to students.)

·         Student will read to analyze and understand figurative language in a poem.

·         Student will read from a poem called “Rain in Summer.” First, student will read to understand what the poem is about. Then read to analyze the figurative language.

(List the standards that are most relevant to your goals)

Reading

·         Use context to determine the meaning of figurative language phrases. RL.5.4

·         Recognize the use and meaning of metaphors and similes in a text. RL.5.4

Writing

·         Draw evidence from literary texts to support analysis and reflection. W.5.9a Speaking and Listening

·         Pose and respond to specific questions and contribute to discussions. SL.5.1c

·         Review the key ideas expressed and draw conclusions. SL.5.1d

Language

·         Use context as a clue to the meaning of a word or phrase. L.5.4a

·         Acquire and use academic and domain specific words and phrases. L.5.6

Identify academic language, particular words/phrases that are essential to understanding the content of this lesson.)

·         Figurative language

·         Personification

·         Metaphor

·         Mood

·         simile

(How will you know whether students are making progress toward your learning goal[s], and/or how will you assess the extent to which they have met your goal[s]?)

·         Students will be given exit tickets at the end of class.

·         Students will be assessed through formative assessment tools.

·         Students will also be observed for understanding and comprehension during think-pair-share.

·         Students will be questioned throughout the course of the lesson to check for comprehension.

(What are your expectations for performance?  Specifically, describe expectations for each of the following types of performance: exceeds expectations, meets expectations, and below expectations performance.)

Exceeds expectations (4)

Student comprehends, understand how to read to analyze and understand figurative language in a poem.

Meet expectations (3)

Student comprehends, understand how to read poem but, doesn’t know how to analyze and understand figurative language in a poem.

Approaches expectations (2)

Student comprehends, but can’t understand how to read poem or how to analyze and understand figurative language in a poem.

Below expectation (1)

Student doesn’t comprehend, understand how to read poem or know how to analyze and understand figurative language in a poem.

(How will you provide student feedback?)

·         Students will be given feedback via one-one conferencing

·         Use Post-It notes, for students who has a difficult time staying on task or get frustrated more effective than just hearing it aloud.

·         Students will give feedback to one another during think-pair-share

·         Verbal feedback, for example: “you are on the right track”

(How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students?)

5 mins

•      Teacher will explain to students that in this lesson they will read to analyze and understand figurative language in a poem.

•      Review the meanings of the terms literal and figurative. Teacher will guide students to understand that the terms are opposites: literal means “exact” and figurative means “not literal” or “representing an idea.”

•      Teacher will provide an example to demonstrate the difference, such as “The cool breeze kissed my cheeks as I stepped outside.

•       “Ask students”:

“Is this literal or figurative? The literal meaning doesn’t make sense because a breeze doesn’t have lips to kiss with, so it is figurative. But why phrase it this way? Well, a kiss is a nice thing. Well the cool breeze feels nice on my face. Plus, you know what a kiss on your cheek feels like, so you can picture just how the wind feels”.

Teacher will focus students’ attention on the Objective. Read it aloud to set the purpose for the lesson.

Student will read from a poem called “Rain in Summer by Henry Wadsworth Longfellow. Teacher will tell the students “First, you’ll read to understand what the poem is about. Then you’ll read to analyze the figurative language.”

• Display the Academic Talk words and phrases.

Explore

(How will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan.

Read 10 mins

•       Read aloud the title and the name of the poet. Ask students to explain what rain is like in summer. Guide them to make predictions, based on the title, about what mood the poet will create.

•       Have students read the poem independently.

•       Teacher will tell student to place a check mark above any confusing words and phrases as they read. Remind students to look inside, around, and beyond each unknown word to help them figure out its meaning. Use the Word Learning Routine chart.

•       When students have finished reading, clarify the meanings of words and phrases they still find confusing.

•       Check understanding by asking question.

•       Encourage students to identify details in the text that support their answers.

Teacher will give examples:

Where is the rain falling?

(It is falling in the streets of a town or city.)

How is the rain falling?

(heavily; It is pouring.) Who is watching the rain? (a man sick with a fever)

Teacher will set the purpose for the second read.

What figurative language does the poet use to describe the rain.

Teacher will interact will student as they reread out loud.

As the student read out loud students will need to read closely for nonliteral language as they read.

Teacher will tell as they reread underline any figurative language the poet uses to describe the rain.

As the students read teacher will guide them to acquire basic understanding of the text.

Teacher will ask questions such as:

·         What is happening in the first two stanzas?

·         What does the speaker hear?

·         Ask student to name the animals that have hooves.

·         Have one student describe what running hooves sound like and another describe what rain on the roof sounds like.

·         Have students share what the simile “like the tramp of hoofs” (line 7) helps them to understand about the poem.

Remind students of using context clues when reading.

Example:

•                  Reread the second stanza. Point out the word gushes.

What does gushes describe?

(the movement of the water)

•               What nearby words help you figure out the meaning of gushes?

(struggles, overflowing, pours)

Ask students to use gush in a sentence.

Think 10 mins

Teacher will model how to use find text evidence to fill in part of the chart.

Students will work with a partner to continue reading poem and complete the chart.

Use the chart below to identify and explain the poem’s figurative language.

Figurative languages Chart

Ask volunteers to share their completed chart.

Teacher will guide students to see that figurative language helps them hear and see how the rain falls in stanzas 2 and 3. Then in stanza 4, figurative language helps them feel what the sick man feels as he watches the rain.

(How will you bring closure to the lesson?)

5 mins

Wrap up

Ask the students to recall the learning objective. Have them explain how analyzing the figurative language helped them understand and enjoy the poem.

How will you provide successful access to the key concepts?

·         ELL students will be frontloaded with key vocabulary words with multiply-meanings, so they can decode information in their native language, and then transferring that understanding into English.

·         Provide multiple learning opportunities to reinforce key concepts and vocabulary

·         Use audio and visual supports.

·         The will also be pair with more advance student who speak the same language.

·         Modification will be made to the lesson for different type of learners who need extra support.

·         Delivering content in “chunks”, so students can digest a little at a time, and then continue to build their knowledge and understanding of the material.

·         Students will receive advanced notes and different assessments

Be proactive: Consider what might not go as planned with the lesson; what will you do about it?

If the group is having difficulty identifying explaining the poem’s figurative language, I will give them a simpler poem. Emphasize how figurative language makes nonliteral comparisons. Ask students about what really happens and what

doesn’t really happen. I would then reach teach and take a different approach in my teaching and adjust my lesson plan.

Bats

The tree bats sway like fruit with wings,

B

acts

The tree bats sway like fruit with wings,

Bats

The tree bats sway like fruit with wings,

Bats

The tree bats sway like fruit with wing

The Tree Bats

The tree bats sway like fruit with wings,

From the branches of a tall old tree,

Prisoners   of   light   throughout   the

day, till nightfall comes to set them

free.

From the branches of a tall old tree,

Prisoners   of   light   throughout   the

day, Till nightfall comes to set them

free.

From the branches of a tall old tree,

Prisoners   of   light   throughout   the

day, Till nightfall comes to set them

free.

From the branches of a tall old tree,

Prisoners   of   light   throughout   the

day, Till nightfall comes to set them

free

From the branches of a tall old tree,

Prisoners   of   light   throughout   the

day, Till nightfall comes to set them

free.

From the branches of a tall old tree,

Prisoners of light throughout the day,

Till nightfall comes to set them free.

The sun goes down, the sleepers stir,

To the gentle voice of mother night.

Then the tree lets go its fluttering fruit­­­­—

A dark whirlwind of sudden flight!

Poem: Rain in Summer by Henry Wadsworth Longfellow

Word learning routine chart

White board with lesson objective

Dry Eraser Marker

Figurative languages Chart