Wichita State University College of Education Middle/Secondary Level Lesson Plan Template

Candidate Lisa Maliszewski Grade Level/Subject 5th Grade Language Arts

Lesson Title Introduction to Literary Devices Lesson Date January 31, 2013; 80 minute block Overview Students will be introduced to seven literary devices (figurative language) found in grade-level and Context text and construct a flip-book to use for documenting where these devices were found in the novel Bud, Not Buddy. Assessed RL.5.4 – Determine the meaning of words and phrases as they are used in a text, including Standards figurative language such as metaphors and similes.

L.5.5 – Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.5.5.a – Interpret figurative language, including similes and metaphors, in context. SL.5.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

Content Students will: Language Students will: Objectives * construct a flip book organizer to Objectives *listen carefully to follow directions document literary devices used in to construct a flip book Bud, Not Buddy *write down the definitions of *define the seven literary devices – seven literary devices in the flip flashback, foreshadowing, book hyperbole, onomatopoeia, *tell the small group their personification, simile and understanding of each literary metaphor device when working together *read familiar text to locate *Read or scan familiar texts in examples of these literary devices, search of literary devices then record them in the flip book *write down any examples found *work cooperatively with a small and any notes that contribute to group to complete the activity understanding.

Key Content – figurative language, Materials,  Notebook paper, staplers Vocabulary literary devices, flashback, Technology  Sample of flip book foreshadowing, hyperbole, Needs  Power Point of Literary onomatopoeia, personification, Devices definitions simile and metaphor  Projector  Copies of pages from these Functional – flip book books: Out of the Dust; Harry Potter and the Goblet of Fire; The First

Middle/Secondary Level Lesson Plan Template, Approved 5-25-11 Page 1 Day of School Forever Higher Order Why would an author choose to use figurative language in a piece of writing? / Essential How does figurative language contribute to the enjoyment or the understanding of the written Questions work?

Time Learning Activities Review and Assessment

10 Building Background Min. When class begins, students will write in their Idioms R Us booklet during the Daily Work time. When students are finished: Ask “What is an idiom? (a figure of speech)”, then ask “Knowing this, what do you think the term ‘figurative language” means?” “Write your own definition, based on what you know, in your Idioms booklet for today. Thumbs up when done.” When students finish: “Read aloud your answers with your group in a Round Robin, standing when everyone has had a chance. No one will comment on the other definitions. The timer is set for Informal observation of student one minute. Go.” participation. When finished: “Did you all have about the same definition? Who would like to share theirs with the class?” (Choose 3-4 and write on white board). “You had to use your knowledge of word parts to help come up with the definition, but you are all about right. Figurative language is the use of literary devices, such as figures of speech, a.k.a. idioms, when writing. It makes writing interesting, emotional and vivid. We are going to make a flip book to organize our definitions and examples of these literary devices. Put away your idioms booklets and take out three sheets of notebook paper. The manager will pass out a stapler for each group. Have your pencils ready!”

10 Meaningful Activities Min. Project simple instructions onto smart board. Demonstrate to students as I construct a flip book, step by step. “We are going to construct a flip book in this way:

First, With the holes on the left and the white strip at the Informal observation of activity top, use the lines to line up the sheets of paper and stagger progress and completion. them at 1" intervals in a row. Second, Fold the first sheet over to the 4th line from the

Middle/Secondary Level Lesson Plan Template, Approved 5-25-11 Page 2 bottom. Third, Fold the next sheet over to the first line above the white strip on the first sheet of paper. Fourth, Fold the next sheet over the second one to the first line above the white strip. Fifth, Look at your papers – you have created a six-part flip book! Put three staples across the very top (horizontally). You now have a flip book. Last – before we go any further, write your name on the back of the flip book.” As students work, walk around to check progress and answer questions. 15 min. “Now we need to write down the names and definitions of our Literary Devices. Let’s use the Power Point to do this.” Show Power point slides of each literary device. Students will copy the short definitions. Discuss the given examples as students copy them down.

“Do you think you are ready to do a Literary Device Search? 30 You will work with your group to look through the materials min. I put on your desk. There may be more than one example of each literary device, so you won’t be looking for one per paragraph, or anything like that. This is the first search, so I do not expect you to find every example. You may choose to use a highlighter or pencil to mark the literary devices you find, even if you are not sure what category it would belong to. Questions?” Answer any questions. “Each person will get one paper. On that paper is a copy of some part of a book that is probably familiar to you. Read it and pick out the literary devices you find. Then, pass it to the next person. This is not timed exactly, but I will be checking whole group progress every ten minutes . It’s okay to read a paper more than once. It might actually be a good strategy. “Questions?” Answer questions. “When I say Go, you may begin. I will walk around to answer questions and will be checking for participation. And – Go.”

While students work, walk around to each group and check progress. After 10 minutes of working, stop students. “How many of you have found three examples? Four? Five? Okay, keep working on this. If you need to wiggle, you are allowed to stand as you read or write.”

Middle/Secondary Level Lesson Plan Template, Approved 5-25-11 Page 3 After another 10 minutes, call “time”.

15 Wrap Up/Final Review min. Flip book will be assessed for “Time. accuracy and completion How many of you were able to locate at least one example for each of the literary devices? Let’s see what everyone Students who did not found. Let’s check each one of the four pieces of writing, accurately identify examples of starting with p. 10 from The First Day of School Forever. the literary devices will be given the chance to correct on Students volunteer their answers. Mark them on the their own for extra points. overhead. Do the same with the other 3 pieces of writing. Add any examples students missed. Rubric: Completed book w/definitions “You will use this flip book while we read our next novel, 1 pt. Bud, Not Buddy. After we read a portion of the book, we will Group Participation then do some more searching with our discussion groups 2 pts. and write those examples in our flip books. For now, I’d like Correct Examples found you to turn your flip book into the class basket as your ticket 1 pt. each up to 7. out the door.” Total possible: 10 pts.

Class adjourned.

References

Clark, S. K. (2011). Guide for Using Bud, Not Buddy in the Classroom. Westmister: Teacher Created Resources, Inc.

Curtis, C. P. (2002). Bud, Not Buddy. New York: Scholastic, Inc.

Hesse, K. (1999). Out of the Dust. New York: Scholastic, Inc.

Rowling, J. (2002). Harry Potter and the Goblet of Fire. New York: Scholastic, Inc.

Stine, R. (2012). It's The First Day of School Forever. New York: Square Fish.

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