Figurative LanguageLesson

Sarah HuffmanEDP 279

Target LearnersThe target learners for this lesson are Language

Arts students in 7th and 8th grade.

The purpose of this lesson is to teach the target learners about figurative language by going through the different types of figurative language and giving definitions and examples for each, in addition to pictures and exercises to help target learners remember them.

Overview of How to Use the Resources

This lesson would be set up as an interactive lecture. All students are seated in desks as the teacher begins clicking through the Smart Exchange PowerPoint on the large SmartBoard located at the front of the classroom.

The teacher will use the “magic pen” to underline important key words in these definitions and talk about each of them.

After learning about the difference between similes and metaphors from the slides, an interactive slide would come up prompting the class to sort through the similes and metaphors. The teacher asks a volunteer to come up, call on classmates for answers, and sort through the examples on the SmartBoard.

Overview

Next the teacher would use the following few slides to teach the class the difference between onomatopoeia and alliteration. Similar to the last interactive part of the slideshow, a student would be called up to call on classmates and sort through the phrases.

Next the teacher would explain what a hyperbole. The following slide is mostly blank, and asks that hyperboles be written out. At this point, any students may come to the SmartBoard and write a hyperbole using the digital Smart Pens. Afterwards, each student reads his or hers out loud to the class.

Overview

Next the teacher would explain personification using the following slide. Afterwards, a fill-in-the-blank slide comes up related to personification.

Each student is handed a piece of paper with the same fill-in-the-blank sentences. Each student fills out their own paper, and then the teacher calls on individuals to fill in one of the questions on the Smartboard. The student then reads the completed sentence out loud to the class.

The final slide is an interactive slide that reviews the entire lesson. Again, the teacher calls on individuals to come to the front and complete 1 or 2 questions until the entire activity on that slide has been completed.

OverviewFinally, the teacher would pull up a Word Document

that has been converted to be able to be drawn on and marked up on the smart board. This Word Document would have a summary of what they learned in the lesson, as well as a homework assignment. The teacher would go over the information on the Word Document, marking it up, and highlighted important information about the summary and homework assignment.

*The SmartBoard eraser may be used by the teacher or students at any time during the lesson to correct mistakes or start over.

How This Lesson Supports Universal Design

This lesson supports universal design because it uses multiple ways of presenting information.Students may read the words on the screen.The words on the screen are read aloud.

This lesson calls for multiple means of engagement.Students may fill in their own answers on the

worksheet provided.Students are able to get up and physically interact

with the lesson by writing on the SmartBoard.

Universal DesignThis lesson allows for the teacher and the class

to learn at the pace needed. The PowerPoint has no time limit.

This does not require physical effort, but for students who feel the need to get up and physically move to interact with the lesson, this option is available.

This PowerPoint in particular is well-organized and the information is presented in a simple way.

Web Linkshttp://exchange.smarttech.com/search.html?q=

&subject=English+Language+Arts&grade=Grade+9&region=en_US

http://exchange.smarttech.com/details.html?id=c63d0858-6987-4025-90df-b84b4eef1cd0

http://www.youtube.com/watch?v=xWNCHG-xB9o&feature=related

http://www.youtube.com/watch?v=dLdHbtuCIyY&feature=related