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Running head: FIGURATIVE LANGUAGE UNIT 1 Figurative Language Unit Laurie Warner Colorado State University-Global Learning Theories and Models of Instruction OTL 502 Dr. Nella Anderson March 9, 2014

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Page 1: Figurative Language Unit - Tools for Teaching Successtoolsforteachingsuccess.weebly.com/.../figurative_language_unit.pdf · Figurative Language Unit Figurative Language in Personal

Running head: FIGURATIVE LANGUAGE UNIT 1

Figurative Language Unit

Laurie Warner

Colorado State University-Global

Learning Theories and Models of Instruction

OTL 502

Dr. Nella Anderson

March 9, 2014

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Figurative Language Unit

Figurative Language in Personal Narrative Lesson Plan

Sixth Grade

Sixth grade students have been learning poetic devices – onomatopoeia, similes,

metaphors, and alliteration in poetry. This lesson is designed to teach students that these poetic

devices can be used effectively in a narrative writing piece to engage the reader. Further, the

lesson will support ongoing instruction in grammar, mechanics, and usage. Organization, self

assessment, and peer conferencing are also reinforced.

Stage 1 – Desired Results

Content Standard(s): 3. Writing and Composition

1. Writing literary genres for intended audiences and purposes requires ideas, organization, and voice

a. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. (CCSS: W.6.3)

i. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. (CCSS: W.6.3a)

ii. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. (CCSS: W.6.3b)

iii. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. (CCSS: W.6.3c)

iv. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. (CCSS: W.6.3d)

v. Provide a conclusion that follows from the narrated experiences or events. (CCSS: W.6.3e)

b. Employ a range of planning strategies to generate descriptive and sensory details (webbing, free writing, graphic organizers)

c. Use a range of poetic techniques (alliteration, onomatopoeia, rhyme scheme); figurative language (simile, metaphor, personification); and graphic elements (capital letters, line length, word position) to express personal or narrative voice in texts

d. Organize literary and narrative texts using conventional organizational patterns of the chosen genre

e. Use literary elements of a text (well-developed characters, setting, dialogue, conflict) to present ideas in a text

f. Use word choice, sentence structure, and sentence length to create voice and tone in writing

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(Colorado Department of Education [CDE], 2010, p. 115) 2. Writing informational and persuasive genres for intended audiences and

purposes require ideas, organization, and voice develop a. Write multi-paragraph compositions that have clear topic development,

logical organization, effective use of detail, and variety in sentence structure

b. d. Organize information into a coherent essay or report with a thesis statement in the introduction and transition sentences to link paragraphs

c. e. Write to pursue a personal interest, to explain, or to persuade d. Write to analyze informational texts (explains the steps in a scientific

investigation) e. Analyze and improve clarity of paragraphs and transitions f. Select vocabulary and information to enhance the central idea

(CDE, 2010, p. 116) 3. Specific editing for grammar, usage, mechanics, and clarity gives writing its

precision and legitimacy a. Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking. (CCSS: L.6.1) b. Ensure that pronouns are in the proper case (subjective,

objective, possessive). (CCSS: L.6.1a) c. Use intensive pronouns (e.g., myself, ourselves). (CCSS: L.6.1b) d. Recognize and correct inappropriate shifts in pronoun number

and person. (CCSS: L.6.1c) e. Recognize and correct vague pronouns (i.e., ones with unclear or

ambiguous antecedents). (CCSS: L.6.1d) f. Recognize variations from standard English in their own and

others' writing and speaking, and identify and use strategies to improve expression in conventional language. (CCSS: L.6.1e)

g. Identify fragments and run-ons and revise sentences to eliminate them

h. Use coordinating conjunctions in compound sentences i. Maintain consistent verb tense within paragraph. j. Choose adverbs to describe verbs, adjectives, and other adverbs k. Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing. (CCSS: L.6.2)

b. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. (CCSS: L.6.2a)

c. Spell correctly. (CCSS: L.6.2b) a. Use knowledge of language and its conventions when writing,

speaking, reading, or listening. (CCSS: L.6.3) d. Vary sentence patterns for meaning, reader/listener interest, and style.

(CCSS: L.6.3a) e. Maintain consistency in style and tone. (CCSS: L.6.3b)

a. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in grade level expectations 1 and 2 above.) (CCSS: W.6.4)

b. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing,

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rewriting, or trying a new approach. (CCSS: W.6.5) (CDE, 2010, p. 117)

Understandings: Students will understand that…

… organization is essential in writing narratives (or any genre) and provides cohesiveness to writing

… poetic devices can bring narratives to life for the reader and improve voice, thus helping to engage the reader

… proper grammar, mechanics, and usage are important for the flow of a written piece of work

Essential Questions:

How can a writer use words to engage the reader?

How can organization help the reader understand?

How can a writer use self-assessment to improve writing?

What are important elements to look for when evaluating a peer’s writing?

Student objectives (outcomes): Students will know and be able to…

… correctly use onomatopoeia, alliteration, metaphors, similes, and strong vocabulary to make narrative writing engaging to readers.

… use a rubric to self-assess own writing.

… engage the reader through use of the above poetic devices.

… organize work by using graphic organizers

Students will build relationships by…

… conducting peer reviews of writing. Peers will work on constructive criticism to help each other improve writing. Students often want to give each other great reviews, but students will work on offering suggestions to improve writing.

… meeting with instructor to discuss plans for writing. Students will complete a plan and meet with the teacher before beginning writing. Individual students and the teacher will discuss organization before the student begins writing.

Narrative Writing Pre-Assessment

A unit on narrative writing using figurative language has been planned for sixth grade

students. The purpose of the unit is to instruct students in creating meaningful, engaging writing

pieces. The pre-assessment was administered prior to beginning the unit. The pre-assessment was

made up of nine questions worth a total of thirty-five points. The questions address using proper

conventions, knowledge of various writing or poetry styles, and ask students to give a sample of

their writing by writing at least two paragraphs. Students are asked to demonstrate their

understanding of writing styles by including at least three of these in their writing. The writing

was assessed using a rubric (attached with the assessment).

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Several forms of formative assessment will be utilized throughout the unit. These

assessments include:

* Teacher questions during instruction and student work time

* Observation of whole group, small group, and independent tasks

* Student-teacher conferencing

* Discussions during whole group, small group, and pair-share discussions

* Worksheets provided by the teacher

The pre-assessment was developed by adapting an assessment written by the author for

another writing unit. The assessment was administered during a normal class period, allowing

students fifty minutes to complete the assessment. The students were then given the graded

assessment with a rubric showing how the assessment was graded. Students were given time to

study the rubric and ask any questions the students had about the assessment and expectations.

The following day students were given a goal worksheet to set their personal writing goal or

goals. Students were encouraged to create a short-term goal and a long-term goal in writing

narratives using figurative language, including conventions, paragraphing, and improving voice

in their writing to make writing more engaging.

After assessing the students, a need for improving conventions and paragraphing was

evident. Students need to improve organization and mechanics while actively writing and

improving voice and word choice to engage readers.

Many of the students set goals to use flow maps to help them remember sequencing to

organize their writing. Students in the class are given freedom to choose their own organizational

methods for planning writing. Often students write down ideas but do not use methods they have

learned in the past to help with organization.

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Students will be successful through the use of the touchstones. The rubric gave students

immediate feedback so students could set individual goals for writing. Students set goals using

the attached worksheet. Due to technical difficulties, student worksheets could not be

reproduced. One student’s responses were as follows:

“My goal is to be more organized in my writing. I will achieve my goal by using a flow

map to plan my writing. To achieve my goal, I will always plan in my writing journal before

writing. Potential roadblocks to reaching my goal are losing my writing journal and trying to

hurry through my work. Strategies to overcome roadblocks are keeping my writing journal in

one place in my cubby and to slow down on my work. This goal is important to me because I

want to get better writing grades. Three important actions steps to reach my goal include using a

flow map to plan my writing, ask for help when needed, and work on my writing in class instead

of messing around. My goal is both realistic and challenging because I know I can do it. I hurry

too fast and don’t plan. It’s hard for me to take time to plan because I want to talk to my friends.”

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Name _________________________________________ Date _______________

On a separate sheet of paper, answer the following questions using complete sentences.

1. Write 2 sentences showing examples of onomatopoeia. (2 points)

2. Write 2 sentences showing examples of alliteration. (2 points)

3. Write 2 sentences showing examples of similes. (2 points)

4. Write 2 sentences showing examples of metaphors. (2 points)

5. Write 2 sentences using action verbs. (2 points)

6. Write 2 sentences using dialogue. (2 points)

7. (28 points) Imagine you are alone on a dark night. Write a description for your parents and

your teacher of that night and what happens. In your writing, you should:

1. Use at least 3 examples of onomatopoeia, alliteration, action verbs, dialogue, similes, or

metaphors

2. Write at least 3 paragraphs

3. Use appropriate conventions (paragraphing, capitalization, commas, and end marks)

8. What are 3 words that define the word fear? (3 points)

9. Rewrite each sentence below with proper punctuation and capitalization.

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a. alice said i have to walk my dog after school today (1 point)

b. we took sandwiches bananas sodas and cookies on our picnic (1 point)

c. can i go to the park this weekend he asked (1 point)

d. mom sally wants me to come to her house after school today said ann (1 point)

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Story Writing : Assessment Story - Dark Night

Student Name: ________________________________________

CATEGORY 4 3 2 1

Requirements Writing includes 3

paragraphs and 3 of

the required

writing styles were

used. There are

clear transitions

between

paragraphs and

writer begins new

paragraph when

there is a new

speaker, a new

scene, a new time,

or a new subject.

Writing includes at

least 2 paragraphs

and 1 or 2 writing

styles. Writer has

attempted

transitions between

paragraphs but

transitions may not

be clear.

Writing includes

only 1 paragraph

and at least 1 of the

required writing

style was used.

There are no

paragraphs and the

required writing

styles were not

understood but

attempted.

Focus on Assigned

Topic

The entire story is

related to the

assigned topic and

allows the reader to

understand much

more about the

topic.

Most of the story is

related to the

assigned topic. The

story wanders off

at one point, but

the reader can still

learn something

about the topic.

Some of the story

is related to the

assigned topic, but

a reader does not

learn much about

the topic.

No attempt has

been made to relate

the story to the

assigned topic.

Spelling There are no

spelling or

punctuation errors

in the final draft.

There is 1 spelling

or punctuation

error in the final

draft.

There are 2-3

spelling and

punctuation errors

in the final draft.

The final draft has

more than 3

spelling and

punctuation errors.

End Marks There are no errors

in end marks in the

final draft.

There is 1 error in

end marks or 1 end

mark is missing.

There are 2-3

errors in end marks

or 2-3 end marks

missing.

There are more

than 3 end mark

errors or more than

3 end marks

missing.

Commas and

Quotation Marks

There are no errors

in commas or

quotation marks in

the final draft.

There is 1 error in

commas or

quotation marks.

There are 2-3

errors in commas

or quotation marks.

There are more

than 3 errors in

commas or

quotation marks.

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Capitalization There are no errors

in capitalization.

There is 1 error in

capitalization.

There are 2-3

errors in

capitalization.

There are more

than 3 erros in

capitalization.

Action Several action

verbs (active voice)

are used to describe

what is happening

in the story. The

story seems

exciting!

Several action

verbs are used to

describe what is

happening in the

story, but the word

choice doesn't

make the story as

exciting as it could

be.

A variety of verbs

(passive voice) are

used and describe

the action

accurately but not

in a very exciting

way.

Little variety seen

in the verbs that are

used. The story

seems a little

boring.

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Individual Learning Assessment (By Objective)

Objective 1: Students will be able to demonstrate a variety of techniques to express voice in their

writing by using poetic devices and figurative language in their writing. (1, 2, 3, 4, 5, 6, 7, 8)

Colorado Content Area Reading, Writing and Communicating, Standard 3(1), Writing and

Composition: Writing literary genres for intended audiences and purposes requires ideas,

organization, and voice.

STUDENT NUMBERS HAVE BEEN RANDOMLY GENERATED TO PROTECT STUDENT

CONFIDENTIALITY

Student

Pre-Assessment

Post Assessment

1 20

2 17

3 20

4 17

5 18

6 26

7 20

8 27

9 18

10 27

11 14

12 26

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13 21

14 22

15 19

16 21

17 11

18 11

19 19

20 16

21 20

22 13

23 14

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Individual Learning Assessment (By Objective)

Objective 2: Students will be able to demonstrate an understanding of conventions and mechanics in

writing by utilizing proper punctuation, capitalization, and spelling in their writing. (7, 9)

Colorado Content Area Reading, Writing and Communication, Standard 3(3), Writing and

Composition: Specific editing for grammar, usage, mechanics, and clarity gives writing its precision and

legitimacy.

STUDENT NUMBERS HAVE BEEN RANDOMLY GENERATED TO PROTECT STUDENT

CONFIDENTIALITY

Percent of change

Student

Pre-Assessment

Post-Assessment Increase Decrease

No effect

1 14

2 14

3 11

4 12

5 12

6 14

7 10

8 18

9 14

10 9

11 10

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12 11

13 14

14 16

15 17

16 13

17 8

18 9

19 16

20 11

21 14

22 12

23 9

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FIGURATIVE LANGUAGE UNIT 15

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FIGURATIVE LANGUAGE UNIT 16

Setting Goals

Name______________________________

My goal is:

_____________________________________________________

_____________________________________________________

(State the goal positively)

I will achieve my goal by:

_____________________________________________________

To achieve my goal, I will

_____________________________________________________

Potential roadblocks to reaching my

goal:_________________________________________________

Strategies to overcome the roadblocks are:

_____________________________________________________

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FIGURATIVE LANGUAGE UNIT 17

This goal is important to me because:

_____________________________________________________

3 important action steps to reach my goal include:

_____________________________________________________

My goal is both realistic and challenging

because:______________________________________________

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FIGURATIVE LANGUAGE UNIT 18

Engaging and Interacting with Students

Engaging students is essential to the success of the lesson on figurative language in a

narrative writing piece. Students will be engaged approximately every ten minutes using

questions, vocabulary discussion, or Think-Pair-Share activities as shown below. The focus of

the lesson is incorporating figurative language and word choice into narratives, fictional or non-

fictional. Engagement activities will be based on the lesson focus.

The lesson will begin with the questions, “What makes you afraid?” and “What makes

you extremely happy?” The questions will guide later discussion and preparation for the

narrative the students will write. Each student will be given an opportunity to say one thing that

makes him or her afraid and one thing that makes him or her happy. The teacher also participates

by answering these questions.

Approximately every ten minutes a new question or activity will be presented. The first

activity will be to ask students to turn to the person next to them and, using Think-Pair-Share,

discuss new words that describe the word “fear” or the word “happy”. The purpose of the

activity is to engage the students in using new vocabulary words. By sharing, students are

involved in creating a list of words that can be used to describe “fear” or “happiness”. After

sharing with a partner, the class will create a list of new vocabulary words to use in their writing.

After ten minutes, the next activity will give students a chance to practice using

alliteration, metaphors, and similes. Each student will describe him or herself using alliteration, a

metaphor, or a simile. The teacher also participates by describing herself using one of the poetic

devices. For example, the teacher might say, “Laurie listens long” or “Laurie is happy as a

clam”. Each student will then do the same to get a grasp of using alliteration, metaphors, and

similes in descriptions.

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FIGURATIVE LANGUAGE UNIT 19

The final question to students after an additional ten minutes will be, “How can you

overcome your fears or how can you share what makes you happy?” The class will discuss ways

to spread happiness or overcome fear. The teacher will begin by talking about how she handles

her fear. The teacher might also offer an example of how to spread happiness. Discussing how to

deal with fear or happiness will help students to build ideas for their narratives that will be

written.

Students will be writing about fear or happiness, so they will be given options to make

choices. At the beginning of the unit, students asked to write about fear because they wanted to

write scary stories. For the actual lesson of writing the narrative, students will choose to write

about fear or happiness or an emotion of their choice. In addition to choosing the emotion,

students will choose whether they will write a personal narrative biography or if they will write a

story to discuss the emotion.

The lesson on figurative language in a personal narrative or story is relevant to real life.

By asking students to talk about their fears and what makes them extremely happy, students are

given the opportunity to make the lesson about themselves. Students will hear similar sentences

written in different ways, using different vocabulary, to see which sentences make them want to

read more or hear more. Providing examples of writing the same thing in different ways will help

students discover what engages them as readers to help them see how important strong word

choice makes readers want to continue reading.

Throughout the unit, students are writing paragraphs using the various poetic devices.

After each short assignment, the teacher meets with students individually or provides written

feedback on the paragraphs focusing on personal goals. Each student will discuss personal goals

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FIGURATIVE LANGUAGE UNIT 20

with the teacher in a conference before writing the final narrative. Students will revisit the short-

and long-term goals they set before the beginning of the unit. The teacher and each student will

look at the goals and discuss if changes should be made to personal goals. Questions will be

asked by the teacher to better define goals to meet individual needs.

Sharing stories, providing feedback, and asking questions will help engage students. In

addition, when the teacher also participates in telling stories, students are encouraged to

participate and relationships are built. The teacher may be able to tell a story about a fear she had

when she was a child and how she overcame that fear and is no longer afraid. Asking questions

in class discussion will help students who are having a difficult time coming up with ideas.

Sharing before writing will also help students realize that we all have fears. Students who are

uncomfortable with their fears will have the opportunity to write about a different emotion. The

focus of the lesson is using figurative language in writing a narrative.

Providing Feedback for Learning and Behavior

The students and the teacher have worked together to establish rules for the classroom in

any setting. Rules are important as a whole class, small group, or when working independently.

Students have been given the opportunity to create the rules with teacher guidance. All rules

were actually determined by students by using their background knowledge of rules and their

needs for a productive work environment.

Whole Class Rules

Always be respectful

Raise your hand to speak, do not call out

There are no wrong questions or wrong answers, no laughing at questions or

answers

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FIGURATIVE LANGUAGE UNIT 21

No name calling

Do not speak when someone else is speaking

Eyes on the speaker

Small Group Rules

The rules for small group include all of the same rules as for whole class plus the

following:

Make sure everyone gets a turn

Ask questions to help each other improve work

Ask for input or help from peers if you don’t understand

Independent Work Rules

Stay on task

Ask for help when needed

No talking to others when everyone is working independently

Remember to focus on individual goals

Procedures

Students are choosing between personal narratives and stories related to fear or other

emotions. Narrative writers will be grouped with narrative writers and story writers with story

writers. To avoid feelings of favoritism, student names will be put in two cans, one for personal

narratives and one for narrative stories. Names will be randomly pulled from the cans to create

groups of four or five. The classroom is arranged in tables with each table providing seating for

four to five students.

Feedback

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FIGURATIVE LANGUAGE UNIT 22

Feedback is important for students to know how they are progressing and what their next

steps should be. The following feedback will be provided to students:

Homework will be graded and returned with feedback within 48 hours

Class will begin each day with verbal discussions about common errors or

problems to be addressed

Spend 3 to 5 minutes each day verbally checking in with students, see how they

are progressing

Students will be asked to meet in groups to provide each other constructive

criticism

Rubrics will be provided for daily assignments for students to self-evaluate

Writing checklists will be provided for students to check that everything is

included in their writing

Peer reviews will be conducted on rough drafts

Meet with students weekly to check progress

Classroom Dojo will be used to monitor behavior using the above rules created by

students

Classroom Dojo will be used to monitor growth by providing feedback on:

o Completing assignments

o Punctuation

o Paragraphing

o Use of similes, alliteration, onomatopoeia, metaphors, and vocabulary

o Opening statement, or hook

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FIGURATIVE LANGUAGE UNIT 23

Feedback will be non-evaluative and will be designed to lead to growth. Comments to

students might be: “I like the way you are finding new words for ‘happy’. Learning new words

will make your writing stronger and more exciting for readers.” “You have really started using

better hooks at the beginning of your writing to grab the reader’s attention. Figurative language

will help you keep that attention throughout the story.”

Students will check their own mastery through the use of rubrics. Rubrics will be

completed for each in-class and homework assignment. On the main assignment, a long personal

narrative or story, students will assess using the rubric, then meet with a peer. The peer will

evaluate using the same rubric based on what a reader sees in the writing. The writer will

compare the peer evaluation with his or her own evaluation and look for ways to improve the

writing to move toward mastery.

Adding the peer evaluation will help give a different view of a student’s writing before it

goes to the teacher. Sometimes students do not see that something is missing or could be

improved because they are seeing the writing as they want it to be and may miss something. For

students who are having difficulty, peer evaluation will provide a way for students to get help

from each other. For advanced students, it provides an opportunity to ask questions of

themselves and each other to move to another level of mastery.

The final step in the process for the final assignment is to write a final draft and turn it in

to the teacher for grading. The teacher will use the same rubric the students have been using. The

teacher will provide feedback on the assignment the same as for all assignments leading up to the

long narrative. Feedback will be constructive and provide the same goal of growth. The final

narrative is expected to be at least two pages, and students are aware of this at the beginning

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FIGURATIVE LANGUAGE UNIT 24

when they are given the rubric. The mini in-class and homework assignments will be shorter

narratives of a paragraph up to one page.

The Classroom Dojo has been used in the classroom to monitor student behavior.

Behavior will continue to be monitored using this method. In addition, student progress will be

monitored using the Dojo. The Dojo can be set up to provide points, positive or negative, to

students. For purposes of this assignment, the points will be set up to monitor student growth in

paragraphing, punctuation, use of figurative language, and anything that is determined to fit

student growth as time progresses. This will provide immediate feedback to students as the

teacher notices, even when the teacher is busy working with another student or students. The

Dojo provides quick, easy feedback without disruption.

Students will be doing their writing in Google Docs. Google Docs provides a way for

students to share their writing with the teacher. If students need to ask questions when working at

home, students can email the teacher. If necessary, the teacher can then view the document to

provide appropriate feedback by making comments on the document. Google Docs provides a

comment area, so students can see the comments and the paper at the same time to better

understand teacher feedback.

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Unit Plan

Lesson 1 Onomatopoeia 15-minute class discussion about onomatopoeia. How does it

make reading interesting? (Curiosity) 10-minute small group discussion of onomatopoeia to share

examples and provide opportunity for processing. Where have we seen it before? (Connection)

10 minutes for students to complete a worksheet on onomatopoeia (Concentration)

15 minutes for students to process what they have learned by writing a short paragraph using onomatopoeia to show mastery (Concentration)

Lesson 2 Alliteration 15-minute class discussion about alliteration. How does

alliteration make reading and writing interesting? (Curiosity) 10-minute small group discussion of alliteration to share

examples and provide opportunity for processing (Connection) 10 minutes for students to complete a worksheet on alliteration

(Concentration) 15 minutes for students to process what they have learned by

writing a short poem using alliteration to show mastery (Concentration)

Lesson 3 Similes 15-minute class discussion about similes (Curiosity)

10-minute small group discussion of similes to share examples and provide opportunity for processing. Where do we see similes? How do they bring life to writing? (Connection)

10 minutes for students to complete a worksheet on similes (Concentration)

15 minutes for students to process what they have learned by writing a short poem using similes to show mastery (Concentration)

Lesson 4 Metaphors 15-minute class discussion about metaphors. How do

comparisons help readers understand? (Curiosity) 10-minute discussion with a partner about metaphors to

share examples and provide opportunity for processing (Connection)

10 minutes for students to complete a worksheet on onomatopoeia (Concentration)

15 minutes for students to process what they have learned by writing a poem using metaphors to process and show mastery (Concentration)

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Lesson 5 Vocabulary 15-minute class discussion about vocabulary to describe

feelings. Are there better words to describe fear or happiness? (Curiosity)

10-minute partner discussion of exciting vocabulary to share examples and provide opportunity for processing (Connection)

10 minutes for students to complete a worksheet on vocabulary describing feelings of fear (Concentration)

15 minutes for students to process what they have learned by writing a short paragraph using strong vocabulary to show mastery (Concentration)

Lesson 6 Day 1 Final Writing Project

15-minute class discussion about organizing writing (Coherence)

10-minute discussion with a partner about organizing writing to share share ideas and provide opportunity for processing (Connection)

15 minutes for students to independently brainstorm ideas for writing about a feeling (personal narrative or narrative story) (Concentration)

10 minutes for students to process what they have learned by sharing ideas with a partner (Connection)

Lesson 6 Day 2-5 Final Writing Project

Students organize writing ideas by using a graphic organizer (Context)

When organizer is complete, students begin writing rough draft (Concentration, Context)

Use rubric to assess own writing (Concentration) Share with a partner who assesses writing with rubric

(Coaching) Complete final draft (Concentration) Feedback given by teacher (Coaching)

Final writing project will be completed individually, so students will be at different levels of completion. Students will type finals in Google Docs and will share with the teacher for grading and feedback. Students who finish early, by discretion of the teacher, will help tutor students who need further assistance with the writing process. Students who have completed the assignment may also write a second story or complete a web quest.

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FIGURATIVE LANGUAGE UNIT 27

References

Colorado Department of Education. (2010). Colorado academic standards: Reading,

writing, & communicating. Retrieved from

http://www.cde.state.co.us/sites/default/files/documents/coreadingwriting/docu

ments/rwc_standards_2010.pdf