August 26, 2015
|
by Rhondra Lewis
Lesson Plan:

I SHAMPOO C: Figurative Language

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Grade

Students will be able to identify nine of the main types of figurative language tools.

(5 minutes)
  • Use sticky notes to poll the class using the following prompt: Name at least five types of figurative language.
  • Have students volunteer to share their thoughts.
  • Create a class list for students to observe and add to.
  • Tell students that figurative language consists of words and phrases used by a writer to convey non-literal (not real) meaning of words; it makes writing come alive.
  • Explain to students that in this lesson, they will create a flippable graphic organizer to learn an easy acronym that will help them learn, understand, and identify some of the main types of figurative language.
(5 minutes)
  • Have students cut and glue the I SHAMPOO C cutouts on a sheet of paper.
  • Have them cut on the dotted lines to make the flaps.
  • Have one student read the definition for idiom from the I SHAMPOO C information sheet.
  • Next, have another student summarize what the previous student just read.
  • Have students write at least two examples of an idiom below the definition.
  • Advise students they should try to use an example that is not listed on the information sheet.
(15 minutes)
  • Have students work in pairs or small groups and use the I SHAMPOO C sheets to finish the flippable according to the instructions they received.
  • Students will summarize the definition and provide an example for each of the remaining letters (figurative language types).
  • Remind students to work with their partner or group to complete this assignment.
(15 minutes)
  • On the back of their I SHAMPOO C cutouts, have students use each type of figurative language in a sentence and underline the part that demonstrates the example under the tab for each.
  • Enrichment: Allow advanced students to research additional types of figurative language and create a product of their choice that includes the definition, an example, and a sentence.
  • Support: Have struggling students complete the flippable with you or a partner.
(5 minutes)
  • Have students write I SHAMPOO C on a notecard and identify what each letter in the acronym stands for, including a definition and example.
  • They should turn it in as an exit ticket before leaving class so that you can gauge their levels of understanding.
(10 minutes)
  • Recap today’s lesson
  • Have students explain in their own words what they learned today and discuss how they can use it in class.
  • Allow students to ask questions that they still have.

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