Objective – students will create digital pages with examples of elements of figurative language to demonstrate their understanding of the Alaska state standard. The presentation that accompanies this mini-unit on figurative language can be found at:
I wrote up the mini-unit on figurative language using McTighe and Wiggins template using backward design (Understanding by Design). See the unit laid out below.
This “needs improvement” example is the first draft of one of the pages for our class book. This page still has grammar and a spelling problem. This student gave her page to two peers to give her suggestions before she created her final page. The students gave each other feedback based on the final rubric.
This “moderate” example is the revision to the first example. After getting constructive feedback, she decided to go out and find pictures that supported her sentence. She fixed the grammar and spelling to create a really good page for our class book.
This “high” example exceeded my expectations. This student completed a draft and asked for peer feedback. She then created a page with not just one excellent example, but four! She used a digital camera and our class bear to act out her sentences. She modified the photos in iPhoto and added customization to her Comic Life page.
Diary, I was very pleased how this lesson came out. All the students gained more knowledge of figurative language. They have been pointing out some of the elements during our weekly reading! They really enjoyed using all the technology. This lesson was a terrific vehicle to teaching many different types of technology. When I do this lesson again, I will allow for more time and more figurative language elements. We really pushed this to get it done in one week. It would be more effective to have students do multiple pages and continue this project over three weeks.
Stage 1 – Desired Outcome
|Alaska Common Core Standard: Language Standards K–5Vocabulary Acquisition and Use5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figurative language, including similes and metaphors, in context.|
|Students will understand that…||Why does figurative language make writing more interesting?|
|Figurative language paints a picture for the reader.|
|There are different elements of figurative language.|
|Students will know . . .||
|Students will be able to||
|Students will know the definitions of different elements of figurative language.|
|Students will be able to create elements of figurative language in context.|
Stage 2 – Assessment Evidence
|-Students will create pages of a digital book listing, defining, and illustrating different elements of figurative language using Comic Life.-Students will present digital book to the fourth grade class (according to the Alaska common core standards, figurative language is to be introduced in the fourth grade).||-Pre-assessment will be given to students to analyze their knowledge of figurative language before the project.-Teacher will monitor digital pages throughout lesson to assess students’ understanding.|
|-Students will assess their own pages using rubric provided by teacher as a reflective exercise.- Whole class discussion to explain why figurative language makes writing more interesting.|
Stage 3 – Learning Plan
|Activities will all culminate in students creating digital pages depicting an element of figurative language, its definition, and an illustration of an example.|
|W = Students will be given a pre-assessment to judge their prior knowledge of figurative language. The pre-assessment will be delivered using a SMARTboard Notebook lesson downloaded from the SMART Exchange.|
|H = Students will be shown a couple of YouTube videos made by high school students who found different figurative elements in modern music.||
|E = Figurative language elements, their definitions and examples will be shown to students using YouTube videos.|
|R = After viewing the videos, students will brainstorm examples of the element (simile, for example)|
|E = Students will share out their brainstormed examples. Peers will evaluate examples to see if they meet the definitions. Examples can be done on paper to peer review.|
|T = Students will be grouped and assigned to different elements based on their abilities. More complex elements of figurative language will be assigned to students with more advanced skills (hyperbole, for example). Individual pages for each element of figurative language will be created on Comic Life.|
|O = Lessons will be laid out on a timeline with due dates on Edmodo.Students will participate in whole class discussion to explain why figurative language makes writing more interesting.|
SMART board sources: