Title: Easy As Pie (Decoding Figurative Language)
Author: Maegan Burris
Subject: Language Arts/ Literacy
Grade Level: 6th grade
IEP Classifications:
Visually Impaired impaired, ADHD, Sensory Processing Disorder
Visually Impaired impaired, ADHD, Sensory Processing Disorder
Common Core Standard:
RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
Lesson Goals:
After learning the meaning of literal and non-literal language, the students will identify non-literal language and explain its meaning.
After learning the meaning of literal and non-literal language, the students will identify non-literal language and explain its meaning.
Lesson Materials: Smartboard, Youtube video: https://www.youtube.com/watch?v=bgjQdR4uvjs, Common Phrases with sentences slide, poster board, markers, computer, Skin like milk, Hair of silk, Simile/Metaphor T Chart template for Smartboard, simile and metaphor sentence strips, The Way You Lie song by The Band Perry: https://www.youtube.com/watch?v=pCwLsXZnFl4, print out of song lyrics for The Way You Lie and Everything, yellow highlighters and green highlighters, document camera, computer lap, & record sheet.
Instructional
Lesson Methods and Assessment
Anticipatory
Set
1. I will display a list of non-literal language that is frequently used
today on the Smartboard.
- An arm and a leg
- At the drop of a hat
- Ball is in your court
- Once in a blue moon
2. I will ask the students what they
know about these types of phrases and if they have ever heard someone use them
to activate prior knowledge about the subject of literal and nonliteral
language.
3. We will briefly discuss vocabulary that students will need to know for
this lesson.
Literal: the meaning of a word.
Nonliteral: An implied or understood meaning of a word.
4. I will show this video to spark student attention and make them want to
learn about nonliteral language. Using this video will make the information
relevant to the students because it will incorporate songs that they know and
like.
5. I will explain to the students that these phrases have meanings behind
them.
6. I will split the whole class up into four groups.
7. I will display this screen on the Smartboard:
8. I will assign each group one sentence to decode. They must work together
to find the literal meaning of the sentence.
9. They will be given fifteen minutes to work. They may choose to create a
word document or powerpoint slide on the classroom computer, a poster, or and
oral report of why they believe the phrase means what they think it means.
Recognition
“What”
Multiple
means of Representation
|
Strategic
“How”
Multiple
means of Action and Expression
|
Affective
“Why”
Multiple
means of Engagement
|
|
(When showing the
students common phrases that include nonliteral language I will be activating
their background knowledge. I will further the activation of their background
knowledge by asking them if they have ever heard someone use these phrases or
if they have ever used them themselves.)
|
(The students are provided various ways
to respond during the anticipatory set of this lesson when they are allowed
to choose the way their group will present the meaning of the assigned
sentence. They may choose to work with a computer and a word processing
program, a poster and markers, or make and outline and do an oral report of
the meaning.)
|
(The students will
be given the opportunity to use a higher level of thinking to decode the
literal meaning of the sentence before I provide them with the correct
answer.)
|
|
(I will offer a
simple definition before the lesson begins on what literal and nonliteral
language is before I proceed with the lesson to ensure that students are
equipped with the vocabulary need to be successful.)
|
(The students will
be allowed to use Microsoft word or PowerPoint to present the meaning of the
sentence that their group has been assigned.)
|
(The students will
work in groups to decipher the meaning of the sentence they are assigned. The
will be encouraged to share ideas and thoughts with each other in order to
come to a consensus on the meaning of the sentence.)
|
Introduce
and Model New Knowledge
1. To introduce the concept of nonliteral (figurative) language I will read
the book Skin Like Milk, Hair of Silk
by Brian P. Cleary. (The book outlines the basic differences between similes
and metaphors (which are both examples of nonliteral language) and gives various examples of each)
2. I will pull up this chart on the Smartboard.
3. After reading the book, I will allow the class to assist me in creating
a definition for a literal and nonliteral language.
4. I will conduct a literal/nonliteral language sort with the students in a whole group
activity.
5. I will have sentence strips that are either examples of literal or nonliteral language.
Sentence Strips that will be included:
She is as dead as a door nail.
She is as dead as a door nail.
You are the light of my life.
You are the apple of my eye.
I have a broken heart.
The dog is asleep.
I want to go home.
I think school is fun.
You are the apple of my eye.
I have a broken heart.
The dog is asleep.
I want to go home.
I think school is fun.
6. I will allow the
students to guide me in sorting the sentences in the correct place on the
chart.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
|
(I have
customized the display of information for the visually impaired child. For
the Simile and Metaphor T Chart we will be constructing as a class, I have
created a light colored background with dark writing to make it easier for
students to see.)
|
(The
learning is scaffold during the introduction and modeled knowledge section of
this lesson because students are given different amounts of support. The
sentence strips are designed to be student led, but if the class is having trouble,
the learning can be scaffold and students can be given more support.)
|
(I will foster
collaboration and communication between the whole group of students and the
teacher when doing the sentence strip activity. If there is a question about
a certain sentence, I will encourage the students to talk amongst each other
and share ideas and thoughts before I tell them the correct answer.)
|
|
(Reading the book Skin Like Milk, Hair of Silk provides an alternative for a strictly
auditory lesson. The book not only will provide auditory support with the
words, but visual support through the use of illustrations. The T Chart
created on the Smartboard will provide another form of visual support for the
lesson.)
|
(The students
are provided various ways to interact with materials during this section
because they can identify similes and metaphors in the book, sort similes and
metaphors using sentence strips, as well as create a definition using grade
level terms for both similes and metaphors.)
|
(I will reduce
threats and distractions in the classroom by telling the students that we are
working toward one common goal: to learn about nonliteral language. I will
make sure students know that everyone’s input on the subject is important and
everyone’s feedback to the conversation is valuable to their learning.)
|
Guided
Practice
1. I will tell the students that we are going to practice identifying
non-literal language in songs.
2. We will first examine similes in the song The Way You Lie by The Band Perry.
3. I will allow the students to listen to the song, closing their eyes to
focus on identifying and recognizing similes as they appear in the lyrics.
4. I will give each student a print out of the lyrics and as a class we
will highlight together the similes that are included in this song with a
yellow highlighter that I provide. (I will allow the students to supply answers
and I will give them prompting and support when needed; I will be highlighting
my copy of the lyrics underneath the document camera for them to see. Lyrics
can be found at: http://www.azlyrics.com/lyrics/bandperry/youlie.html
5. After highlighting the song, the students will work with their desk partners to decode and discover what the writer was actually meaning when using the nonliteral language included in the song.
5. After highlighting the song, the students will work with their desk partners to decode and discover what the writer was actually meaning when using the nonliteral language included in the song.
EXAMPLE:
"You Lie"
It ain't complicated
Well, I've grown to hate it
I never liked the taste of crow but baby I ate it
They tried to warn me
They said that you were ornery
So don't bring me those big brown eyes and tell me that you're sorry
Well you might as well throw gasoline on a fire
The way you lie
You lie like a priceless Persian rug on a rich man's floor
Well, You lie like a coon dog basking in the sunshine on my porch
Well, You lie like a penny in the parking lot at the grocery store
It just comes way too natural to you
The way you lie
That ain't my perfume
I bet she had a curfew
You told me you were out with the boys and baby I believed you
So why you lookin' so nervous
You know you're gonna deserve this
I oughta kill you right now and do the whole wide world a service
Well my daddy's gonna straighten you out like a piece of wire, like a piece of wire
The way you lie
You lie like the man with the slick back hair who sold me that Ford
Well, You lie like the pine tree in the back yard after last month's storm
Well, You lie like a penny in the parking lot at the grocery store
It just comes way too natural to you
The way you lie
Well, I'll tell you what I'm gonna do
I'm gonna drive to the big ol' muddy river
I'm gonna park my car in the middle of the mile-long bridge
And then I'm not gonna cry, well, maybe just a little
Then I'm gonna slip off the ring that you put on my finger
Give it a big ol' fling and watch it sink
Down, down, down
And there it's gonna lie
Until the Lord comes back around
Because you lie like a priceless Persian rug on a rich man's floor
Well, You lie like a coon dog basking in the sunshine on my porch
Well, You lie like a penny in the parking lot at the grocery store
It just comes so dang natural to you
The way you lie
The way you lie
Well it's what you do, it's who you are
Well, I've grown to hate it
I never liked the taste of crow but baby I ate it
They tried to warn me
They said that you were ornery
So don't bring me those big brown eyes and tell me that you're sorry
Well you might as well throw gasoline on a fire
The way you lie
You lie like a priceless Persian rug on a rich man's floor
Well, You lie like a coon dog basking in the sunshine on my porch
Well, You lie like a penny in the parking lot at the grocery store
It just comes way too natural to you
The way you lie
That ain't my perfume
I bet she had a curfew
You told me you were out with the boys and baby I believed you
So why you lookin' so nervous
You know you're gonna deserve this
I oughta kill you right now and do the whole wide world a service
Well my daddy's gonna straighten you out like a piece of wire, like a piece of wire
The way you lie
You lie like the man with the slick back hair who sold me that Ford
Well, You lie like the pine tree in the back yard after last month's storm
Well, You lie like a penny in the parking lot at the grocery store
It just comes way too natural to you
The way you lie
Well, I'll tell you what I'm gonna do
I'm gonna drive to the big ol' muddy river
I'm gonna park my car in the middle of the mile-long bridge
And then I'm not gonna cry, well, maybe just a little
Then I'm gonna slip off the ring that you put on my finger
Give it a big ol' fling and watch it sink
Down, down, down
And there it's gonna lie
Until the Lord comes back around
Because you lie like a priceless Persian rug on a rich man's floor
Well, You lie like a coon dog basking in the sunshine on my porch
Well, You lie like a penny in the parking lot at the grocery store
It just comes so dang natural to you
The way you lie
The way you lie
Well it's what you do, it's who you are
6. We will now examine metaphors in the song Everything by Michael Buble.
7. I will allow the students to listen to the song, closing their eyes to
focus on identifying and recognizing similes as they appear in the lyrics.
8. I will give each student a print out of the lyrics and as a class we
will highlight together the similes that are included in this song with a green
highlighter that I provide. (I will allow the students to supply answers and I
will give them prompting and support when needed; I will be highlighting my
copy of the lyrics underneath the document camera for them to see. Lyrics can
be found at: http://www.azlyrics.com/lyrics/michaelbuble/everything.html
9. After highlighting the song, students will once again work with desk partners to decode and discover the meaning behind the nonliteral language used in the song.
9. After highlighting the song, students will once again work with desk partners to decode and discover the meaning behind the nonliteral language used in the song.
"Everything"
You're a
falling star, you're the get
away car.
You're the line in the sand when I go too far.
You're the swimming pool, on an August day.
And you're the perfect thing to say.
And you play it coy but it's kinda cute.
Ah, when you smile at me you know exactly what you do.
Baby don't pretend that you don't know it's true.
'cause you can see it when I look at you.
[Chorus:]
And in this crazy life, and through these crazy times
It's you, it's you, you make me sing.
You're every line, you're every word, you're everything.
You're a carousel, you're a wishing well,
And you light me up, when you ring my bell.
You're a mystery, you're from outer space,
You're every minute of my everyday.
And I can't believe, uh that I'm your man,
And I get to kiss you baby just because I can.
Whatever comes our way, ah we'll see it through,
And you know that's what our love can do.
[Chorus]
So, la, la, la, la, la, la, la
So, la, la, la, la, la, la, la
[Chorus:]
And in this crazy life, and through these crazy times
It's you, it's you, you make me sing.
You're every line, you're every word, you're everything.
You're every song, and I sing along.
'Cause you're my everything.
Yeah, yeah
You're the line in the sand when I go too far.
You're the swimming pool, on an August day.
And you're the perfect thing to say.
And you play it coy but it's kinda cute.
Ah, when you smile at me you know exactly what you do.
Baby don't pretend that you don't know it's true.
'cause you can see it when I look at you.
[Chorus:]
And in this crazy life, and through these crazy times
It's you, it's you, you make me sing.
You're every line, you're every word, you're everything.
You're a carousel, you're a wishing well,
And you light me up, when you ring my bell.
You're a mystery, you're from outer space,
You're every minute of my everyday.
And I can't believe, uh that I'm your man,
And I get to kiss you baby just because I can.
Whatever comes our way, ah we'll see it through,
And you know that's what our love can do.
[Chorus]
So, la, la, la, la, la, la, la
So, la, la, la, la, la, la, la
[Chorus:]
And in this crazy life, and through these crazy times
It's you, it's you, you make me sing.
You're every line, you're every word, you're everything.
You're every song, and I sing along.
'Cause you're my everything.
Yeah, yeah
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
|
(The students will be allowed to listen to
the song before they are given a copy of the song lyrics to look at.)
|
(During the guided
practice, students will use two different colored highlighters to highlight similes
and metaphors in order to organize their thoughts. This will help the
students manage the information they have gathered from the song lyrics.)
|
(I will be
enhancing relevance and value to the students when I do this activity because
it includes songs and artists that students will be familiar with and that
will spark their attention and make them realize that similes, metaphors, and
other forms of nonliteral language can be found in places other than books.)
|
|
(Students will
each be given two different colored highlighters to highlight the information
so that they can see the differences between similes and metaphors better.)
|
(During guided
practice the students will interact with the materials in two ways, they will
first shut their eyes and process the song strictly by hearing it; then they
will be given a copy of the song lyrics to look at visually.)
|
(I will show the
students how to use strategies such as skimming for the words like or as to
quickly identify similes in works of literature.)
|
Independent
Practice
1. The students will go to the computer lab to complete the independent
practice part of this lesson.
2. The students will be engaging in a webquest activity to practice and
apply the information they have learned about similes and metaphors and non literal language.
3. Access the webquest I have created here: http://similemetaphorwebquestmburris.blogspot.com/
4. Students will record their answers on the “record sheet” show below.
5. Students will also be given a checklist in which they can check of tasks
as they complete them.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
|
(Key concepts
for this lesson will be given non-linguistically through independent practice
as the students work by themselves to complete three exercises of guided
practice.)
|
(I will guide
effective goal setting by allowing the students ten minutes to complete each
task. Each student will have a checklist and once they complete one of the task
cards they can mark it off. The goal is to complete all the tasks in a thirty
minute period.)
|
(During the webquest students have many
opportunities for choice. They are allowed to choose which poem, nursery
rhyme and video they would like to complete their three tasks with.)
|
|
(I will support
memory and transfer during this section of the lesson by now requiring
students to identify similes and metaphors in poetry instead of books and
songs.)
|
(The students will
be using computers and online sources such as poems and videos to complete
the three tasks outlined on the webquest.)
|
(The students will
be collaborating by posting comments of videos to the blog for the class to
refer to later. They will essentially be sharing videos with one another
digitally.)
|
Wrap-up
1. I will wrap up the lesson by questioning the students. This will allow
me to judge any information they may not fully understand before the assessment
and it will also allow me to reinforce important concepts from the lesson.
Students can raise their hand and respond orally or write their answer on a
handheld whiteboard and I will walk around and check them.
-What is a comparison using like or as called?
-What is a comparison that does not use like or as called?
-It’s raining cats and dogs is an example of?
-Are similes and metaphors literal or nonliteral language?
- I will review with
the students strategies for quickly identifying similes. –looking for like or
as.
- I will review vocabulary that was learned in the lesson before wrapping
up the lesson.
-What do we mean by saying nonliteral language?
-What do we mean by saying literal language?
-What do we mean by saying nonliteral language?
-What do we mean by saying literal language?
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
|
(I will review vocabulary that was learned in the
lesson before wrapping up the lesson.)
|
(The students will
have their choice of how they would like to respond to the wrap up questions-
either on a handheld whiteboard or orally.)
|
(The questions
given in the wrap up go up in difficulty. As I reinforce the concepts to the
students during the wrap up portion of the lesson, I will challenge them with
more difficult questions.)
|
|
(I will
present the wrap up information orally, repeating the key details more than once
to reiterate the main concept.)
|
(I will review
with the student’s strategies for quickly identifying similes. –looking for like
or as.)
|
(The students will
have their choice of how they would like to respond to the wrap up questions-
either on a handheld whiteboard or orally.)
|
Assessment
1. I will have three piles of index cards each a different color. The
students must choose one out of each pile.
(Green index cards will have either a simile or metaphor on them. The students must identify if the phrase is a simile or a metaphor. Yellow index cards will have a sentence on them. The students must decide if the writer was using literal or nonliteral language. White index cards will require the students to define in their own words what nonliteral language is)
(Green index cards will have either a simile or metaphor on them. The students must identify if the phrase is a simile or a metaphor. Yellow index cards will have a sentence on them. The students must decide if the writer was using literal or nonliteral language. White index cards will require the students to define in their own words what nonliteral language is)
2. They can answer the questions on a piece of paper, on a PowerPoint slide,
or on a Word Document. If they do it on the computer they must print their
answers out and turn them in.
3. Once they have completed the assessment they will need to write two to
three sentences about what they learned, if it was useful, and how they think
they did on the assessment.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
|
(The students are
transferring memory and knowledge from the previous learning activities to
the end assessment.)
|
(The students may
respond by word document, PowerPoint slide, or handwritten answers.)
|
(After the
assessment the students will reflect on their performance during the
assessment and how much knowledge they are taking away from the learning
activities that were presented during this lesson.)
|
|
(The students will
be required to choose three different index cards and they will all be a
different color so that students will easily be able to tell when they have
one from each pile.)
|
(Students will be
allowed to use the computer if they choose too during this assessment.)
|
(The students will
be able to choose how they wish to respond to the questions that are
presented during the assessment.)
|
RUBRIC:
Evaluation
Areas
|
Exceeds
Expectations
A
|
Meets
Expectations
B
|
Does Not Meet
C
|
Points
|
25-23 points
|
22 -20 points
|
19- less
|
||
Multiple
Means of Representation
|
Project incorporates at least 6 elements from this area of the UDL framework
(checklist
filled out)
|
Project incorporates at least 4 elements from this area of the UDL framework
(checklist
filled out)
|
Project incorporates 2 or less elements
from this area of the UDL framework
(checklist
partially filled out)
|
/25
|
Multiple
Means of Action and Expression
|
Project incorporates at least 6 elements from this area of the UDL framework
(checklist
filled out)
|
Project incorporates at least 4 elements from this area of the UDL framework
|
Project incorporates 2 or less elements
from this area of the UDL framework
(checklist
partially filled out)
|
/25
|
Multiple
Means of Engagement
|
Project incorporates at least 6 elements from this area of the UDL framework
(checklist
filled out)
|
Project incorporates at least 4 elements from this area of the UDL framework
(checklist
filled out)
|
Project incorporates 2 or less elements
from this area of the UDL framework
(checklist
partially filled out)
|
/25
|
15-14
|
13-12
|
11-
|
||
Multimedia Elements
|
Project contains a wide variety of
graphic design elements: embedded videos, pictures, hyperlinks, clip art,
etc.
|
Project contains a few graphic design elements: embedded videos,
pictures, hyperlinks, clip art, etc.
|
Project contains a variety of graphic
design elements: embedded videos, pictures, hyperlinks, clip art, etc.
|
/15
|
10-9
|
8
|
7
|
||
Presentation
|
Overall editing is accurate and
presentation is effective (spelling, grammar, punctuation,
formatting, font, text size,
esthetics, etc)
|
Some basic editing and presentation mistakes
(spelling, grammar,
punctuation, formatting, font, text
size, esthetics, etc)
|
Several editing and presentation mistakes
|
/10
|
Overall Total Points
|
/100
|
|||
Key
Elements
|
Please
Put a Check Mark Next To the Ones You Incorporated
|
Where
in the project?
(Which
Lesson Phase 1-6)
|
|
|
||
X
|
Introduce & Model New
Knowledge
Assessment
|
|
X
|
Introduce & Model New
Knowledge
|
|
X
|
Guided Practice
Wrap-Up
|
|
|
|
||
X
|
Anticipatory Set
Wrap Up
|
|
X
|
Independent Practice
|
|
|
|
||
X
|
Anticipatory Set
|
|
X
|
Guided Practice
|
|
X
|
Independent
Practice
|
|
Key
Elements
|
Please
Put a Check Mark Next To the Ones You Incorporated
|
Where
in the project?
(Which
Lesson Phase 1-6)
|
|
|
||
X
|
Wrap Up
Anticipatory Set
Assessment
|
|
X
|
Introduce and Model New Knowledge
Guided Practice
|
|
X
|
Anticipatory Set
Independent Practice
Assessment
|
|
|
|
||
X
|
Introduce and Model New Knowledge
|
|
|
|
||
X
|
Independent Practice
|
|
X
|
Wrap Up
|
|
X
|
Guided Practice
|
|
Key
Elements
|
Please
Put a Check Mark Next To the Ones You Incorporated
|
Where
in the project?
(Which
Lesson Phase 1-6)
|
|
|
||
X
|
Independent Practice
Wrap Up
Assessment
|
|
X
|
Guided Practice
|
|
X
|
Introduce and Model New Knowledge
|
|
|
|
||
X
|
Wrap Up
Anticipatory Set
|
|
X
|
Anticipatory Set
Introduce and Model New Knowledge
Independent Practice
|
|
|
|
||
X
|
Guided Practice
|
|
X
|
Assessment
|
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