English Language Arts Standards » Language » Grade 6

Knowledge of Language

L.6.3.Use knowledge of language and its conventions when writing, speaking, reading,or listening. Vary sentence patterns for meaning, reader/listener interest, and style.

Maintain consistency in style and tone.

Vocabulary Acquisition and Use

L.6.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., personification) in context.

Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

L.6.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

English Language Arts Standards » Speaking & Listening » Grade 6

Presentation of Knowledge and Ideas

SL.6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

H. Materials:

Student’s lyrics

Youtube Karaoke video for Katy Perry’s “Fireworks” song

Video camera Tripod

Figurative Language Rubric

I. Essential Question: How do you identify figurative language?

II. INSTRUCTIONAL DATA:

A. Objectives:

Students will use higher order thinking skills to create new lyrics incorporating poetic devices

B. Assessment Plan:

Check for understanding through self evaluation with the use of a rubric provided

III. INSTRUCTIONAL PROCESS

A. Anticipatory Set/Motivation:

Katy Perry’s “Fireworks” Youtube video

B. Main Body/ Procedure

In previous lessons students will have viewed the Katy Perry video “Fireworks” to introduce the unit. Students will have Written Poetic Devices Rhyme, Metaphor, Personification, Simile, Alliteration, and Onomatopoeia vocabulary words and definitions in their journal. Students will have analyzed Katy Perry’s Firework lyrics to find examples of figurative language. Students will have gone to the computer lab typed their lyrics in MS Word saved in student share as last name title of poem. Students will have learned how to insert a table with 9 rows and 2 columns with each row being a stanza. Each student will have generated their own set of lyrics, from their lyrics student volunteers in two groups, who will perform their lyrics, will combine their group lyrics and create a new song. This is the background to this lesson.

Two groups will present their group lyrics. Groups will be video taped and published on the class website. Students will evaluate with rubric to assess the use of figurative language in expressing lyrics.

C. Closure/Ending:

Students will then evaluate their own lyrics with rubric on figurative language.

D. Accommodations/Adaptations for Diverse Learners:

Various accommodations are provided for individual students and their needs including Clarifying directions and check for comprehension, preferential seating, use of amplification system, Amanuensis scriber, extra time. Reading/writing group homework is done in class, if not completed must be finished at home.

IV. OVERALL EFFECTIVENESS

A. All Components of the Lesson are connected to the Objectives.

Clarity of ideas- lesson was managed and created with the thought of a sixth grader participating in learning. The ideas are clear and appropriate for a sixth grader to perform.
A logical flow- lesson was well thought out and has a steady flow throughout the lesson. All ideas are consistent with each other.
Developmentally appropriate practice- sixth graders are familiar with vocabulary and figurative language is grade appropriate.
Appropriate activities for stage of reader- the materials that the child is asked to do independently is sixth grade appropriate.

B. Culturally Responsive Teaching

Throughout the lesson, I will be sensitive to the fact that many disrespectful behaviors are associated with gender, age, ethnic, class, & sexuality differences. I will reinforce with students that it is important to treat people respectfully at all times and that we should celebrate differences.

V. REFLECTION

Write a comprehensive paragraph reflecting on your lesson in this section and how you planned this lesson.

This lesson was generated to engage students’ interest by using song lyrics as part of a poetry unit to teach poetic devices and figurative language allowing students to grasp not only the devices used, but to understand meaning better, as well.

Having students’ analyze this piece of writing encourages them to think about how and why a poem or lyric was written. For students to successfully analyze poetry, they need to remember that poets make specific choices for particular reasons. By introducing music into an ELA lesson students can relate to the song and experience figurative language through music.

Figurative Language

Lesson

Rubric for Figurative Language Poem