Lesson Plan

Understanding Figurative Language

A complete lesson plan complete with Virtual Literacy Tour,Formative & Sumative Assessments

Students will be able to...

Listen, analyze, and evaluate message, purpose, and perspective of figurative language from a variety of literary forms (e.g. Text, Music, Media, Film, Poetry,Cultural idioms) and demonstrate  their understanding of the Unit’s Figurative Language (e.g. simile,metaphor,onomatopoeia, hyperbole, alliteration, personification) by collaborating in small groups of 2-3  to create and share an end of unit assessment project which will model  the literacy skills needed to  research, synthesize, evaluate and communicate  the information effectively  in a variety of media project formats (textual, visual, and digital).



LA 6.3.1.a Communicate ideas and information in a manner appropriate for the purpose and setting

LA 6.3.1.c Utilize available media to enhance communication

LA 6.3.2.a Demonstrate listening skills needed for multiple situations and modalities (e.g., video, audio, distance, one-to-one, group) LA 6.1.6 Comprehension: Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text.

LA 6.1.6.d Interpret and explain the author’s use of literary devices

LA 6.3.2.c Listen to, analyze, and evaluate message, purpose, and perspective of information being communicated .

LA 6.4.1 Multiple Literacies: Students will research, synthesize, evaluate and communicate information in a variety of media and formats (textual, visual, and digital).


English Language Arts
Grades 6 – 9
All Notes
Teacher Notes
Student Notes

1 Hook

Activity: Other — Anticipatory Set (Hook)

The figurative language rap  by PR2 ( not the one used for the TED Ed lesson) playing as the students arrive.

Figurative Language Rap

The use of demographic relatable examples will also draw their attention to the topic.

Examples: “Hasta  el mas chimuelo come clavos” Spanish Proverb

Literal translation: “Even the toothless eat nails”

Two commonly accepted figurative language use meanings:

                                 -People you least expect to can surprise you.

                                 - When in need people can’t afford to be choosy.

Similar English Idiom: “Beggars can’t be choosers.”

Serving as both “hook” and part of the peer modeling aspect, this lesson will include a Figurative Language Rap made by Mr. Honish’s 6th Grade Class.Figurative Language: Mr. Honish 6th Grade/ Thrift Shop Parody


2 Direct Instruction

This is the link to the Interactive Figurative Language PPT to Guide the Lesson.

Along with the link to the interactive Flipped lesson on figurative language. TED-Ed Figurative Language Flipped Lesson complete with end of video quiz, Digging Deeper Section with more resources for higher thinking and a deeper learning, and a discussion board. 



3 Guided Practice

Activity: Assessing

- After viewing the video, direct the students attention to the Quiz section of the TED Ed lesson.(During reading activity) Teacher is modeling how to navigate the web site via an enlarged cursor and the smartboard.


We Do

-Inform the students that they may now click the mini quiz link.


I will be guiding the quiz upfront (whole group) but if you would like you may work at your own pace. Now,before you get started, I want you to see something up here. Let’s say I get to this question here. (Read the question aloud) And I think, Whuaaatt?! I didn’t hear that on the video!  All you have to do is click the little number link at the bottom of the question number. ( Point to it with the cursor). That will take you to the exact spot in the video where the question is at.  Watch that little part. And there ya go, BAM!  You’ve got it! (3:00) (R.r. modeling)


- Teacher will begin the Guided questions (on the link): by reading aloud and encouraging active participation/collaboration from the students in answering each question. There are 5 multiple choice questions and  2 fill in the blank questions. Read aloud each question and the multiple choice answers.  


- Facilitate discussion by asking “Why did you choose that answer?” when a choice is given. Whether the student’s answer is right or wrong the teacher needs to find what the student’s thinking behind their answer.(5:00)


-If a there is a question that they are unsure of ( as we are going over it together) the teacher will direct the student to go ahead and click the help link that allows them to view again the portion of the video which the question is based  upon.  


4 Independent Practice

Activity: Exploring

- For approximately 15 minutes allow the students permission to  explore the “DIGGING DEEPER” links provided within the lesson.

(It is here you will find the Virtual Literacy Field Trip  for this unit.)


Note: Make it clear that these they must answer each questions on the Digging Deeper Literacy Field Trip before moving on to the next link.

 -Explain that you understand that they will not be able to finish this today and that we will be completing the literacy trip in tomorrow’s class.


- Set the Rocket Timer for  15:00 minutes

-Student’s will explore the “Digging deeper” links and complete 10 minutes of the Literacy Field Trip.

-Students will gain attain a deeper understanding of specific forms of figurative language within the Literacy Field Trip.

-Walk around and help/assist/guide/answer questions or discuss the lesson ideas as the students are doing this activity.(10:00)

-Raise your hand (this is a pre-taught classroom cue)Students will follow teacher provided links to explore different areas online  concerning Figurative Language.

“3-2-1! We are done. Please Log out and shut down.”

-Direct students to carefully put the laptops on the cart (with the matching number facing out) in the number slot that matches the number on their computer.

-On the screen PPT screen there will be a brain break activity. (Full body Rock, Paper, Scissors Competition led and directed by the teacher)

Direct the students to the next page in their packet containing the Close Reading :

Link-->Close Reading Through the Poetry of Langston Hughes (The accompanied graphic organizer/note taking tool serves as a during reading activity)

- Explain to the students that we will be doing a “close reading of these two poems. The students are already seated in desk pods of 4 in the classroom.  However, first, you want to show step-by-step how you determine if something is figurative language and what type it is.

Link→ Think Aloud: How To Identify Figurative Language


-Teacher will now show on the smartboard a a figurative language phrase.


-”First, I will just read the phrase through.”


(With annotation and thinking aloud each step how she reasoned through which type of figurative language this is.)


As you are reading these poems you will be looking for what type of figurative language it is by using the strategy I modeled for you.”

(ACSD During Reading Activity Sheet)


--Teacher will set the timer for 10 min.


- During this time teacher will walk around the room monitoring, assessing and guiding the students toward any answers to questions they may have.


--Teacher will have the designated speaker for each group share what they have come up with.


- Teacher will now explain the purpose of the second reading:

-”This time, as you read I want you to think about  what the underlying message of A Dream Deferred  is and write that at the  bottom of your notes also. I also want you to share within your group why you think what you do.  In other words, you need to be able to “back” your inference.”

-Set timer for 5 minutes


- As students are reading and discussing, continue again to walk around and monitor progress  and ask guiding questions.


I always like to listen to poems being read. Especially if the speaker is particularly moving. But I have a treat for you! I have managed to find  a recording of Langston Hughes himself reading this poem.  So we are going to listen to this poem once again, but this time we’ll hear it from the poet's voice.  


5 Wrap-Up

Activity: Assessing

-Direct the students to share with their group the answers they wrote down for the inference question. Have them then decide which answer fits. Be sure to tell them that they need to be able to back up their inference with text.

After we have done this, on your EXIT ticket today you will need to  answer one of these questions:

#1  One thing you found interesting about todays lesson

#2 Something more  you would like to learn more about from today's lesson.


Teacher will inform the students that their only homework is to review the rubrics and handouts you gave them so that they can come prepared to tell you their choice for the unit project tomorrow.