Kelsey Hoover

ECI 430
November 7, 2014
Figurative Language, Part I
Busy as Bees
Context:
The main focus of the Busy as Bees lesson is to introduce some forms of figurative
language to the students. Because the lesson was designed for a sixth grade classroom, the
material presented is very basic and has many built-in scaffolds. Throughout the fifty-minute
session, each student will have the opportunity to discover the meanings behind several forms of
figurative language, as well as have a chance to dive further into a world of complexity by
converting figurative words and phrases to creative drawings. The concept of figurative
language is very important for students to grasp because many pieces of literature embody a
sense of interpretation. Each individual should be well aware of the tools authors use to provoke
a readers senses and mind. In addition, each student should be able to use those same tools
effectively throughout their own writing with hopes of enhancement and the opportunity for
multiple understandings.
Grade Level: Sixth
Primary Instructional Objectives:

Students will be able to explain the meanings of various forms of figurative language.
Students will be able to create an example of various forms of figurative language.

Common Core State Standard:

CCSS.ELA-LITERACY.L.6.5
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.

Materials Needed:

Laptop
Projector
Each students personal Intelligence Journal
A copy of the Guided Notes handout for each student
A large Sticky-Note for each group
Markers

Time: 50 minutes
Instructional Procedure:
1. Bridge/Introduction/Anticipatory Set 6 Minutes

Because the Busy as Bees lesson is an introductory lesson for figurative language, the
purpose of the warm-up is to get the students thinking about how various forms of
language influence the significance or meaning of a text or picture. As the students are

Kelsey Hoover
ECI 430
November 7, 2014
coming into the classroom, the warm-up for the day will be presented on the screen. The
students will be well aware that each warm-up completed throughout the year will be
written in their own personal Intelligence Journal so specific directions will not have to
be given for this assignment. Listed below is what will be projected onto the screen. (The
cartoon photo is included on the PowerPoint presentation.)
In your Intelligence Journal, answer the following question:
What makes this photo funny?
2. Instruction 22 Minutes

In order to effectively introduce the figurative language vocabulary included in Part I, I

have created a PowerPoint presentation and a Guided Notes handout. Each student will
be given a copy of the Guided Notes and will be expected to follow along during
instruction. Throughout the presentation, there will be several instances where the
students will be asked to create their own example of a particular form of figurative
language. After the students have had the opportunity to share their examples with their
group members, the presentation will continue.

3. Activities with Directions 20 Minutes

Once instruction has been completed, the students will be given instructions for an inclass group activity. The students will be asked to work together at their tables to
determine an example for each figurative language vocabulary word discussed
throughout the lesson. In addition to creating an example, each group will also be asked
to draw a picture that represents each example. Each group will have access to one large
Sticky-Note and markers and will be expected to complete the six examples and drawings
during the allotted twenty minutes.
On the following day each group will briefly present their examples and drawings during
the warm-up portion of the class as a means of review.

4. Closure 2 Minutes

To end the class session, the students will be asked to return the markers to the box and
hang their completed Sticky-Notes on the back wall.

Evaluation:

Formative Assessment:

1. During instruction, there are several times during the presentation where the students
will have the opportunity to create examples and share with their group members. I will walk
around and listen to each groups conversations. In addition, I also ask for volunteers to share
their own examples with the entire class.
2. On the following day, I will have the opportunity to observe the brief presentations to
see if each group understood the material concerning figurative language.

Kelsey Hoover
ECI 430
November 7, 2014
Appendix of Materials Needed:

The Guided Notes handout is attached to the lesson plan.