Content/ Topic: Figurative Language and Essay Writing Teacher: SOL objective(s) with number and words

8.4

Subject/Grade: English 8 Week of: August 19-23

a) Identify and analyze an authors use of figurative language. b) Use context, structure, and connotations to determine meaning and differentiate among multiple meanings of words and phrases. 8.7 a) b) c) d) e) Identify intended audience. Use prewriting strategies to generate and organize ideas. Distinguish between a thesis statement and a topic sentence. Organize details to elaborate the central idea and provide unity. Select specific vocabulary and information for audience and purpose. Revise writing for clarity of content, word choice, sentence variety, and transitions among paragraphs.

f)

Review or Warm Up Activity & Exit Questions

See attachment of bell ringer/journal question/exit clip slides

Monday-Tuesday
Direct Instruction of Content by Teacher: 1. Teacher will begin the lesson a Figurative Language Prezi Presentation 2. In this presentation students will be given the definitions and examples of 6 different types of figurative language. 3. Teacher will hold class discussion to ensure that everyone understands each type of FL before moving on to the next one. 4. Teacher will then move on to Figurative Language in popular songs 5. The class will take what they learned from the Prezi and try their hand at identifying the Figurative language in popular songs 6. Finally, students will determine the correct figurative language in 30 different sentences using all the knowledge they have gained by completing a figurative language sort Student Activities to Achieve Objectives: Prezi Presentation: 1. Students will be expected to enter into the class discussion at least twice during the interactive Prezi Presentation and one student will be chosen to switch the Prezi from transition to transition. Figurative Languages in Literature: 2. Students will read and correctly identify the Figurative Language of 30 sentences that have been jumbled Figurative Language in Song: 3. Students will correctly identify the Figurative Language found in 8 popular songs

Wednesday-Friday
Direct Instruction of Content by Teacher: Teacher will show students how to write an essay by assigning colors to each of the parts of a paragraph.

Parts of a paragraph Green Means GO! Topic Sentence: The topic sentence tells the reader what the paragraph is going to be about Slow Down Detail: Fact or key idea about your topic STOP! Explanation: Explain your detail or fact with figurative language or adjectives Slow Down Detail: Fact or key idea about your topic STOP! Explanation: Explain your detail or fact with figurative language or adjectives Remind me of your topic Closing Sentence: The closing sentence reminds the reader of your topic and will either summarize, encourage, convince, or challenge them.

1. Teacher will explain that they will use this format to stretch their paragraph into an essay. 2. Teacher will give students examples of 20 dead words and possible replacements (students will no longer utilize dead words) 3. Teacher will teach students to add figurative language and elevated adjectives into the yellows (details) to highlight their personal expression 4. Teacher will show students Writing Process prezi so that they comprehend the parts of the writing process. 5. Teacher will explain the difference between a thesis statement and a topic sentence. 6. Teacher will help student write topic sentences by integrating Occasion/Position Sentences. 7. Teacher will help students vary closing sentences by teaching them to either: Summarize / Encourage / Convince/ Challenge Student Activities to Achieve Objectives: 1. Students will write a minimum of five paragraph essays 2. Students will include adjectives and figurative language in their essays (Personal Expression) 3. Students will NOT included dead words and other boring words in their essays 4. Students will include a thesis statement in their essays 5. Students will have topic sentences, conclusion sentences, transition chains, & varied sentences in their essays 6. Students will follow the writing process for writing essays

Monday/Wednesday/Friday RPS (Root, Prefix, Suffix) routines

Monday: TTW: 1. Provide students with RPS list of the week. 2. Present a PowerPoint that contains visual representations of the weeks Latin and Greek Roots and Prefixes. TSW: Fill out RPS list week and study words throughout the week for quiz on Friday Wednesday: TTW: 1. Read RPS nonfiction article of the week with students 2. Go over article and answers with students TSW:

1. Determine the text structure of the non fiction article 2. Determine the meaning of words that contain Latin and Greek roots within article 3. Answer comprehension and analytical questions about article Friday: TTW: 1. Administer 15 question RPS quiz TSW: 1. Complete 15 question RPS quiz

Assessment:
Figurative Language: 20 question multiple choice test Essay: Essay will be graded according to a rubric using VDOE jargon and stipulations RPS: Friday Quizzes

Homework:
2. Students have a standing weekly homework in which they are assigned a textbook story to read throughout the week. 3. They are to fill out either a short story form or a nonfiction form based on the content of the piece that week 4. Teacher goes over homework answers every Friday

Differentiation:
See attached handout on differentiated questioning for Foreshadowing and Inference Assessment of Assessment for Resources: Text and Differentiation Learning: Learning: Technology Strategies: (Formal) (Informal) Textbook Stations Check and Observation Manipulative: Centers Correct Walk Around __________________ Partner/ Peer Homework Signaling Instructional Software Manipulatives Student Drill Choral Response Internet Varied Grouping Quiz Class Work Overhead Adjusting Test Oral Questioning TV/VCR Questions Presentation Discussion PowerPoint Choice of Project Self-Evaluation Prezi assignment Written Report Conferencing iPod Use of Rubrics Individual Promethean Board Conference Music Other: Supplemental materials

Power Strategies Research Based (Marzano): Setting Objectives and Providing Feedback

Recommendations for Future Use:

Questions, Cues and Advance Organizers Identifying Similarities and Differences Cooperative Learning Nonlinguistic Representation Notetaking and Summarizing Reinforcing Effort and Providing Recognition Homework and Practice Generating and Testing Hypothesis