Higher Order Thinking:

Objective:
After completing this unit, the student will be able to label and explain the seven main types of
figurative language with 100 percent accuracy.
Standard:
ELAGSE5L5: Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.

Question #1:

Susie ran into her room, panicking about her lost book. I know I left it somewhere
in here! she said. When she looked under her bed, she found what she had been
looking for. It seemed as if her book had been stolen away by the dust bunnies
under her bed.

Based on context clues from the passage above, determine what figurative language the author
used, and then explain why this is considered the specific type of figurative language. ( Evaluate
Factual Knowledge)
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*Personification: When an object or animal is given a human like characteristic, it is
considered personification. Here, the dust bunnies are accused of stealing the book.

Question #2:

DaJuan sees the following statement: The rabbit ran as fast as a cheetah!
DaJuan says that this statement is an example of a metaphor.

In the passage selection above, DaJuan states that the following statement, The rabbit ran as
fast as a cheetah!, is a metaphor. Is he correct in his guess? If so, explain why. If he is
incorrect, state the correct answer and determine why it is correct. ( Analyze Factual
Knowledge)
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*Dajuan is incorrect. The answer should be a simile. Similes compare using the words
like or as. In this case, the rabbit is being compared to the cheetah using the word
as.

Question #3:

Figurative Language is an important part of every written work. This tool can help authors
portray their point of view by exaggerating, humanizing, and using expressions. Pick at least
three types of figurative language from the list below, give the definition of each of the three,
and then create one example for each figurative language type that you chose. ( Evaluate
Factual Knowledge)

Simile, Metaphor, Personification, Onomatopoeia, Alliteration, Idiom, and Hyperbole

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Assessment Plan:

The assessment can be distributed throughout the year to determine the students
growth of understanding of figurative language. These questions would be great to include as
Exit tickets and on Unit Tests. The assessment would give the students the opportunity to
expand their knowledge, create their own examples, and analyze other peoples common
misconceptions, especially regarding the difference between similes and metaphors.

Improving item reliability:

Reliability is determined by the extent to which students results on an assessment are

consistent over the repetition of giving the assessment. Detailed rubrics would be a great
resource to have in order to ensure reliability and accuracy of grading. The teacher should
review the rubric with the students so that they are aware of what they are being assessed on,
and that there are no misconceptions as to what they are supposed to do regarding the
questions. The students will have practiced different forms of assessments and activities during
class, such as Exit Tickets, journal entries, and warm-ups, so that they are prepared and
understand the concepts of the assessment.

Improving item validity:

Validity simply means that the assessments align and measure the objectives perfectly.
The objectives are determined from the Georgia Standards of Excellence English Language
Arts 5th
grade standards. Other English Language Arts educators could help check for validity by
determining whether or not the objectives and assessment align. My Curriculum Instructor at my
school also analyzes Unit Tests that I administer, along with other teachers, to determine
whether or not our assessment aligns with the objectives of the test.

Differentiation of Instruction:

Students with EIP or IEP modifications will have tests read to them. Also, students with
writing disabilities, such as dyslexia, have the option to give verbal answers to questions
regarding extensive writing so that they are assessed on their understanding and explanation of
concepts. Students are tasked with creating their own figurative language, but not grammar
conventions. Therefore, students should not miss points because of misspelled words or
grammatical errors. Students with lack of concentration will be taken to a smaller group setting,
where they will complete their assessment.
Improving Student Learning:

The results of this assessment will be analyzed to determine common misconceptions

about figurative language. Students will complete smaller, formative assessments during class
to aid the teacher in determining whether a group of students need small group instruction to
correct the confusion, or whether she needs to complete a whole group re-teaching of the
content. Another assessment will take place shortly after so that the teacher can assess
whether or not the students misconceptions have dissolved.

Improving Future Assessments:

The results of these assessments, assuming they are reliable and valid, will aid the
teacher in determining whether they are effective in evaluating the objectives needed. The
teacher will check the questions to determine whether or not they are worded in a confusing and
distracting manner. Collaborating with other educators and the Curriculum Instructor will also aid
the teacher in determining whether or not the material is appropriate for measuring the students
knowledge and skill.