Dawn Belanger

TPACK Template

Subject English

Grade Level 6th grade

Learning Objective 6.4 The student will read and learn the meanings of
unfamiliar words and phrases within authentic texts.
Content

d) Identify and analyze figurative language.

Complete the sentence below:

In this interactive white board activity, the children will touch the board to sort
Pedagogy Planning

similes, metaphors, and phrases, write hyperbole and personification ideas,

take a final quiz and learn about figurative language.

Activity -The objective of the lesson is to learn figurative language

so that students will be able to identify the language in their
reading.
-The teacher will introduce that writers tend to use
figurative language in their writing and that we will learn
the various kinds so that they are easily identified.
-The teacher will go over the figurative language terms:
metaphor, simile, alliteration, onomatopoeia,
personification, and hyperbole.
-With the first activity, the teacher will read the definition
and ask the students to give the teacher an example of a
metaphor. After a few responses from students or if the
students need guidance, the teacher will shade reveal the
example on the Smart Board. If the students needed
guidance, then they will come up with examples of their
own after the reveal. The teacher will give the students the
option of using clean music lyrics for their examples. The
teacher will ask for student volunteers to share.
-The teacher will repeat the previous activity for the simile
activity with the exception that the teacher will give the
students the option of using clean movie/book lines for
Pedagogy

their examples.
-On the next activity, student volunteers will touch the
Smart Board with the pen or finger to move and sort
examples of similes and metaphors. The teacher will
remind the students that if it has “like” or “as” in the
phrase, then they would move the phrase to the simile
circle. If it does not have “like” or “as,” it is a metaphor and
they will be instructed to move the phrase to the metaphor
circle.
-The teacher will then read the definition of alliteration and
ask the students to give the teacher examples. After the
students have had a chance to respond or need guidance, the
teacher will shade reveal the example on the Smart Board.
If the students needed guidance, then the teacher will have
the students write clean alliteration examples on their own.
The teacher will ask for student volunteers to share.
-The teacher will repeat the previous activity for the
onomatopoeia activity.
-The students will touch the Smart Board with a pen or
finger to move and sort examples of alliteration and
onomatopoeias. If all of the words of the phrase begin with
the same letter, then students will touch and move the
answer under the alliteration heading. If the word describes
a sound, then they will move the answer under the
onomatopoeia heading.
-The teacher will then read the definition of a hyperbole and
the teacher will shade reveal the example on the Smart
Board.
-The students will then break off into pairs and discuss
recent hyperboles that they have heard. The teacher can
instruct them that they can come from books, comic books,
movies, etc.
-After a few minutes the class will reconvene. Student
volunteers from each pair will approach the Smart Board
and write their answers on the “Write some examples of
hyperbole that you have heard recently” Smart page with a
pen or finger (they will be instructed that the language on
the Smart Board will be clean).
-The teacher will then read the definition of personification.
The teacher will ask the students for some examples of
personification. After a few responses, the teacher will
shade reveal an example of personification.
-The students will be shown the Smart page “Finish these
sentences using the technique of personification.”
-The students will be asked to get into their pairs for a
second time to complete the personification sentence
activity. The teacher will instruct the students to complete
the sentences using personification. They will be instructed
that the funnier the better (but also using clean language).
 -After a few minutes, the class will reconvene. Again, a
student volunteer from each pair will approach the Smart
Board and write their answers on the line with a pen or
finger. After each student from each pair gives their answer,
the next student will erase the previous answer with the
eraser and write their group’s answer.
-To make sure that the students were paying attention
(because the answers were erased), they will vote on who
had the funniest answers.
-For the final activity, each student pair that worked
together during the previous activities will work together on
the final quiz. They will touch the Smart Board to move the
answer that corresponds to the correct answer on the final
quiz. They will be able to check their answers, reset, and try
again.
Technology http://exchange.smarttech.com/details.html?id=c63d0858-
Techno

6987-4025-90df-b84b4eef1cd0
logy