UNIT PLAN

The objectives for all lessons are to identify and explain examples of figurative language and sensory details in fiction and nonfiction poetry and prose. Lessons three through six also have the objective of comparing and contrasting information from the text read by the students.

 

Lesson One

Students will work in groups to match figurative language phrases with their explanations, distinguishing from the literal and inferential meanings and then organize the data on a graphic organizer. (60 minutes)

§          Literature: There’s a Frog in my Throat, The King Who Rained, The Flamingos are Tickled Pink

§          Supplies:

§          Handouts: Idioms and meanings, figurative language examples

§          Formative Assessment: provided

 

Lesson Two

Students will use their senses to describe and identify objects for the class group. The class will examine poetry to locate and explain sensory detail phrases and then organize the data on a graphic organizer. Individual students will create “Who Am I?” bags using the five senses to describe an object. (60 minutes)

§         Literature: Spring Rain  by Kristine O’Connell in The Great Frog Race, Will You  by Eve Merriam

§         Supplies:

§         Handouts: What am I card, five senses cluster map, predictions

§         Formative Assessment: provided

 

Lesson Three

The student will present their “Who Am I?” bags for class identification, orally read Chapter 1 of Go Free or Die and organize data about figurative language and sensory detail phrases on a graphic organizer. The students will discuss and organize data about the time period of the story and today using a compare/contrast chart. (90 minutes)

§         Literature: Go Free or Die by J. Ferris

§         Supplies: pens, pencils, overhead, chalkboard, whiteboard ,What am I sacks from Lesson Two

§         Handouts: Figurative language and sensory detail chart, compare/contrast chart

§         Formative Assessment: provided

 

Lesson Four

The students will finish presenting their “Who Am I?” bags, read Chapter 2 of Go Free or Die and will add to their  graphic organizer after a class discussion. (90 minutes)

§         Literature: Go Free or Die

§         Supplies: pens, pencils, sentence strips, overhead/blackboard, what am I bags from Lesson Two

§         Handouts: Figurative language and sensory detail chart, labeled comparison chart

§         Formative Assessment: provided

 

 

Lesson Five

The students will participate in a class activity in a silent class activity in which they match figurative language with explanations and act out figurative language phrases for class identification. They read Chapter 3 of Go Free or Die with a partner and then with their partner work on what to add to their graphic organizer. (90 minutes)

§         Literature: Go Free or Die

§         Supplies: Objects from what am I sacks, pens, pencils, slips of paper, overhead/chalkboard

§         Handouts: Figurative language and sensory detail chart, labeled comparison chart, idioms and

        meanings

§         Formative Assessment: provided

 

Lesson Six

The student will explain examples of figurative language found on a website featuring idioms from a poem. They will read Chapter 4 and the Epilogue of Go Free or Die in groups. The groups will decide what to add to the graphic organizers.

§         Literature: Poetry – teacher selected, Go Free or Die by J. Ferris

§         Supplies: pens, pencils, sentence strips, overhead/chalkboard/chart paper, interactive white board

§         Handouts: Figurative language and sensory detail chart, labeled comparison chart

§         Formative Assessment: provided

 

Summative

Assessment

The Summative Assessment is given in teacher format to include the objectives and standards alignment and then as student pages. In this summative assessment, the questions refer to the specific poems/passages referenced. If alternate poems are used, questions will need to be rewritten to reflect the change.

 

 

 

 

Teacher Notes

 

 

1.   Time Frame:  This unit consists of six lessons, 60 to 90 minutes for each lesson, and can be taught in a three-week time period. This time frame will be affected by the following factors:

 

 

 

 

 

 

 

 

  1. Reading Strategies:  Use pre-reading, during reading, and /or post-reading strategies for all of the poetry and prose in this unit.

 

  1. Remediation: For students with diverse needs, provide worksheets with partial answers, assign a learning buddy, or break the learning down into small chunks.

  

  1. Visible Unit Focus: To provide an over-arching focus for the learning, post the essential questions and Grade-Level Expectations (GLEs) for the unit in the classroom.

 

  1. Suggested Literature: If unable to locate specific pieces of text in this unit, substitute suitable literature in the same genre. Visit the library media specialist for suggestions.

  

  1. Websites: Be aware that websites change. Internet searches may be required to locate the suggested literature.

 

 

 

 BIBLIOGRAPHY

 

Resources used in all lessons for instructional strategies:

Classroom Instruction that Works by Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock (2001)

Classrooms that Work by Patricia M. Cunningham and Richard L Allington (1999)

 

In addition to the above, these other resources are used in individual lessons:

Lesson 2:  George, K. (1997) Spring Wind. In The Great Frog Race. New York: Clarion Books

Merriam, E.  (1988) Will You? In Hopkins, L. Side by Side: Poems to Read Together. New York: Simon and Schuster Books for Young Readers.

Lesson 3:  Ferris, J. (1988) Go Free or Die.  New York: Carolrhoda Creative Minds Books

 Lesson 4: Ferris, J. (1988) Go Free or Die. New York: Carolrhoda Creative Minds Books

                      Hermes, P. (2001) Dear America:  Westward to Home. New York: Scholastic    

                  http://www.funbrain.com/idioms/  (figurative language)

Lesson 5:  Ferris, J. (1988) Go Free or Die. New York: Carolrhoda Creative Minds Books

                  http://www.funbrain.com/idioms/  (figurative language)

Lesson 6: Ferris, J. (1988) Go Free or Die. New York: Carolrhoda Creative Minds Books

                  Hamanaka, S. (1994) All the Colors of the Earth.  New York: Morrow Junior Books

http://www.funbrain.com/idioms/  (figurative language)                 

                  Hughes, L. (1988) April Rain Song. In Hopkins, L. Side by Side: Poems to Read Together. New York: Simon and Schuster Books for Young Readers.

Liatsos, S. (1988) Sea Wave. In Hopkins, L. Side by Side: Poems to Read Together. New York: Simon and Schuster Books for Young Readers.

Little, B. (1998) Arthur and the Scare-Your-Pants-Off Club. New York: Scholastic

Martin, B. (1988) Listen to the Rain. New York: Henry Holt and Company

Summative Assessment:  

Hermes, P. (2001) Dear America: The Starving Time. New York: Scholastic

Levine, E . (1986) If You Traveled West in a Covered Wagon. New York: Scholastic

Moore, H. (1999) Goodnight, Sun. In Moore, H. A Poem a Day by Helen H. Moore: 180 Poems and Activities that Teach and Delight All Year Long. New York: Scholastic.

Moore, H. (1999) Raindrops. In Moore, H. A Poem a Day by Helen H. Moore: 180 Poems and Activities that Teach and Delight All Year Long. New York: Scholastic.

 

                Prelutsky, J. (1993) Four Seasons. In  Prelutsky, J. Random House Book of Poetry

for Children, The. New York: Random House.

Wilder, L. (1998) Little House Friends. New York: HarperCollins Publishers

 

 

Alternate Resources:

If the book Go Free or Die is not available, alternate chapter books concerning the Civil War and containing figurative language and sensory details include.

      Alder, D.(1992) Picture Book of Harriet Tubman, A. New York: Scholastic

      Armstrong, J. (1992) Steal Away. New York: Scholastic

      Fleischman, P. (1993) Bull Run. New York: Scholastic

                      McKissick, P. (1997) Run Away Home. New York: Scholastic

                    Rinaldi, A. (2002) Numbering All the Bones. New York: Scholastic

If the referenced poems are not available, alternate poetry collections that contain figurative language and/or sensory details may be used.

Cullinan, B. (1999) Jar of Tiny Stars, A  New York: Boyds Mill Press

George, K. (1997) Great Frog Race. New York: Clarion Books

Grimes, N. (1999) My Man Blue. New York: Scholastic

Hopkins, L. (2000) My America, A Poetry Atlas of the United States. New York: Simon and Schuster

Silverstein, S. (1996) Falling Up. New York: Harper Collins

Thomas, J. (1993) Brown Honey in Broomwheat Tea. New York: Harper Collins