1. Topic-
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| Grammar/Figurative Language |
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2. Content-
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Students will get a more in depth review of grammar and parts of
speech, as well as figurative language and poetic devices.
Key Vocabulary: imagery devices, metaphors, similes, personification,
consonance, noun, pronoun and adjective as some examples of the vocabulary
that will be used in this unit. |
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3. Goals: Aims/Outcomes-
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1.Students will be able to identify and provide examples for the
8 different parts of speech.
2.Students will label, identify and explain their reasoning for their
figurative language activity.
3. Students will express their knowledge of memorization with a song
or poem. |
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4. Objectives-
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1.Students will identify basic parts of speech in a reading passage.
2.Students will independently make connections to the material and
real life.
3.Given a 9th grade reading material, students will complete the worksheet
with 90% accuracy. |
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5. Materials and Aids-
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Katy Perry song" Firework"
AutoRap - application for parts of speech rap.
Firework handout/wkst
Parts of Speech Notecards |
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6. Procedures/Methods-
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A. Introduction-
PUT ON BOARD : noun, pronoun, adjective, verb, adverbs, prepositions,
conjunction, interjections
Have students/class come up with example/definition of vocabulary
word.
1.Who listens to music? Katy Perry? What do you hear? What artist
do you know that may use music to get different points across? English
and music= Figurative Language and Poetic Devices
2.Play Katy Perry "Firework"
3.Hand out work sheet and explain lesson to students. |
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B. Development-
1.Identify label and explain the type of figurative language or
poetic device used in the song lyrics.
2.Give students examples, go over first few lines.
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C. Practice-
1.Students will work on Firework worksheet independently.
2.I will monitor students progress with informal assessments. |
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D. Independent Practice-
1.After worksheet is completed, I will pair students up and go over
each verse to make sure everyone understands the lesson given.
If there are struggling learners I would go back to the basic parts
of speech and explain those 8 parts of speech.
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E. Accommodations (Differentiated Instruction)-
1.Extra time for those who need it
2.Shorter amount of questions given on the actual formal test assessment
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F. Checking for understanding-
| 1.I would keep the students in pairs and assign each group a chunk
of "exit slip" problems to complete before class ends. |
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G. Closure-
1.After students complete firework worksheet, we will go over it
as a class and grade ourselves individually.
2.I will then pair students and assign them a section of grammar test
to be completed before leaving the classroom. |
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7. Evaluation-
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| After today's lesson I would continue with the parts of speech lesson
and keep relating it to music to keep the students interested. I would
have the students pair up and make their own lyrics for a parts of
speech rap that they will present at the end of the week to the class.
They will be able to use the vocabulary card for help with definitions
of the 8 words. |
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8. Teacher Reflection-
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| My field teacher said that I had a great lesson, but tried to do
too much with the students in such little time. She said I needed
to take more time in the introduction, because I made assumptions
of her students thinking most would know the 8 parts of speech, so
it got the lesson a bit out of order. |
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