Lesson Wise Process to Accessing Grade-Level Content Standards and Curriculum
1. Identify the standard(s)
Content Area: ELA
a) List instructional unit and
related standards
b) List activities currently
implemented in the classroom
and related skills
Unit: Literal and Figurative Language
Reading Standards for Literature (RL)
Craft and Structure (CS)
HS.4 Determine the meaning of words and phrases as they are used in the
text, including figurative and connotative meanings; analyze the cumulative
impact of specific word choices on meaning and tone (e.g., how the
language evokes a sense of time and place; how it sets a formal or informal
tone).
Language (L)
Vocabulary Acquisition and Use (VAU)
HS.5 Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings.
Reading phrases, poems, and story excerpts and identifying figurative
language - vocabulary, symbolic meaning, word recognition, reading in
context
Listening to and reading song lyrics - identify figurative language, visualize an
image, interpret use of figurative words/phrases
RL Craft and Structure (CS)
HS.4
Essence: Word meaning and word choice
E1: Determine the meaning of words and phrases as they are used in a text
including figurative language such as metaphors and similes.
E2: Determine the meaning of words or phrases as they are used in a text.
E3: Match a word or phrase from a text with a picture or object indicating its
meaning.
c) List standards to be addressed
by their corresponding essence
or GBEs
Language (L)
Vocabulary Acquisition and Use (VAU)
HS.5 Essence: Word relationships
E1: Compare the meanings of words with similar denotations (e.g., nuances,
connotations).
E2: Explain the meanings of metaphors and similes.
E3: Identify synonyms, antonyms, or homographs for words.
2. Define the learning outcomes
Level of support
Least support
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Moderate support
Most support
Delaware Department of Education
Students will be able to
determine the meaning of
words and phrases as they
are used in a text including
figurative language such as
metaphors and similes.
List the desired
outcomes for students
Students will be able to
compare the meanings of
words with similar
denotations (e.g., nuances,
connotations).
List the formative
assessments
graphic organizers,
classroom observations,
worksheets, class
discussion, visuals,
presentations, formative
and summative
assessments
Students will be able to
determine the meaning of
words or phrases as they
are used in a text.
Students will be able to
explain the meanings of
metaphors and similes.
graphic organizers,
classroom observations,
worksheets, class
discussion, visuals,
presentations, formative
and summative
assessments
Students will be able to
match a word or phrase
from a text with a picture
or object indicating its
meaning.
Students will be able to
Identify synonyms,
antonyms, or homographs
for words.
graphic organizers,
classroom observations,
worksheets, class
discussion, visuals,
presentations, formative
and summative
assessments
3. Identify the instructional activities to be used within the unit
List the instructional activities
planned for all students
Lesson 1:
Introduce warm up pictures and
post in from of the room. (you can
make a choice board for students)
Then begin the warm up activity
having students take turns guessing
the missing word.
1.Students will complete a
vocabulary block graphic organizer to
define the key vocabulary words:
figurative, literal, phrase, idiom
2.Whole Group activity: Teacher will
present students with idioms on the
board. Students will take turns
matching pictures to the written
idioms. (Attached are illustrations of
idioms. Crop the titles off when
preparing picture cards)
List the barriers that may prevent
students from accessing instruction,
participating in activities, or
demonstrating learning
List supports that can be
implemented to reduce barriers
Adapted text
Graphic organizers
Level of text
Fine motor activities: writing
Discussions
responses
Picture/ word banks
Phrase banks
Communication boards related to
activities
Communication boards and devices
3.Teacher and students will read
Soccer Season: A Story with Food
ACCESS Project, Center for Disabilities Studies, UD
Delaware Department of Education
Idioms (attached) and pictures for
the story (attached), to identify and
determine meaning of food idioms.
4.Students will watch “Egg Idiom”
video and participate in class
discussion (YouTube, Linguaspectrum
Idioms)
Lesson 2
Warm Up: Post a poster of Sponge
Bob (see attachments) Explain that
personification is giving human traits
to something that is not human. Post
a list of 10 action verbs that describe
things that humans do. Ask students
to name 10 objects from around the
room. Look at your two lists and find
funny or interesting ways to combine
the objects with the verbs. For
example, you might come up with
“pencil laughing”.
1.
Use the word combinations
from the warm-up to create
sentences about each object. For
example: “My ham sandwich
whispers loudly that it hates being
wrapped in plastic.”
2.
Cut pictures out of
magazines and make a
personification collage with pictures
and words.
3.
Personification Meaning:
Discuss the definition of
personification. Use the
Personification Meaning Worksheet
with students to identify the
meanings of the words used and how
they personify objects or ideas.
4.
On the board, do the Sponge
Bob activities with the students.
Complete the poem activities. Make
copies of The Dark Clouds Poem from
Sponge Bob Activity. Do activity as a
whole group.
5.
In small group, complete one
of the Sponge Bob poetry activities
filling in the chart: Winter Sun, April
Rain Song, or Monday Morning.
Activity can be spread across several
days as a practice activity.
6.
Review the definition of
personification. Whole group game:
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Delaware Department of Education
Give each student. Yes and No cards
Have students take turns pulling a
sentence. Ask student to read aloud,
or assist them in reading their
sentence. Ask class if a
personification is used or not. They
respond with the yes or no card.
Then ask what the personification
was and the meaning. After
completing the game. Break into
small group to complete the
Personification worksheet 1 and/or 2
Lesson 3
Warm-up: Review idioms and
personification. Refer to the posters
for review. Introduce Similes and
Metaphors.
1. What is a Simile? After explaining
what a simile is, complete What is a
Simile worksheet
What is a Metaphor? After
explaining what a metaphor is,
complete What is a Metaphor
worksheet.
2. Identify similes and metaphors in
popular songs. Students listen to the
songs and then highlight metaphors
and similes. (Use 2 different
highlighter colors.)
3. Simile and Metaphor Meaning
Match Game. Cut the simile and
metaphor strips and set aside. Cut
their meaning explanation strips.
Split class into 2 or three groups.
Give them each the same number of
strips. Have each team review their
meaning strips with the para or
teacher or peer buddy on their team.
Begin the game by reading from the
Simile/Metaphor pile. Ask the teams
whether it is a simile or metaphor,
then give each team to see if they
have the meaning strip to match.
The team that ends up with all of
their matches, wins the game.
4 Students identify similes &
metaphors in an excerpt from Ray
Bradbury's short story, "A Sound of
Thunder."
.
ACCESS Project, Center for Disabilities Studies, UD
Delaware Department of Education
4. Target specific IEP goals and/or skills that could be addressed during the unit
IEP Goal/Skill
Activities
Student(s)
ACCESS Project, Center for Disabilities Studies, UD
Delaware Department of Education
Use this form in addition to Step 1 if working across multiple grade bands
1. Identify the standard(s) that do/ do not overlap across grade bands
Content area:
List grade-level standards covered
in the first grade band
ACCESS Project, Center for Disabilities Studies, UD
Unit:
List grade-level standards covered
in the second grade band
Identify (or mark) standards that
overlap between grade bands
Identify (or mark) standards that
do not overlap between grade
bands
Delaware Department of Education