Name: Matthew Moore
Supervisor: Dr. Bentley
th
Subject/Grade: 8 Grade Language Arts
School Year: 2012-2013
Date: December 03, 2012
Title of Unit: Acceptance
Lesson Title:
From Rumor to Horror: How Figurative Language Brings Details to
Life
Grade Level/Subject Area:
8th Grade Language Arts
Student Profile:
Number of Students: 30
Number of Students with Special Needs: 2
Duration:
65 minutes
Objective: Purpose of the lesson
The purpose of this lesson is to analyze text for the purpose of
assessing accuracy of details, specifically to separate truth from
rumor. This lesson also will require students to determine the effect
that figurative language has on embellishing a rumor.
Standards:
https://www.georgiastandards.or
g/Pages/Default.aspx
ELACC8RL1: Cite the textual evidence that most strongly supports
an analysis of what the text says explicitly as well as inferences
drawn from the text.
ELACC8RL4: Determine the meaning of words and phrases as they
are used in a text, including figurative and connotative meanings;
analyze the impact of specific word choices on meaning and tone,
including analogies or allusions to other texts.
ELACC8RI1: Cite the textual evidence that most strongly supports
an analysis of what the text says explicitly as well as inferences
drawn from the text.
Essential Questions:
Are there key characteristics that differentiate truth from rumor?
What effect does a rumor have on a person?
How does figurative language enhance the details of a rumor?
Anticipatory Set: “Do Now”
On the PowerPoint, a statement suggesting that Harper Lee did not
really write To Kill A Mockingbird will be displayed. Students will be
to briefly write about how this “fact” affects their opinion of the
author and the work itself.
Prior Knowledge: What will
students need to know in order to
be successful?
They will have just read Chapter 1 from To Kill a Mockingbird. They
will have had prior experience determining the truthfulness of a
statement. They will need to know certain figures of speech (e.g.,
simile, metaphor, hyperbole, and personification). During today’s
lesson they will briefly review the appropriate concepts via a
PowerPoint presentation.
Name: Matthew Moore
Subject/Grade: 8th Grade Language Arts
Date: December 03, 2012
Supervisor: Dr. Bentley
School Year: 2012-2013
Title of Unit: Acceptance
Modeling: How will students
know what is expected?
To aid in completing the t-chart handout, the teacher will provide
students with one or two examples of both a “truthful” statement
and a “rumor” about the character of Boo Radley. The PowerPoint
on figurative language will remind students of the concepts they
need to complete the “Figurative Language & Rumors” handout.
Additionally, an example or two will be provided.
Check for Understanding: What
techniques will be used to monitor
learning?
While reviewing important concepts via the PowerPoint, the
teacher will provide examples of each type of figurative language
and encourage students to provide their own examples. Teacher
will walk around the room to assist students while completing both
handouts.
Guided Practice: What activities
will be done to provide students
with an opportunity to practice
what they are learning?
In small groups, students will complete the handouts. Several
students will be called upon to share what they have done. Students
will be instructed to note the similarities and differences of one
another’s responses.
Independent Practice: How will
learning be reinforced?
Homework? Exit ticket?
Learning will be reinforced by giving each group a copy of a
selection from a national gossip magazine. Students will be asked to
sort a few statements based whether they are true or are a rumor. A
few students will be called upon to share their findings.
Closing: How will the lesson end?
Refer back to essential questions.
Individually, students will use the remainder of the class to change
at least one identified rumor so as to incorporate a figure of speech
covered during the lesson. Students can refer to the “Figurative
Language & Rumors” handout as a reminder of the figures of
speech covered during the lesson. Students will hand the completed
exit ticket to teacher as they leave the class.
Name: Matthew Moore
Supervisor: Dr. Bentley
th
Subject/Grade: 8 Grade Language Arts
School Year: 2012-2013
Date: December 03, 2012
Title of Unit: Acceptance
Detailed Sequence of Activities:
1. When students enter the room, they will view the warm-up
Number/list the lesson procedures.
activity prompt on the board. The prompt directs them to
react to the statement that Harper Lee is not the real author
of To Kill a Mockingbird.
2. After completing the warm-up, students will discuss some of
their reactions/responses.
3. The teacher will reveal that the statement is actually a rumor,
as he or she draws a t-chart on the board, and ask students to
share some of their experiences with rumors.
4. As students share responses, the teacher will write the
factual detail on one side of the t-chart (if provided/known)
and the rumor on the other.
5. The teacher will remind students of the difference between a
factual statement and a rumor.
6. The teacher will then introduce the topic for the day:
separating the facts and rumors about Boo Radley.
7. The teacher will pass out the t-chart handout, explain it to the
students, work through an example with students, and then
put students into groups.
8. Students will complete the worksheet to some degree, and
teacher will call upon some of the groups to share their
responses.
9. The teacher will now present the slides on figurative
language from the PowerPoint and ask students whether
they think figurative language can make rumors more
interesting, more vivid.
10. The teacher will then instruct students (still in groups) to
find metaphors, similes, hyperboles, and/or personifications
describing Boo, his family, or his house using the “Figurative
Language & Rumors” handout.
11. Some students will be called upon to share their responses.
12. The teacher will handout excerpts from gossip magazines to
students so they can practice sorting facts from rumors in an
informational text.
13. Students will be given the task of turning one rumor they
find in the magazine excerpt into a simile, hyperbole, or
metaphor (perhaps even personification) as an exit ticket.
Name: Matthew Moore
Supervisor: Dr. Bentley
th
Subject/Grade: 8 Grade Language Arts
School Year: 2012-2013
Date: December 03, 2012
Title of Unit: Acceptance
Accommodations/
The following adaptations to the lesson will be made for students
Modifications: Refer to student
requiring accommodations: copies of materials will be provided as
profile.
needed, handouts will be read to students as needed, additional
time will be provided as needed, and length and content of
assignments will be altered as necessary.
Materials: What materials are
needed for the lesson? Include any
helpful URL’s.
Technology Connection: What
kind of technology are your
incorporating into the lesson?
1. PowerPoint that reviews differences between fact and rumor,
and some specific types of figurative language.
2. The t-chart graphic organizer for the character Boo Radley.
3. The “Figurative Language & Rumors” handout
4. One or more copies of gossip magazines.
5. To Kill a Mockingbird book
The teacher will utilize a PowerPoint presentation during the
lesson.