NAME: Michele Sabatier

SUBJECT Summer School English7th grade

PERIOD: 1st period; June 27, 2007

 

 

APPROXIMATE TIME: 50 minutes

 

 

OBJECTIVE:

TSW use context clues to identify and determine the figurative meaning of idiom and hyperbole.

MDE framework: 1.e

 

 

MATERIALS:

transparencies, overhead projector, handouts

 

 

DO NOW:

 

5 minutes

Write a complete sentence about each of these:

    Something you have waited a long time for.

    Something that is very hard for you to do.

    A person you admire.

   

SET:

5-7 minutes

Our bus took forever to get to school this morning, so by the time we got here, I was left out in the cold for breakfast, and now I'm so hungry I could eat a horse!

 

So let's get started right away: Remember you were doing summaries and putting events in order yesterday with Mr. Hayman? Who can summarize what I just told you? What happened to me today?

 

 

[write on board as students summarize]

Bus ran late

Missed breakfast

I'm hungry

 

 

TSW will determine the figurative meaning of the statements from transparency.

 

We'll be learning today about four ways to make written and spoken language more interesting. This period we'll learn two. Then in 3rd period, you'll be using all of these to make a paragraph more interesting and to write your own paragraph.

 

 

PROCEDURES:

TSW read objective from the board.

 

 

Hyperbole: 10 minutes:

1. TTW define hyperbole [transparency] and show examples on overhead

        What is the real meaning?

        How did you know?

 

2. Guided practice: TSW provide verbal examples of hyperbole with explanation of the figurative meaning.  Prompts if needed: something very good, very bad, very tall.

 

Independent practice: TSW use the sentences from Do Now and rewrite them using hyperbole.

 

 

Idiom: 10 minutes

3. TTW define idiom [transparency] and show examples on overhead

        What is the real meaning?

        How did you know?

4. Guided practice: TSW explain idioms on overhead transparency and will create their own.

Prompts if necessary: Chicken with its head cut off. Go out on a limb

 

 

Independent practice: 10 minutes

5. TSW complete the idiom worksheet. Read story aloud, and do first example together. Go over answers together if time permits.

 

 

CLOSURE:

3 minutes

TSW read the objective from the board and define hyperbole and idiom.

TTW preview that next period will be about simile and metaphor, and that 3rd period will be using figurative language.

 

ASSESSMENT/EVALUATION:

Objective: TSW use context clues to determine the figurative meaning of idiom and hyperbole.

Informal: TTW listen and observe (M) as students complete oral examples of idiom and hyperbole, checking for correct usage (C).

Informal: TSW complete  worksheets (M) interpreting the figurative meaning of idioms and hyperbole.(C).

Informal: TSW write paragraph (M) correctly using hyperbole. (C)

Formal: In the third block of the lesson, TSW write a paragraph (M) correctly using hyperbole, idiom, simile, and metaphor  to make the writing more interesting. (C). Grades will be recorded in the gradebook.