|Lesson Plan ID:
Now Adjectives! Now Pronouns! Now Nouns and Figurative Language! In Carols and songs, On Prepositional Phrases! A Lesson in Parts of Speech and Figurative Language.
Students will review parts of speech, and figurative language using selected Christmas songs.
This is a College- and Career-Ready Standards showcase lesson plan.
|ELA2015(6) ||4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. [RL.6.4] |
|ELA2015(6) ||41. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L.6.5] |
|Primary Learning Objective(s):
Students will be able to identify nouns, pronouns, adjectives, prepositional phrases, and figurative language in selected Christmas carols. Students will chart answers and share with the class.
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| 31 to 60 Minutes|
|Materials and Equipment:
Copies of selected Christmas carols.
Paper, laptop (optional)
|Technology Resources Needed:
Laptop, Interactive white board, document camera, Active Inspire (optional-If used, students will need serial code from board to make it active on their device.)
A review of the parts of speech, and examples of the types of figurative language should occur prior to independent practice. Prepare list of selected Christmas carols ahead of time. Students will choose a song at random from teacher selected songs, and work in partners to chart the parts of speech and figurative language.
1. Review nouns, pronouns, adjectives, and prepositions using trade books: The Planet Without Pronouns by Justin McCoy Martin, Hairy, Scary, Ordinary by Brian Cleary, A Mink, a Fink, a Skating Rink by Brian Cleary, and Under Over by the Clover by Brian Cleary. Parts of speech can also be reviewed with The Grammarheads parts of speech videos. (YouTube access or actual Grammarheads site)
2. Begin the lesson with whole group practice. Pass out copies of "Twas the Night Before Christmas." Students will work in pairs to identify parts of speech by circling nouns, boxing in pronouns, underlining adjectives, and marking prepositional phrases with parentheses. After 5-7 minutes share answers. (Time limits may vary.)
3. Students will then work in pairs to mark figurative language at the end of each line accordingly: S=simile, M=metaphor, I=imagery, P=personification, O=onomatopoeia
After 5-7 minutes share answers. (Time limits may vary.)
4. Students will draw randomly for a selected Christmas carol to mark for parts of speech and figurative language. Students will work in partners and chart answers. Charts may be created digitally (Word, Active Inspire,etc.), on chart paper, etc. Allow 10-15 minutes. (Time limits may vary.)
5. Allow each pair of students to share parts of speech and figurative language found in selected carols. (May be digital format or paper) Also, allow them to share grammar or literary elements they may have discovered beyond the suggested. Students will turn in annotated copy of song for assessment.
6. Close the lesson by doing a "sing along" with favorite Christmas carols. Student pairs may volunteer to lead the class with their selected song.
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Formative assessment with teacher observation during partner work, as students present answers, and with submitted Word document using Edmodo, or Active Inspire chart.
Formative assessment with annotated student copy of Christmas song.
Encourage students to look deeper into the carol, like a poem, to identify other literary elements such as mood/tone, alliteration, oxymoron, compare/contrast, rhyme and rhythm, assonance, and consonance.
Some students may need extra practice reviewing the parts of speech one on one. Trade books and Grammarhead videos are a great resource. Shurley Method jingles work well as they are rhyming songs about the parts of speech.
Students may need a list of the meanings for figurative language posted to use as a reference.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: