This 3-day lesson teaches 6th to 8th grade students about figurative language through analysis of poems. Students will: 1) Identify types of figurative language in poems using colored markers; 2) Combine findings with group members; 3) Input data into an Excel chart showing the variety and frequency of figurative language used in each poem. Students will present their charts and compare authors' use of figurative language. The lesson will be evaluated using a rubric and revised to enhance student performance.

1. ASSURE Model Lesson Plan ED451 Audio Visual Education University of Guam/ Fall 2009 Presented by Joleen Keremius

2. This lesson is aligned with the National Educational Technology Standards for Teachers (NETS*T) standard 1.a and 1.c. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: a. promote, support, and model creative and innovative thinking and inventiveness c. promote student reflection using collaborative tools to reveal and clarify students conceptual understanding and thinking, planning, and creative processes.

3. A - Analyze Learners General Characteristics: The instructional unit is suited for grades six to eight students enrolled in a general English or Reading class geared toward the average learner. Student ages range from 11 to 14 years. There are zero students with learning disabilities. The class is culturally diverse however students of Micronesian, Chamorro and Filipino origins dominate this demographic. The students come from families of various socioeconomic status however, most are from lower/middle class families. Entry Competencies: Students have received prior instruction and examples of common types of figurative language such as Simile, Metaphor, Personification, Onomatopoeia and Puns. Learning Styles: The students prefer to work in groups and learn better in cooperative team settings. Some students do not test well and rubrics given ahead of time will allow them to know what is expected of them.

4. S - State Objectives Given handouts of 3 different poems, written by 3 different authors, students will underline various types figurative language using a different colored marker for every type of figurative language identified at least 5 times in each poem. Students will combine their findings with the findings of their group mates. Students will input collective data into a computer using MS Excel. Students will create a digital chart demonstrating the quantity and variety of figurative language found in each of the 3 different poems. Students will present their chart and compare the variety and frequency of each author’s use of figurative language.

5. S - Select Methods, Media, & Materials 1) Handouts of 3 different poems by 3 different authors, one for each student. 2) An abundance of markers in a variety of colors. 3) A Computer (or two) with Microsoft Excel. 4) Multi-Media projector with connection cables.

6. U - Utilize Media & Materials Handouts of 3 different poems by 3 different authors, one set for each student. Students will read each poem individually. Students will use the variety of colored markers to organize and mark the types figurative language that they have identified; each type of figurative language gets underlined with a different colored marker. Using a computer (or two) with Microsoft Excel software students will input their data onto a spreadsheet. Using a computer and multi-media projector, students will present their findings.

7. R - Require Learner Participation This is a 3-day lesson and each class session is 50 minutes. Day One 15 Minutes: The teacher will introduce various types of figurative language to the students and provide examples of each type. The teacher will stress the purpose and importance of figurative language as a literary device. The teacher will discuss the instructions of the lesson and provide a copy of the assessment rubric to each student. (The teacher will prepare a separate list of examples for each type of figurative language and a demonstration of their importance in advance.) 20 Minutes: Students will each be given a set of 3 different poems. For each poem students are to underline each type of figurative language they can identify using a different colored marker. For example, all Similes will be underlined in red, puns in blue and personification in green. Students continue this part of the assignment as homework. Note: The student should use the same color patterns. A color key can be provided on the chalkboard as an example for them. 15 Minutes: The students will be placed into working groups of about 4-5 students. Division of groups will be done based on the teacher’s observation of the in- class assignment to underline and identify the figurative language. The groups will consist of students with varied achievement levels. In these groups the students will work cooperatively in comparing and combining their findings.

8. R - Require Learner Particiption This is a 3-day lesson and each class session is 50 minutes. Day Two 10 Minutes: An introduction of the MS Excel software and a brief overview of the previous days work and homework. Students will then meet in their respective groups to finalize their data. 20 Minutes: Students will continue to discuss, compare and combine their findings on a separate sheet of paper. As a group, the students will quantify the figurative language they have identified for each poem. For example, in the poem “The Armful” (combined) the group found 25 Similes, 30 personification, 5 puns, etc. This must be done for EACH poem. 20 Minutes: Students will input their collected data into MS Excel spreadsheet. They will take turns inputting the different types of figurative language until every one has had a turn.

9. Day Three 50 Minutes: Each group will have between 8 and 10 minutes to present their findings. Each member will have a chance to speak. Students will present their charts to their classmates using a multi media overhead projector. They will tell their classmates the types of figurative language that was found and discuss how each author used figurative language in each poem. They will at some point discuss the types of figurative language that was used exclusively by one author and not the others. R - Require Learner Particiption This is a 3-day lesson and each class session is 50 minutes.

10. E – Evaluate and Revise Students will be assessed using the rubric presented below. In order to enhance student performance and ease of use, the lesson will be revised accordingly after it has been taught.