Problem Based Enhanced Language Learning

iteachELLs, Mary Lou Fulton Teachers College at Arizona State University

Teacher(s): Grade/Subject:

Gina So, Ashley Moss, Erika Lopez 8th Grade/English

Title of Experience/Topic:

Figurative Language

Problem (framing words + person + action + audience1):

After learning about figurative language and the different types, students will identify forms of figurative
language in examples given by the teacher (song/film,poem). Students will show the class their favorite
song, poem, and scene from a film! With each song, poem, and scene, we will be identifying the figurative
language that is used in the different mediums. They will be presenting these to the class, telling us why
they picked this song, poem, and scene and out of the three figurative languages reviewed in class, which
one it displays -- supporting their reasoning.

✓ Relevant to students
❏ Addresses real-world problem
✓ Allows for multiple solutions

Time Frame: (number of sessions and length of sessions)

approximately 2-3 days.

Content Standard(s): (must put code and verbiage)

8.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.

a. Interpret figures of speech (e.g. verbal irony, puns) in context.

Integrated Language Arts Standard(s):

1 Buck Institute for Education (2011). Driving Question. Tubric 2.0. Retrieved from
http://www.bie.org/object/document/driving_question_tubric
English Language Proficiency (ELP) Standard(s):
Reading:
LI-1: reading aloud passages from familiar content area text, observing phrasing, punctuation and
expression.
LI-8: summarizing the main idea and supporting details from text using academic vocabulary.
LI-29: comparing and contrasting two items within an expository text.

Writing:
W.S1.E-1: writing phrases and/or sentences about real or imagined events, observations or memories.
W.S1.E-3: taking notes using a teacher selected and teacher created graphic organizer or cloze notes.

Speaking/Listening:
S.S1. E-8: responding to academic content ideas and concepts by using key words in complete sentences.
S.S2. E-6: making predictions about academic content using sentence frames.

❏ Assessed
❏ Not Assessed

Content Language Objective (Language Function + Content Stem + Supports2): (verbs should be in bold)
Students will be able to...

Upon completion of the lesson students will be able to label examples of a metaphor, simile and hyperbole,
and identify how these forms of figurative language are used in various writings to portray emotion.

Sub-Objectives: (steps to achieving main objective – verbs should be in bold)

SWBAT: distinguish the differences between a metaphor, simile, and hyperbole.

SWBAT: listen and take notes during a lesson on figurative language.
SWBAT: identify forms of figurative language in a song/poem/film presented in class.
SWBAT: find examples of figurative language in a song, poem, or film.

Materials:

● Access to YouTube
● Access to a search engine for song lyrics
● Preselected poems
● Access to Peardeck
● Summative assessment examination prepared (fill-in-the-blank)

2 World Class Instructional Design and Assessment Consortium (2012). Model Performance Indicator. Retrieved
from https://www.wida.us/downloadLibrary.aspx
Vocabulary taught prior to the experience Vocabulary developed during lesson:
(Background):
● Simile
● Figurative language ● Metaphor
● Hyperbole

Lesson Planning Considerations:

Academic Conversation:
What language function will students have the opportunity to practice? How will this language be explicitly
taught? How will this language be applied and practiced?

Students will practice their reading skills by learning the different forms of figurative
language and examining different poems and song lyrics to identify the examples in
each.

This information will be explicitly taught through a mini lesson and a refresher
video. They will have the opportunity to apply their learning and to practice by
working in groups and will be given songs/poems where they can identify forms of
figurative language.

Students will be able to practice their speaking and listening skills as well when
they’re working in groups to identify figurative language in songs/poems and when
they present to the class their findings.

Students will be applying two different academic language functions from the
academic language toolkit, classifying and justifying. They will use the classifying
function when they recieve poem examples from the teacher and also during their
final assessment (test). The justifying function will take place when the students find
their own examples of figurative language in song lyrics and must explain and share
with their peers.

Establish the Problem:

How will prior knowledge be accessed? How will the problem be introduced to students? How will students
inquire about the problem (optional planning tool attached) How are students using language (reading,
writing, listening, and/or speaking) and how are they being supported?
Students’ prior knowledge will be tested through the usage of syntax and definitions
of phrases through the use of figurative language. Students will be introduced to this
by the engagement of a video refreshing their memory of figurative language.
Students will be able to ask questions or discuss with their peers through the use of a
graphic organizer. They will also have access to the video, so they will be able to
replay it at any time as needed. Students are first listening to the video and then
filling out the graphic organizer -- this is so they can follow along with the video,
without being overwhelmed by having to take notes while trying to listen to the
video.

Creating the Experience:

How will students work together to develop and present solutions? How are students using language
(reading, writing, listening, and/or speaking) and how are they being supported?
Students will have the opportunity to work both in small groups as well as with the
entire class in order to share and identify examples of figurative language. Students
will use verbal communication (listening and speaking) when working together, as
well as listening and reading skills when reviewing the songs and poetry. Students will
also utilize their writing skills to respond to the instructor’s Peardeck questions when
identifying the figurative language within the poetry examples provided.

Evaluate:
When and how will you use formative and summative assessments to measure student progress and
learning (content and language)?

The formative assessment will have students identify the different forms of figurative
language used in poems which will be provided by the teacher. If the student is able
to identify a phrase or line in the poem which shows a form of figurative language,
this will show they have learned the content or progressed. This will give the teacher
enough time to help the students which are still struggling before the summative
assessment. (differentiation) The summative assessment will be at the end of the
lesson and will be a test with three different sections (matching, fill-in-the-blank, and
write in). This assessment will evaluate if the students know the differences in the
different forms of figurative language and if they can identify them.

Lesson Plan Step-by-step instructions:

Engage:
How will you introduce the lesson/engage the learners to either build background knowledge and/or build
on background knowledge? *NOTE: There should be as many as or more student actions than teacher actions –
use this table to ensure students are doing more of the work to support learning
Teacher will: Student will:

Teacher will present a video refresher to Students will fill out a graphic organizer
students. while they’re watching a video refresher
 on figurative language.

Explore:
How will students explore the problem/concepts to find a purpose for learning the content vocabulary?
Teacher will: Student will:

Provide an activity where students can Research song lyrics and identify the types
discover figurative language in song of figurative language present within the
lyrics. lyrics. Students will share the song and
their findings with the class.

Explain:
How will students learn the key vocabulary? This is the direct instruction part of the lesson to ensure all
students have access to all the content and key vocabulary to support the understanding of the content
Teacher will: Student will:
Observe student examples and provide Present their examples in groups of 4-5
definitions as needed. and identify which figurative language(s) is
present in their example.

Elaborate:
How will students move the learning from short term to long term memory to ensure they KNOW the
content?
Teacher will: Student will:

The teacher will select poems with Students will identify examples of
specific examples of figurative language figurative language in different poems
for the students to review. provided by the teacher.

Evaluate:
How will you use formative and summative assessments to measure content and language objectives?
Teacher will: Student will:
Formative: Have students assess and
identify the usage of figurative language
in poems. Formative: Students will be identifying
forms of figurative language in poems that
the teacher will provide.
Summative: Assign a figurative language
test.

Summative: Students will take a figurative

language test that will be broken down
into sections.
 The first section will be a matching
section, they must match the figurative
language term with the definition.
The second section will have examples of
figurative language and they must choose
what kind of figurative language the
example sentence is.
The third section will have them write
their own example of a metaphor,
hyperbole, and simile.

Reflect: 
After teaching the lesson, creating an online resource to teach part of the lesson, and/or reflecting on what 
you would do to teach the lesson virtually given the context of Spring 2020’s online learning environment,
reflect on what you considered, resources you would use, or adaptations you would make to teach this
content to students who are at home during the Pandemic of 2020.  How would you support your EL
student/all students so that they have access to the content and are supported in learning the content?
What changes do you have to do to better teach in this environment? How can you support the “whole
child” during this crisis while also supporting language and content needs?

The video presentation will be posted in the online class forum for students to view
prior to class. The video will be discussed at the beginning of the class.

Students will meet with the teacher via Zoom and utilize breakout rooms to work in
teams when sharing and discussing song lyrics. After this they will return to the main
session where the teacher will have a Peardeck presentation prepared. The
presentation will provide students with selected poems for the students to review as a
class. The Peardeck will have built in questions for the students to answer where they
must identify the figurative language in the poems during the group session.

Students will take the exam with the aid of a lockdown browser to assure students are
not utilizing their notes during the exam.

ELLs will have resources to refer back to on their online classroom site. They can go
back to the classroom site to rewatch videos, use graphic organizers or other
materials to help with the lesson.
ELLs will also be allowed to access translation services online to better understand
directions or content.
Office hours (virtual) will be available for one-on-one help with the teacher.