Literacy Lesson Plan - Hyperbole

Grade Level: ​4th grade Unit:​ Figurative Language

Central Focus: ​Students will learn about three different types of figurative language and their purpose in
literature.
Standard(s):
● L.4.5. Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
● RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text.
● SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing
their own clearly.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions to clarify or follow up on information, and make
comments that contribute to the discussion and link to the remarks of others.
d. Review the key ideas expressed and explain their own ideas and understanding in light of the
discussion.
● SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse information
presented in diverse media and formats, including visually, quantitatively, formats, including visually,
quantitatively, and orally.
Accommodations:
Language Supports: IEP Supports Above Grade Level Supports:
● Prompts for hyperbole stories (ex: ● Prompts for hyperbole ● Push students to make
traffic, car troubles, forgot stories (ex: traffic, car text to text connections
something, overslept) troubles, forgot by finding examples of
● 1 on 1 check in with students to something, overslept) hyperbole in other texts
clarify instructions ● 1 on 1 check in with
● Give extra time as needed ● Ask students questions
students to clarify
● Non verbal check ins (thumbs that help monitor and
instructions
up/down) ● Give extra time as evaluate their learning
needed ● Ask students to provide
● Non verbal check ins text evidence that
(thumbs up/down) supports their response

Materials Needed:
General Materials
● Dear Mrs. LaRue​ book by Mark Teague
● Hyperbole T-chart on chart paper
● List of prompt to help students write their hyperbole stories (ex: sick, traffic, car troubles, forgot
something, overslept)
● Projector
● Document Camera
Class Set (33 students):
● Hyperbole worksheet
Objective(s):
● Students will be able to refer to recognize hyperbole and provide text evidence by referring details
and examples of hyperbole in the book ​Dear Mrs. LaRue
● Students will be able to identify and recognize hyperbole in literature
Possible Challenges /Misconceptions: Prerequisite Knowledge:
 ● In the previous lesson, students ● In 3rd grade, students learned about word relationships
learned about idioms. Some idioms and nuances in word meanings [CCSS.L.3.5
use hyperbole so distinguishing Demonstrate understanding of word relationships and
between both idioms and hyperbole nuances in word meanings and CCSS.L.3.5a
might be confusing Distinguish the literal and non-literal meanings of
● Some students might need support words and phrases in context (e.g., take steps)]
with getting started on their story ● Earlier in the figurative language unit, students learned
● The example story with hyperbole about similes/metaphors, synonyms/antonyms, and
answers a different question than idioms. Students were introduced to these different
what’s written on the Hyperbole types of figurative language as they appeared in the
worksheet (Why did I not turn in my ELA curriculum, ​Wonders
homework? Instead of Why were ● In the ELA curriculum, ​Wonders​, students learn about
you late to school) so some students different strategies readers use to comprehend text
might be confused on the correct how to apply them when reading different texts (ex:
question to answer. visualization, providing key details from the text as
○ The example story answers evidence to support their ideas)
a different question because
it gives students a chance to
read a story with hyperbole
but allows them to come up
with their own ideas to
answer the question on the
Hyperbole worksheet.
Assessment:
Formative Assessment
● Whole class discussion: Student responses during the class discussion about ​Dear Mrs. LaRue​ book
demonstrates understanding of hyperbole. Students share examples of hyperbole and what is actually
happening in the book then the teacher records their responses on the Hyperbole T-chart
● Hyperbole worksheet: Students’ use of hyperbole in their short stories will demonstrate their
understanding of that figurative language device.
Opening: Teacher Actions Student Actions
1. Teacher explains to students that during the past few 1. Students listen actively to
5 minutes weeks, we have learned about different types of introduction that reviews
figurative language like similes, metaphors, and figurative language
Review idioms. 2. During whole class
purpose of a. Authors use figurative language to create tone discussion, students
figurative and help the reader visualize characters and share examples of idioms
language. events in a story. and their meanings
b. Teacher reviews idioms with the class and asks
Review students for examples of idioms along with their
idioms. meanings
c. Teacher explains that some idioms are over
exaggerated
2. Teacher explains to the class that they will be learning
about another type of figurative language, hyperbole.
Introduction: 1. Teacher reads ​Dear Mrs. LaRue​ out loud to the class. 1. Students actively listen to
a. Teacher tells class to listen carefully to Ike’s the book ​Dear Mrs.
10 minutes letters and compare his side of the story to the LaRue
illustrations. 2. Whole class discussion:
Introduce b. Teacher stops at certain points to allow students Students engage
hyperbole to discuss with a partner what is actually effectively in discussion
happening in the book and what Ike is about examples of
Read ​Dear exaggerating. Teacher calls on volunteers to hyperbole in the book,
Mrs. LaRue share their responses building on others’ ideas
book by Mark c. Teacher explains that hyperbole is an over and expressing their own
Teague exaggeration of details. clearly.
d. Authors use hyperbole to add emphasis, a. Students share
Model a story character, or humor to their writing. examples of
on Hyperbole 2. Whole class discussion: Teacher discusses hyperbole in the
worksheet specific examples from ​Dear Mrs. LaRue​. book and infer the
a. Ask students to use text evidence to actual events based
describe moments when Ike is using on text evidence
hyperbole in the book. b. Students pose and
b. Teacher hangs up the Hyperbole T-chart respond to specific
with the titles “Examples of Hyperbole” questions to clarify
and “What Actually Happened.” Teacher or follow up on
records these moments on the chart as information, and
students share responses. make comments that
3. Teacher reviews with students that in the story, Ike contribute to the
used hyperbole to try to convince his owner that he discussion and link
was having a really bad experience at the obedience to the remarks of
school so that he could go home early. Teacher others.
reviews that authors use hyperbole to add emphasis, 3. Students review the
character, or humor to their writing. key ideas expressed
4. Teacher displays the Hyperbole Worksheet on the about hyperbole on the
document camera. Hyperbole T-chart
a. Teacher gives students an example of a story 4. Students listen actively
with hyperbole. Teacher writes example story on to the example story
a Hyperbole worksheet and illustrates events with hyperbole and
from the story share text evidence
b. Teacher asks students to point out examples of that proves the story
hyperbole in the example story. Teacher uses hyperbole
underlines examples that students share. 5. Students follow along as
c. Explain that like the example story, students will teacher reads directions
write a story with hyperbole that answers the on the Hyperbole
question: Why were you late to school? worksheet
d. The goal is to use hyperbole to over exaggerate
their story.
e. Check in: “What question are we answering?”
“What do we need to include in our story?”
Body of 1. Teacher circulates the room, monitors students’ 1. Students write a story
lesson: progress, and provides clarification as necessary using hyperbole to
15 minutes 2. Teacher provides story prompts to students who need answer the question:
support with getting started “Why were you late to
Hyperbole 3. Teacher asks students about their stories and their school?”
worksheet use of hyperbole and asks students about the text 2. Students illustrate events
task evidence from their story in the
a. “How does your story answer the question?” or corresponding box
“What are some examples of hyperbole that you
used?”

Closure: 1. Teacher asks a few volunteers to share their 1. Students share their
5 minutes Hyperbole worksheets with the class. Hyperbole stories and
a. Teacher asks the class about examples of illustrations with the class
hyperbole they used in the text
Students b. Teacher helps students make connections, a. Students describe
share and ensures that big ideas are brought what is happening in
Hyperbole forward their stories and
worksheets illustrations.
b. The rest of the class
actively listens to
each story and
shares example of
hyperbole in their
classmates’ stories
Next Steps:
● Throughout the school year, the teacher can point out hyperbole that show up in text passages in the
Wonders​ curriculum or other read alouds and discuss their meanings.
● As an ELA warm up task, the teacher can ask students to identify examples of hyperbole or to write
their own examples as a review task.
● During Writer’s Workshop, teacher challenges students to include hyperbole in their narrative writing
● During Independent Reading, teacher asks students to make a hyperbole chart in their ELA journals
and write down examples of hyperbole they see in their independent reading books
● Teacher uses the Hyperbole worksheet as a formative assessment to determine which students need
extra support with recognizing and/or using hyperbole. In small groups, the teacher provides more
examples of hyperbole.