Teacher name: Wilshara Bens.

Grade: 5

Subject: English Lesson time or lesson

Duration: 45 minutes

Content:
Title: "Exploring Figurative Language in Poetry"
Objective: In this fth-grade English class, we will delve into the
fascinating world of gurative language through poetry. Our focus
will be on helping students understand and identify various
literary devices such as similes, metaphors, personi cation, and
onomatopoeia. We will de ne these terms, exploring how they
add depth and creativity to written expression.
New Vocabulary Words:

• Simile: A gure of speech that compares two unlike

things using "like" or "as," such as "as brave as a lion."
•
• Metaphor: A gure of speech that implies a
comparison between two unlike things, stating that one
thing is another, for example, "the world is a stage."
•
• Personi cation: Giving human characteristics to non-
human entities or objects, like "the wind whispered through
the trees.
•
• Onomatopoeia: Words that imitate the sound they
describe, such as "buzz," "sizzle," or "clang."

Throughout the class, students will analyze poems, identify these

elements, and ultimately create their own imaginative pieces
using gurative language. This lesson aims to enhance their
understanding of language's expressive power and foster
creativity in their writing.
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Florida Standard(s): Standard 1 ELA.5.R.1 : Reading Prose
and Poetry

Learning Objective/Outcome:
Objective: Given an adventure story excerpt, students will
analyze and identify at least three literary devices,
including foreshadowing, imagery, and dialogue, with
80% accuracy, during a 20-minute small group discussion
using provided worksheets.

S = Literary devices (foreshadowing, imagery, dialogue)

M = 80% accuracy
A = Analyze and identify
R = Adventure story excerpt, worksheets
T = 20-minute small group discussion

Assessments:

Formative Assessment:
During the small group discussion, the teacher will use an
observation checklist to assess students' ability to analyze and
identify literary devices in the adventure story excerpt. The
checklist will include criteria related to the accurate recognition of
foreshadowing, imagery, and dialogue. Additionally, the teacher
will circulate to provide timely feedback and guidance.
 Summative Assessment:
At the end of the unit on literary devices in adventure stories,
students will individually complete a written assignment. They will
be given a di erent adventure story excerpt and asked to identify
and explain the use of foreshadowing, imagery, and dialogue.
This assessment will be graded based on the accuracy of
identi cation and the depth of explanation, providing a
comprehensive measure of the students' mastery of the learning
objectives throughout the unit.

Materials:
Materials for the English Class:
• Adventure Story Excerpt Worksheets: Each student will receive
a worksheet containing an excerpt from an adventure story. This
worksheet will have spaces for them to identify and analyze
literary devices such as foreshadowing, imagery, and dialogue.
• Pens/Pencils: Students will need writing tools to annotate and
complete their worksheets during the small group discussion
and individual activities.
• Observation Checklist: The teacher will have an observation
checklist to assess students during the small group discussion.
This tool will help track individual progress and guide feedback.
• Whiteboard and Markers: The teacher may use a whiteboard to
model or illustrate concepts during the lesson, fostering visual
learning.
• Adventure Story Excerpt for Summative Assessment: Di erent
excerpts will be used for the summative assessment to ensure
individual understanding of the material.
• Prompts for Small Group Discussion: The teacher will prepare
discussion prompts to guide the small group conversations,
encouraging students to articulate their thoughts about the
literary devices.
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 • Written Assignment Prompt: A detailed prompt for the written
assignment at the end of the unit will be provided to students,
outlining expectations for identifying and explaining literary
devices in a new adventure story excerpt.
These materials are designed to facilitate an interactive and engaging
learning experience for fth-grade students as they explore the world
of literary devices in adventure stories.

Lesson Procedures:
I. Introduction
a. Focus student attention: "Good morning, class! Settle in, and let's
get ready for an exciting English adventure today!"
b. Pique their interest with a "hook" and activate prior knowledge:
"Who here has ever been on a real treasure hunt? Today, we're going
to embark on a literary treasure hunt in our adventure stories!"
c. State the objective: "Our mission is to uncover the secrets of
foreshadowing, imagery, and dialogue in adventure stories. Get ready
to become expert story detectives!"
d. Explain relevance of lesson and the importance of learning the
concept: "Understanding these elements is like having a treasure
map to the author's imagination. It makes our reading experience
richer and more enjoyable."

II. Instruction
a. Explicitly teach skills, concepts, content, vocabulary, etc. to master
learning objective/outcome: "Today, we're going to learn about three
key elements in stories: foreshadowing, imagery, and dialogue. These
are like the hidden gems that make stories come alive."
b. Include instructional strategies to support diverse learners: "For
those who love visuals, we have story excerpts on your worksheets.
Auditory learners, get ready for discussions, and kinesthetic learners,
there'll be some hands-on activities too!"

III. Modeling: "I do"

a. Explicitly model to students exactly what they are expected to do
during guided practice and eventually during independent practice:
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 "Watch me closely as I identify foreshadowing, imagery, and dialogue
in this adventure story excerpt. These are the tools we'll use on our
literary treasure hunt."
b. Use materials presented to show examples of what the end
product will look like: "See how the author drops hints about the
future? That's foreshadowing. Feel the descriptive language painting
a picture? That's imagery. And here, characters are having a
conversation – that's dialogue."

IV. Guided Practice: "We do"

a. Check for understanding by having students demonstrate grasp of
new information: "Now, in your small groups, discuss the literary
devices in this story excerpt. Use the prompts on your worksheets.
Let's make sure we're all on the same adventure page!"
b. Guide students to independent practice by providing an
opportunity to work in small groups: "Now, each group will get a
di erent adventure story excerpt. Use the observation checklist to
guide your discussions. I'm here to help if you need."

V. Independent Practice: "You do"

a. Allow students to demonstrate learning independently o ering
assistance when necessary: "Individually, you'll now explore a new
adventure story excerpt. Apply what you've learned, and don't forget
to use your worksheets. I'm here if you have questions."
b. Assign students independent work that is directly aligned with the
"I Do" and "We Do" portions of the lesson: "Your task is to be the
ultimate story detective! Identify foreshadowing, imagery, and
dialogue in your excerpt. Your worksheets are your treasure maps."

VI. Closure
a. Summarize and reinforce the learning objective/outcome:
"Fantastic job, adventurers! Today, we discovered the treasures
hidden in adventure stories. Foreshadowing, imagery, and dialogue
are now your trusty tools!"
b. Help students make sense of their learning: "Take a moment to
re ect on how these elements add layers to a story. How did your
understanding deepen today?"
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c. Give clear directions/expectations for transitioning to the next
scheduled activity: "Now, get ready to transition to our next adventure
– maybe it's a math quest or a science exploration. Make sure you
pack your literary detective skills!"

Follow-Up Activities:

• Literary Detective Journal: Have each student maintain a

"Literary Detective Journal." In this journal, they can choose a
book they're reading independently and identify instances of
foreshadowing, imagery, and dialogue. Encourage them to
regularly re ect on how these elements contribute to the overall
story.
• Book Club Discussions: Form book clubs where students can
read an adventure story together. During club meetings, they
can discuss and analyze the literary devices they've learned.
This collaborative approach provides a chance for peer learning
and reinforces their understanding of the concepts.
• Create Your Adventure Story: Challenge students to apply their
knowledge by writing their own adventure stories. Incorporate
foreshadowing, imagery, and dialogue into their narratives. This
not only reinforces the concepts but also sparks creativity and
allows them to become creators of compelling stories.
• Literary Elements Scavenger Hunt: Provide a list of literary
elements, including foreshadowing, imagery, and dialogue, to
students. Ask them to nd examples of these elements in
various texts, such as newspapers, magazines, or even online
articles. This real-world application helps solidify their
understanding.
• Interactive Online Platforms: Utilize educational websites or
platforms that o er interactive exercises focused on identifying
literary devices. These activities can be assigned as homework
or done during designated computer lab time, providing a mix of
technology and learning.
• Guest Author Visit or Virtual Q&A: If possible, arrange for a guest
author to visit the class or conduct a virtual Q&A session.
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 Students can ask about how the author incorporates literary
devices into their writing, providing a real-world connection to
what they've learned.
By incorporating these follow-up activities, students not only practice
what they've learned but also continue to engage with and apply
these literary concepts in diverse contexts, fostering a deeper and
more lasting mastery of the skills and concepts.

Differentiated Instruction:
• Visual Learners (V):
• Provide visual aids, such as charts, diagrams, and graphic
organizers, to support comprehension.
• Use color-coded materials and highlight important information
to enhance visual organization.
• Auditory Learners (A):
• Include read-aloud sessions to reinforce understanding.
• Allow for verbal discussions and debates during activities to
engage auditory learners.
• Kinesthetic Learners (K):
• Incorporate hands-on activities, like interactive projects or role-
playing, into lessons.
• Use movement-based strategies, such as learning games or
incorporating physical actions into learning tasks.
• English Language Learners (ESOL):
• Use visuals alongside new vocabulary words to aid
comprehension.
• Encourage peer collaboration and discussions for language
practice.
• Provide written instructions in addition to verbal instructions.
• Exceptional Student Education (ESE):
• Pull small groups or individuals for targeted support during
guided and independent practice.
• O er alternative assessments or modi ed assignments to
accommodate diverse learning needs.
Classroom Management:
• Seating Arrangements:
• Create exible seating options, allowing students to choose a
learning space that suits their needs.
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 • Arrange seating in small groups for collaborative activities, and
periodically change groupings to foster diverse interactions.
• Transitions:
• Provide clear signals or cues for transitions between activities
to help all students, especially those who may need additional
support with transitions.
• Use a visual schedule to outline the sequence of activities,
aiding students in understanding and preparing for transitions.
• Positive Reinforcement:
• Establish a system of positive reinforcement, including verbal
praise and tangible rewards, to motivate and celebrate
individual and group achievements.
• Consider a token system where students can earn rewards for
positive behavior and engagement.
• Individualized Support:
• Dedicate a designated area in the classroom for individual or
small-group support, equipped with resources for additional
assistance.
• Develop a discreet signal or method for students to
communicate when they need extra help or clari cation.
• Clear Expectations:
• Establish and review clear expectations for behavior and
participation regularly.
• Post visual reminders of expectations, creating a visual cue for
students to refer to throughout the lesson.
By incorporating these di erentiated instructional strategies and
classroom management procedures, the 5th-grade English class can cater
to diverse learning needs, creating an inclusive and supportive learning
environment that helps all students reach their educational goals and
objectives.

Reflection:

Using AI at home is nothing unfamiliar to me as I have used it

personally to get inspiration for novels, songs, and even books. I also
used it in school to help get a general idea for an essay in the 12
grade. It gave me a layout or a format for other assignments I didn’t
understand. The experience using AI for the lesson plans was better
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 than I expected. Coming into this assignment and reading over it, I
had general ideas, but when using AI, I found these great ideas that I
would have never considered. It also has inspiration to many di erent
thoughts and concepts for this assignment. On average, I generally
used the rst or second generated answer for chatbot not because it
was the rst thing I saw but because when I read it, I agreed a lot with
its response. In the rare case that I was not too fond of the reaction, I
generated another one, and I liked it even better. That said, during
this assignment, I never really went past two induced cycles. I think
chatbots can help teachers in multiple ways. For example, it can save
time. Being a teacher is no easy job, and it is very time-consuming,
so having a lesson plan that can be written out in a few minutes can
be helpful. In addition, chatbots can create many di erent things, so it
can be bene cial to add a fun little twist and new ideas that a teacher
would have never thought of learning. The only drawback I’d see in
using a chatbot is the lack of originality, and it could potentially sway
away from the teacher's guide and what the district rules allow. Last
but not least, I’d like to add that it could be helpful for teachers to
add AI to their lesson plans, but just because they add it doesn’t
mean they shouldn’t keep their lesson plans in the mix. My
suggestion is to mix them.
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