Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher

Kristen Brink

Date

Subject/ Topic/ Theme

Hyperbole

Grade _______3_________

I. Objectives
How does this lesson connect to the unit plan?
The students are learning about poetry and poetic devices including figurative language. Like other types of figurative language, hyperbole helps convey a message
from the writer and also puts images into the readers head. By understanding hyperbole, students will have more fun reading and writing poetry.
cognitiveR U Ap An E C*

Learners will be able to:

Define hyperbole as an exaggerated phrase that is used writing that is not meant to be taken literally.
Give at least one reason as to why poets might use hyperbole in their works.
Change given sentences into sentences that contain hyperbole.
Identify examples of hyperbole in Hyperbole Caf.
Interpret the literal meaning of hyperbole statements.

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physical
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socioemotional

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Common Core standards (or GLCEs if not available in Common Core) addressed:
RL 3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RL 3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
RL 3.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each
successive part builds on earlier sections.
RL 3.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band
independently and proficiently.
RF.3.4: Read with sufficient accuracy and fluency to support comprehension.
RF.3.4.A: Read grade-level text with purpose and understanding.
RF.3.4.B: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
RF.3.4.C: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
L.3.5: Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
L.3.5.A: Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

The students should know that there are many different types of figurative language.
The students should know how to find text evidence within a piece of work.

Pre-assessment (for learning): We will have a discussion about hyperbole and what it means.

Outline assessment
activities
(applicable to this lesson)

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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Formative (for learning): They will have to change sentences that do not have hyperbole into sentences that do
have hyperbole.
Formative (as learning):
Summative (of learning): They will have to identify the examples of hyperbole within a poem and say its literal
meaning.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction:
If they would like to check their
work or brainstorm sentences with
someone sitting next to them, allow
them to do so before you ask them
to give examples in front of the
class.
Provide options for expression and
communication- increase medium
of expression

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Provide options for comprehensionactivate, apply & highlight:

They will be given the opportunity
to highlight examples of hyperbole,
as well as write it down when if
they want to.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom

be set up for this lesson?

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies:
I can remind them that they only
have to go one sentence at a time
while reading the poem in order to
find the hyperbole.

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Smartboard
Elmo
Examples of sentences that could be changed into hyperbole
Readers Notebook
Hyperbole Caf Worksheet (25 copies)

The classroom will be set up as it is normally. I will be on the side where the Elmo is while I teach,
but walk around while they are doing activities to make sure they are understanding and to answer
their questions.

III. The Plan

Time

Components
Motivation
(opening/
introduction/
engagement)

Development
(the largest
component or
main body of
the lesson)

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
First, I will start by asking if they have
If they have heard of hyperbole before,
heard of hyperbole before.
they should raise their hand and share
o If so, can someone tell me what it
what they know.
is or an example of it?
After people volunteer, or if no one does I
will explain to them that hyperbole is a
type of exaggeration. It is an exaggeration
that is used in writing that is not meant to
be taken seriously.
The students should brainstorm ways why
Ask the students to think about why
they think hyperbole is used.
authors would want to use hyperbole in
their writing.
o They can use them to sound
impressive or to emphasize
something (feeling, effort,
reaction).
o It can be used for emphasis to get
a point across. It illustrates
something of the mood of the
speaker/writer.
Explain that hyperboles are often used in
poetry.
Now that the students know what
When given a sentence with hyperbole,
hyperbole is, give a few examples. Ask
they should be able to say what its literal
what the sentence actually means.
meaning is.
o Im so hungry I could eat a
cow. This statement is not to be
taken literally, the person would
not actually eat a cow, but she is
very hungry.
o I ate an ice cream cone with
scoops a mile high! This
statement is not to be taken
literally, the person did not
actually eat ice cream scoops a

mile high, but rather a very tall

ice cream cone.
After I have done a few examples, I will
say one out loud and wait for volunteers
for them to explain what it means.
They will have to take out their readers
Once they get the hang of it, I will have
notebook and when I put a sentence on the
them take out their readers notebook and
board without hyperbole, they will have to
I will put a sentence on the Elmo as well
rewrite it with hyperbole.
as say it out loud. I will explain to them
that this sentence does not contain
hyperbole, but they are to change it so it
does. Explain that they need to make a
very exaggerated statement.
Walk around to see if anyone needs help;
They should share their sentences with
after a few moments, ask for some
their classmates.
volunteers to share their sentences. Do this
with the rest of the list of sentences.
Next, pass out the Hyperbole Caf
They should follow along when they are
Worksheet and read the definition with
reading the worksheet and poem out loud.
them once again which is at the top of the
Worksheet. Read the poem out loud or get
a volunteer to read the poem.
Go through poem and highlight examples
Tell them to take out a highlighter and go
of hyperbole. They should also understand
through the poem and highlight all the
what each example means. If it helps to
examples of hyperbole. Not only will they
write the examples down in their readers
have to name the examples, but they have
notebook along with what it means, they
to explain what each example means as
should do that.
well.
I will be walking around during this time
making sure everyone knows what they
are doing, and if they need help, I will
help them.
After they have had time to go through the
worksheet, we will then go through it as a
Closure
class.
(conclusion,
They should be able to name all the
culmination,
I will read the poem and stop after each
examples in the poem, we will go through
wrap-up)
sentence and they will have to raise their
it together and count how many you can
hand and tell me what examples of
find.
hyperbole are there and what they mean.
When finished going through the
worksheet, ask them if they have any
questions.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
The concept of hyperbole is pretty simple, so I do not think it is necessary to go too in depth. This lesson has them practicing
identifying it and changing sentences to have it, but it does have them create a piece of work or poem that contains it like my other
lessons have done. This allows them time to finish poems that they have not been able to finish previously.

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