Running head: FIGURATIVE LANGUAGE UNIT 1
Figurative Language Unit
Laurie Warner
Colorado State University-Global
Learning Theories and Models of Instruction
OTL 502
Dr. Nella Anderson
March 9, 2014
Figurative Language Unit
Figurative Language in Personal Narrative Lesson Plan
Sixth Grade
Sixth grade students have been learning poetic devices – onomatopoeia, similes,
metaphors, and alliteration in poetry. This lesson is designed to teach students that these poetic
devices can be used effectively in a narrative writing piece to engage the reader. Further, the
lesson will support ongoing instruction in grammar, mechanics, and usage. Organization, self
assessment, and peer conferencing are also reinforced.
Stage 1 – Desired Results
Content Standard(s): 3. Writing and Composition
1. Writing literary genres for intended audiences and purposes requires ideas, organization, and voice
a. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. (CCSS: W.6.3)
i. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. (CCSS: W.6.3a)
ii. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. (CCSS: W.6.3b)
iii. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. (CCSS: W.6.3c)
iv. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. (CCSS: W.6.3d)
v. Provide a conclusion that follows from the narrated experiences or events. (CCSS: W.6.3e)
b. Employ a range of planning strategies to generate descriptive and sensory details (webbing, free writing, graphic organizers)
c. Use a range of poetic techniques (alliteration, onomatopoeia, rhyme scheme); figurative language (simile, metaphor, personification); and graphic elements (capital letters, line length, word position) to express personal or narrative voice in texts
d. Organize literary and narrative texts using conventional organizational patterns of the chosen genre
e. Use literary elements of a text (well-developed characters, setting, dialogue, conflict) to present ideas in a text
f. Use word choice, sentence structure, and sentence length to create voice and tone in writing
(Colorado Department of Education [CDE], 2010, p. 115) 2. Writing informational and persuasive genres for intended audiences and
purposes require ideas, organization, and voice develop a. Write multi-paragraph compositions that have clear topic development,
logical organization, effective use of detail, and variety in sentence structure
b. d. Organize information into a coherent essay or report with a thesis statement in the introduction and transition sentences to link paragraphs
c. e. Write to pursue a personal interest, to explain, or to persuade d. Write to analyze informational texts (explains the steps in a scientific
investigation) e. Analyze and improve clarity of paragraphs and transitions f. Select vocabulary and information to enhance the central idea
(CDE, 2010, p. 116) 3. Specific editing for grammar, usage, mechanics, and clarity gives writing its
precision and legitimacy a. Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking. (CCSS: L.6.1) b. Ensure that pronouns are in the proper case (subjective,
objective, possessive). (CCSS: L.6.1a) c. Use intensive pronouns (e.g., myself, ourselves). (CCSS: L.6.1b) d. Recognize and correct inappropriate shifts in pronoun number
and person. (CCSS: L.6.1c) e. Recognize and correct vague pronouns (i.e., ones with unclear or
ambiguous antecedents). (CCSS: L.6.1d) f. Recognize variations from standard English in their own and
others' writing and speaking, and identify and use strategies to improve expression in conventional language. (CCSS: L.6.1e)
g. Identify fragments and run-ons and revise sentences to eliminate them
h. Use coordinating conjunctions in compound sentences i. Maintain consistent verb tense within paragraph. j. Choose adverbs to describe verbs, adjectives, and other adverbs k. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing. (CCSS: L.6.2)
b. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. (CCSS: L.6.2a)
c. Spell correctly. (CCSS: L.6.2b) a. Use knowledge of language and its conventions when writing,
speaking, reading, or listening. (CCSS: L.6.3) d. Vary sentence patterns for meaning, reader/listener interest, and style.
(CCSS: L.6.3a) e. Maintain consistency in style and tone. (CCSS: L.6.3b)
a. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in grade level expectations 1 and 2 above.) (CCSS: W.6.4)
b. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach. (CCSS: W.6.5) (CDE, 2010, p. 117)
Understandings: Students will understand that…
… organization is essential in writing narratives (or any genre) and provides cohesiveness to writing
… poetic devices can bring narratives to life for the reader and improve voice, thus helping to engage the reader
… proper grammar, mechanics, and usage are important for the flow of a written piece of work
Essential Questions:
How can a writer use words to engage the reader?
How can organization help the reader understand?
How can a writer use self-assessment to improve writing?
What are important elements to look for when evaluating a peer’s writing?
Student objectives (outcomes): Students will know and be able to…
… correctly use onomatopoeia, alliteration, metaphors, similes, and strong vocabulary to make narrative writing engaging to readers.
… use a rubric to self-assess own writing.
… engage the reader through use of the above poetic devices.
… organize work by using graphic organizers
Students will build relationships by…
… conducting peer reviews of writing. Peers will work on constructive criticism to help each other improve writing. Students often want to give each other great reviews, but students will work on offering suggestions to improve writing.
… meeting with instructor to discuss plans for writing. Students will complete a plan and meet with the teacher before beginning writing. Individual students and the teacher will discuss organization before the student begins writing.
Narrative Writing Pre-Assessment
A unit on narrative writing using figurative language has been planned for sixth grade
students. The purpose of the unit is to instruct students in creating meaningful, engaging writing
pieces. The pre-assessment was administered prior to beginning the unit. The pre-assessment was
made up of nine questions worth a total of thirty-five points. The questions address using proper
conventions, knowledge of various writing or poetry styles, and ask students to give a sample of
their writing by writing at least two paragraphs. Students are asked to demonstrate their
understanding of writing styles by including at least three of these in their writing. The writing
was assessed using a rubric (attached with the assessment).
Several forms of formative assessment will be utilized throughout the unit. These
assessments include:
* Teacher questions during instruction and student work time
* Observation of whole group, small group, and independent tasks
* Student-teacher conferencing
* Discussions during whole group, small group, and pair-share discussions
* Worksheets provided by the teacher
The pre-assessment was developed by adapting an assessment written by the author for
another writing unit. The assessment was administered during a normal class period, allowing
students fifty minutes to complete the assessment. The students were then given the graded
assessment with a rubric showing how the assessment was graded. Students were given time to
study the rubric and ask any questions the students had about the assessment and expectations.
The following day students were given a goal worksheet to set their personal writing goal or
goals. Students were encouraged to create a short-term goal and a long-term goal in writing
narratives using figurative language, including conventions, paragraphing, and improving voice
in their writing to make writing more engaging.
After assessing the students, a need for improving conventions and paragraphing was
evident. Students need to improve organization and mechanics while actively writing and
improving voice and word choice to engage readers.
Many of the students set goals to use flow maps to help them remember sequencing to
organize their writing. Students in the class are given freedom to choose their own organizational
methods for planning writing. Often students write down ideas but do not use methods they have
learned in the past to help with organization.
Students will be successful through the use of the touchstones. The rubric gave students
immediate feedback so students could set individual goals for writing. Students set goals using
the attached worksheet. Due to technical difficulties, student worksheets could not be
reproduced. One student’s responses were as follows:
“My goal is to be more organized in my writing. I will achieve my goal by using a flow
map to plan my writing. To achieve my goal, I will always plan in my writing journal before
writing. Potential roadblocks to reaching my goal are losing my writing journal and trying to
hurry through my work. Strategies to overcome roadblocks are keeping my writing journal in
one place in my cubby and to slow down on my work. This goal is important to me because I
want to get better writing grades. Three important actions steps to reach my goal include using a
flow map to plan my writing, ask for help when needed, and work on my writing in class instead
of messing around. My goal is both realistic and challenging because I know I can do it. I hurry
too fast and don’t plan. It’s hard for me to take time to plan because I want to talk to my friends.”
Name _________________________________________ Date _______________
On a separate sheet of paper, answer the following questions using complete sentences.
1. Write 2 sentences showing examples of onomatopoeia. (2 points)
2. Write 2 sentences showing examples of alliteration. (2 points)
3. Write 2 sentences showing examples of similes. (2 points)
4. Write 2 sentences showing examples of metaphors. (2 points)
5. Write 2 sentences using action verbs. (2 points)
6. Write 2 sentences using dialogue. (2 points)
7. (28 points) Imagine you are alone on a dark night. Write a description for your parents and
your teacher of that night and what happens. In your writing, you should:
1. Use at least 3 examples of onomatopoeia, alliteration, action verbs, dialogue, similes, or
metaphors
2. Write at least 3 paragraphs
3. Use appropriate conventions (paragraphing, capitalization, commas, and end marks)
8. What are 3 words that define the word fear? (3 points)
9. Rewrite each sentence below with proper punctuation and capitalization.
a. alice said i have to walk my dog after school today (1 point)
b. we took sandwiches bananas sodas and cookies on our picnic (1 point)
c. can i go to the park this weekend he asked (1 point)
d. mom sally wants me to come to her house after school today said ann (1 point)
Story Writing : Assessment Story - Dark Night
Student Name: ________________________________________
CATEGORY 4 3 2 1
Requirements Writing includes 3
paragraphs and 3 of
the required
writing styles were
used. There are
clear transitions
between
paragraphs and
writer begins new
paragraph when
there is a new
speaker, a new
scene, a new time,
or a new subject.
Writing includes at
least 2 paragraphs
and 1 or 2 writing
styles. Writer has
attempted
transitions between
paragraphs but
transitions may not
be clear.
Writing includes
only 1 paragraph
and at least 1 of the
required writing
style was used.
There are no
paragraphs and the
required writing
styles were not
understood but
attempted.
Focus on Assigned
Topic
The entire story is
related to the
assigned topic and
allows the reader to
understand much
more about the
topic.
Most of the story is
related to the
assigned topic. The
story wanders off
at one point, but
the reader can still
learn something
about the topic.
Some of the story
is related to the
assigned topic, but
a reader does not
learn much about
the topic.
No attempt has
been made to relate
the story to the
assigned topic.
Spelling There are no
spelling or
punctuation errors
in the final draft.
There is 1 spelling
or punctuation
error in the final
draft.
There are 2-3
spelling and
punctuation errors
in the final draft.
The final draft has
more than 3
spelling and
punctuation errors.
End Marks There are no errors
in end marks in the
final draft.
There is 1 error in
end marks or 1 end
mark is missing.
There are 2-3
errors in end marks
or 2-3 end marks
missing.
There are more
than 3 end mark
errors or more than
3 end marks
missing.
Commas and
Quotation Marks
There are no errors
in commas or
quotation marks in
the final draft.
There is 1 error in
commas or
quotation marks.
There are 2-3
errors in commas
or quotation marks.
There are more
than 3 errors in
commas or
quotation marks.
Capitalization There are no errors
in capitalization.
There is 1 error in
capitalization.
There are 2-3
errors in
capitalization.
There are more
than 3 erros in
capitalization.
Action Several action
verbs (active voice)
are used to describe
what is happening
in the story. The
story seems
exciting!
Several action
verbs are used to
describe what is
happening in the
story, but the word
choice doesn't
make the story as
exciting as it could
be.
A variety of verbs
(passive voice) are
used and describe
the action
accurately but not
in a very exciting
way.
Little variety seen
in the verbs that are
used. The story
seems a little
boring.
Individual Learning Assessment (By Objective)
Objective 1: Students will be able to demonstrate a variety of techniques to express voice in their
writing by using poetic devices and figurative language in their writing. (1, 2, 3, 4, 5, 6, 7, 8)
Colorado Content Area Reading, Writing and Communicating, Standard 3(1), Writing and
Composition: Writing literary genres for intended audiences and purposes requires ideas,
organization, and voice.
STUDENT NUMBERS HAVE BEEN RANDOMLY GENERATED TO PROTECT STUDENT
CONFIDENTIALITY
Student
Pre-Assessment
Post Assessment
1 20
2 17
3 20
4 17
5 18
6 26
7 20
8 27
9 18
10 27
11 14
12 26
13 21
14 22
15 19
16 21
17 11
18 11
19 19
20 16
21 20
22 13
23 14
Individual Learning Assessment (By Objective)
Objective 2: Students will be able to demonstrate an understanding of conventions and mechanics in
writing by utilizing proper punctuation, capitalization, and spelling in their writing. (7, 9)
Colorado Content Area Reading, Writing and Communication, Standard 3(3), Writing and
Composition: Specific editing for grammar, usage, mechanics, and clarity gives writing its precision and
legitimacy.
STUDENT NUMBERS HAVE BEEN RANDOMLY GENERATED TO PROTECT STUDENT
CONFIDENTIALITY
Percent of change
Student
Pre-Assessment
Post-Assessment Increase Decrease
No effect
1 14
2 14
3 11
4 12
5 12
6 14
7 10
8 18
9 14
10 9
11 10
12 11
13 14
14 16
15 17
16 13
17 8
18 9
19 16
20 11
21 14
22 12
23 9
FIGURATIVE LANGUAGE UNIT 15
FIGURATIVE LANGUAGE UNIT 16
Setting Goals
Name______________________________
My goal is:
_____________________________________________________
_____________________________________________________
(State the goal positively)
I will achieve my goal by:
_____________________________________________________
To achieve my goal, I will
_____________________________________________________
Potential roadblocks to reaching my
goal:_________________________________________________
Strategies to overcome the roadblocks are:
_____________________________________________________
FIGURATIVE LANGUAGE UNIT 17
This goal is important to me because:
_____________________________________________________
3 important action steps to reach my goal include:
_____________________________________________________
My goal is both realistic and challenging
because:______________________________________________
FIGURATIVE LANGUAGE UNIT 18
Engaging and Interacting with Students
Engaging students is essential to the success of the lesson on figurative language in a
narrative writing piece. Students will be engaged approximately every ten minutes using
questions, vocabulary discussion, or Think-Pair-Share activities as shown below. The focus of
the lesson is incorporating figurative language and word choice into narratives, fictional or non-
fictional. Engagement activities will be based on the lesson focus.
The lesson will begin with the questions, “What makes you afraid?” and “What makes
you extremely happy?” The questions will guide later discussion and preparation for the
narrative the students will write. Each student will be given an opportunity to say one thing that
makes him or her afraid and one thing that makes him or her happy. The teacher also participates
by answering these questions.
Approximately every ten minutes a new question or activity will be presented. The first
activity will be to ask students to turn to the person next to them and, using Think-Pair-Share,
discuss new words that describe the word “fear” or the word “happy”. The purpose of the
activity is to engage the students in using new vocabulary words. By sharing, students are
involved in creating a list of words that can be used to describe “fear” or “happiness”. After
sharing with a partner, the class will create a list of new vocabulary words to use in their writing.
After ten minutes, the next activity will give students a chance to practice using
alliteration, metaphors, and similes. Each student will describe him or herself using alliteration, a
metaphor, or a simile. The teacher also participates by describing herself using one of the poetic
devices. For example, the teacher might say, “Laurie listens long” or “Laurie is happy as a
clam”. Each student will then do the same to get a grasp of using alliteration, metaphors, and
similes in descriptions.
FIGURATIVE LANGUAGE UNIT 19
The final question to students after an additional ten minutes will be, “How can you
overcome your fears or how can you share what makes you happy?” The class will discuss ways
to spread happiness or overcome fear. The teacher will begin by talking about how she handles
her fear. The teacher might also offer an example of how to spread happiness. Discussing how to
deal with fear or happiness will help students to build ideas for their narratives that will be
written.
Students will be writing about fear or happiness, so they will be given options to make
choices. At the beginning of the unit, students asked to write about fear because they wanted to
write scary stories. For the actual lesson of writing the narrative, students will choose to write
about fear or happiness or an emotion of their choice. In addition to choosing the emotion,
students will choose whether they will write a personal narrative biography or if they will write a
story to discuss the emotion.
The lesson on figurative language in a personal narrative or story is relevant to real life.
By asking students to talk about their fears and what makes them extremely happy, students are
given the opportunity to make the lesson about themselves. Students will hear similar sentences
written in different ways, using different vocabulary, to see which sentences make them want to
read more or hear more. Providing examples of writing the same thing in different ways will help
students discover what engages them as readers to help them see how important strong word
choice makes readers want to continue reading.
Throughout the unit, students are writing paragraphs using the various poetic devices.
After each short assignment, the teacher meets with students individually or provides written
feedback on the paragraphs focusing on personal goals. Each student will discuss personal goals
FIGURATIVE LANGUAGE UNIT 20
with the teacher in a conference before writing the final narrative. Students will revisit the short-
and long-term goals they set before the beginning of the unit. The teacher and each student will
look at the goals and discuss if changes should be made to personal goals. Questions will be
asked by the teacher to better define goals to meet individual needs.
Sharing stories, providing feedback, and asking questions will help engage students. In
addition, when the teacher also participates in telling stories, students are encouraged to
participate and relationships are built. The teacher may be able to tell a story about a fear she had
when she was a child and how she overcame that fear and is no longer afraid. Asking questions
in class discussion will help students who are having a difficult time coming up with ideas.
Sharing before writing will also help students realize that we all have fears. Students who are
uncomfortable with their fears will have the opportunity to write about a different emotion. The
focus of the lesson is using figurative language in writing a narrative.
Providing Feedback for Learning and Behavior
The students and the teacher have worked together to establish rules for the classroom in
any setting. Rules are important as a whole class, small group, or when working independently.
Students have been given the opportunity to create the rules with teacher guidance. All rules
were actually determined by students by using their background knowledge of rules and their
needs for a productive work environment.
Whole Class Rules
Always be respectful
Raise your hand to speak, do not call out
There are no wrong questions or wrong answers, no laughing at questions or
answers
FIGURATIVE LANGUAGE UNIT 21
No name calling
Do not speak when someone else is speaking
Eyes on the speaker
Small Group Rules
The rules for small group include all of the same rules as for whole class plus the
following:
Make sure everyone gets a turn
Ask questions to help each other improve work
Ask for input or help from peers if you don’t understand
Independent Work Rules
Stay on task
Ask for help when needed
No talking to others when everyone is working independently
Remember to focus on individual goals
Procedures
Students are choosing between personal narratives and stories related to fear or other
emotions. Narrative writers will be grouped with narrative writers and story writers with story
writers. To avoid feelings of favoritism, student names will be put in two cans, one for personal
narratives and one for narrative stories. Names will be randomly pulled from the cans to create
groups of four or five. The classroom is arranged in tables with each table providing seating for
four to five students.
Feedback
FIGURATIVE LANGUAGE UNIT 22
Feedback is important for students to know how they are progressing and what their next
steps should be. The following feedback will be provided to students:
Homework will be graded and returned with feedback within 48 hours
Class will begin each day with verbal discussions about common errors or
problems to be addressed
Spend 3 to 5 minutes each day verbally checking in with students, see how they
are progressing
Students will be asked to meet in groups to provide each other constructive
criticism
Rubrics will be provided for daily assignments for students to self-evaluate
Writing checklists will be provided for students to check that everything is
included in their writing
Peer reviews will be conducted on rough drafts
Meet with students weekly to check progress
Classroom Dojo will be used to monitor behavior using the above rules created by
students
Classroom Dojo will be used to monitor growth by providing feedback on:
o Completing assignments
o Punctuation
o Paragraphing
o Use of similes, alliteration, onomatopoeia, metaphors, and vocabulary
o Opening statement, or hook
FIGURATIVE LANGUAGE UNIT 23
Feedback will be non-evaluative and will be designed to lead to growth. Comments to
students might be: “I like the way you are finding new words for ‘happy’. Learning new words
will make your writing stronger and more exciting for readers.” “You have really started using
better hooks at the beginning of your writing to grab the reader’s attention. Figurative language
will help you keep that attention throughout the story.”
Students will check their own mastery through the use of rubrics. Rubrics will be
completed for each in-class and homework assignment. On the main assignment, a long personal
narrative or story, students will assess using the rubric, then meet with a peer. The peer will
evaluate using the same rubric based on what a reader sees in the writing. The writer will
compare the peer evaluation with his or her own evaluation and look for ways to improve the
writing to move toward mastery.
Adding the peer evaluation will help give a different view of a student’s writing before it
goes to the teacher. Sometimes students do not see that something is missing or could be
improved because they are seeing the writing as they want it to be and may miss something. For
students who are having difficulty, peer evaluation will provide a way for students to get help
from each other. For advanced students, it provides an opportunity to ask questions of
themselves and each other to move to another level of mastery.
The final step in the process for the final assignment is to write a final draft and turn it in
to the teacher for grading. The teacher will use the same rubric the students have been using. The
teacher will provide feedback on the assignment the same as for all assignments leading up to the
long narrative. Feedback will be constructive and provide the same goal of growth. The final
narrative is expected to be at least two pages, and students are aware of this at the beginning
FIGURATIVE LANGUAGE UNIT 24
when they are given the rubric. The mini in-class and homework assignments will be shorter
narratives of a paragraph up to one page.
The Classroom Dojo has been used in the classroom to monitor student behavior.
Behavior will continue to be monitored using this method. In addition, student progress will be
monitored using the Dojo. The Dojo can be set up to provide points, positive or negative, to
students. For purposes of this assignment, the points will be set up to monitor student growth in
paragraphing, punctuation, use of figurative language, and anything that is determined to fit
student growth as time progresses. This will provide immediate feedback to students as the
teacher notices, even when the teacher is busy working with another student or students. The
Dojo provides quick, easy feedback without disruption.
Students will be doing their writing in Google Docs. Google Docs provides a way for
students to share their writing with the teacher. If students need to ask questions when working at
home, students can email the teacher. If necessary, the teacher can then view the document to
provide appropriate feedback by making comments on the document. Google Docs provides a
comment area, so students can see the comments and the paper at the same time to better
understand teacher feedback.
FIGURATIVE LANGUAGE UNIT 25
Unit Plan
Lesson 1 Onomatopoeia 15-minute class discussion about onomatopoeia. How does it
make reading interesting? (Curiosity) 10-minute small group discussion of onomatopoeia to share
examples and provide opportunity for processing. Where have we seen it before? (Connection)
10 minutes for students to complete a worksheet on onomatopoeia (Concentration)
15 minutes for students to process what they have learned by writing a short paragraph using onomatopoeia to show mastery (Concentration)
Lesson 2 Alliteration 15-minute class discussion about alliteration. How does
alliteration make reading and writing interesting? (Curiosity) 10-minute small group discussion of alliteration to share
examples and provide opportunity for processing (Connection) 10 minutes for students to complete a worksheet on alliteration
(Concentration) 15 minutes for students to process what they have learned by
writing a short poem using alliteration to show mastery (Concentration)
Lesson 3 Similes 15-minute class discussion about similes (Curiosity)
10-minute small group discussion of similes to share examples and provide opportunity for processing. Where do we see similes? How do they bring life to writing? (Connection)
10 minutes for students to complete a worksheet on similes (Concentration)
15 minutes for students to process what they have learned by writing a short poem using similes to show mastery (Concentration)
Lesson 4 Metaphors 15-minute class discussion about metaphors. How do
comparisons help readers understand? (Curiosity) 10-minute discussion with a partner about metaphors to
share examples and provide opportunity for processing (Connection)
10 minutes for students to complete a worksheet on onomatopoeia (Concentration)
15 minutes for students to process what they have learned by writing a poem using metaphors to process and show mastery (Concentration)
FIGURATIVE LANGUAGE UNIT 26
Lesson 5 Vocabulary 15-minute class discussion about vocabulary to describe
feelings. Are there better words to describe fear or happiness? (Curiosity)
10-minute partner discussion of exciting vocabulary to share examples and provide opportunity for processing (Connection)
10 minutes for students to complete a worksheet on vocabulary describing feelings of fear (Concentration)
15 minutes for students to process what they have learned by writing a short paragraph using strong vocabulary to show mastery (Concentration)
Lesson 6 Day 1 Final Writing Project
15-minute class discussion about organizing writing (Coherence)
10-minute discussion with a partner about organizing writing to share share ideas and provide opportunity for processing (Connection)
15 minutes for students to independently brainstorm ideas for writing about a feeling (personal narrative or narrative story) (Concentration)
10 minutes for students to process what they have learned by sharing ideas with a partner (Connection)
Lesson 6 Day 2-5 Final Writing Project
Students organize writing ideas by using a graphic organizer (Context)
When organizer is complete, students begin writing rough draft (Concentration, Context)
Use rubric to assess own writing (Concentration) Share with a partner who assesses writing with rubric
(Coaching) Complete final draft (Concentration) Feedback given by teacher (Coaching)
Final writing project will be completed individually, so students will be at different levels of completion. Students will type finals in Google Docs and will share with the teacher for grading and feedback. Students who finish early, by discretion of the teacher, will help tutor students who need further assistance with the writing process. Students who have completed the assignment may also write a second story or complete a web quest.
FIGURATIVE LANGUAGE UNIT 27
References
Colorado Department of Education. (2010). Colorado academic standards: Reading,
writing, & communicating. Retrieved from
http://www.cde.state.co.us/sites/default/files/documents/coreadingwriting/docu
ments/rwc_standards_2010.pdf
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