LEARNING OBJECTIVE:

Students will be able to interpret figurative language (e.g., simile, metaphor, personification).

ASSESSMENTS:

Students will complete a figurative language analysis worksheet where they identify examples of figurative language in selected texts and explain their meanings.

KEY POINTS:

• Figurative Language: Language that goes beyond the literal meaning to create a more vivid or impactful expression.

• Simile: A figure of speech comparing two different things using "like" or "as."

• Metaphor: A figure of speech that directly compares two different things without using "like" or "as."

• Personification: Giving human traits or qualities to non-human objects or abstract concepts.

• Context Matters: Understanding the context in which figurative language is used is essential for accurate interpretation.

OPENING:

• Begin with a short video or poem that prominently features figurative language.

• Pose the question: "What do you think the author is trying to convey through these comparisons?"

• Engage students in a brief discussion about their interpretations.

INTRODUCTION TO NEW MATERIAL:

• Define and explain each type of figurative language with examples.

• Use visual aids (e.g., graphic organizers) to illustrate concepts.

• Introduce common misconceptions, such as confusing similes and metaphors.

• Encourage students to ask questions and provide examples from their own experiences.

GUIDED PRACTICE:

• Distribute a short passage containing various examples of figurative language.

• Ask students to work in pairs to identify and categorize the examples.

• Scaffold questioning: Start with simple identification (e.g., "What is the simile in this sentence?") and progress to deeper analysis (e.g., "What effect does this metaphor have on the reader?").

• Monitor student performance by circulating and providing feedback.

INDEPENDENT PRACTICE:

• Assign students to choose a poem or song that contains figurative language.

• They will create a short presentation analyzing the figurative language used, explaining its meaning and effect.

• Set expectations for collaboration and focus during this time.

CLOSING:

• Conduct a quick class discussion asking students to share one example of figurative language they analyzed and its interpretation.

• Summarize key takeaways from the lesson.

EXTENSION ACTIVITY:

• Provide additional poems or short stories for students who finish early to analyze further.

• Encourage them to create their own examples of figurative language and share them with the class.

HOMEWORK:

• Assign a worksheet that requires students to find and interpret examples of figurative language in their favorite book or song.

STANDARDS ALIGNED:

• Aligns with Common Core State Standards for Reading Literature and Writing.

• Focus on analyzing figurative language and understanding its effects on meaning.

LEARNING OBJECTIVE:

Students will be able to create a three-dimensional artwork using various materials and apply the elements of art, specifically focusing on space and form.

ASSESSMENTS:

Students will demonstrate their understanding by creating a 3-D artwork that incorporates at least three different media and clearly shows the elements of space and form.

KEY POINTS:

• Three-Dimensional Art: Understanding what makes art 3-D (depth, height, width).

• Materials: Familiarity with different materials (clay, cardboard, wire, etc.) and their properties.

• Elements of Art: Focus on space (how the artwork occupies space) and form (the shape and structure of the artwork).

• Creativity and Expression: Encouraging students to express their ideas and feelings through their artwork.

OPENING:

• Begin with a question: "What do you think makes artwork three-dimensional?"

• Show examples of 3-D art pieces (photos or actual pieces) and discuss what makes them stand out.

• Engage students in a short brainstorming session about different materials they can use to create their own 3-D art.

INTRODUCTION TO NEW MATERIAL:

• Discuss the definition of three-dimensional art and its characteristics.

• Introduce the different materials available for use, explaining their properties and uses.

• Share examples of how space and form are used in famous 3-D artworks.

GUIDED PRACTICE:

• Set expectations for respectful collaboration and sharing of materials.

• Have students work in small groups to brainstorm ideas for a 3-D project.

• Provide questions to guide their thinking, such as:

• "How will you use space in your artwork?"

  • "What forms will your art take?"

• Circulate around the classroom to monitor group discussions and provide feedback.

INDEPENDENT PRACTICE:

• Students will choose their materials and begin creating their 3-D artwork.

• Set clear expectations for cleanup and respect for materials.

• Encourage students to think about how they can apply space and form in their creations.

• Provide a checklist for students to follow as they work, ensuring they incorporate the key elements discussed.

CLOSING:

• Have students share their artwork with a partner and discuss their use of space and form.

• Regroup as a class to reflect on the process and what they learned about 3-D art.

• Ask guiding questions such as, "What was the most challenging part of creating your 3-D art?"

EXTENSION ACTIVITY:

• For students who finish early, provide additional materials to experiment with and create a second smaller piece, focusing on a different element of art (like color or texture).

HOMEWORK:

• Students will write a short reflection on their experience creating 3-D art, describing the materials they used and how they applied the elements of space and form in their work.

STANDARDS ALIGNED:

The Student Will use a variety of media and materials to create three-dimensional artwork (ex. clay, wood, cardboard, wire, fabric, plaster, etc.)
TSW apply elements of art while creating three-dimensional pieces, focusing on the elements of space and form.

LEARNING OBJECTIVE: 

Students will be able to solve problems involving rates, including unit rates, and apply these concepts in real-world scenarios. 

ASSESSMENTS: 

Students will complete a performance task where they will solve a series of rate-related word problems and explain their reasoning. 

KEY POINTS: 

• Definition of Rate: A rate is a ratio that compares two different quantities, often expressed as a fraction (e.g., speed as miles per hour). 

• Unit Rate: A unit rate is a rate in which the second quantity is one (e.g., 60 miles per hour means 60 miles in 1 hour). 

• Real-world applications: Rates are used in various contexts, such as cooking, travel, and finance. 

• Calculating Rates: To find a rate, divide the quantity of one item by the quantity of another. 

OPENING: 

• Begin with a quick-thinking activity: "If a car travels 120 miles in 2 hours, how fast is it going?"  

• Ask students to discuss in pairs how they would approach this problem. 

• Share responses with the class to introduce the concept of rates. 

INTRODUCTION TO NEW MATERIAL: 

• Define rates and unit rates with clear examples. 

• Use visual aids to demonstrate how to calculate rates using practical examples (e.g., grocery shopping rates). 

• Anticipate the misconception that students may confuse rates with simple addition or subtraction of quantities. 

GUIDED PRACTICE: 

• Provide examples of problems to solve as a class, starting with simple unit rates and progressing to more complex problems. 

• Encourage students to verbalize their thought processes while solving each problem. 

• Monitor student performance through observation and ask guiding questions to clarify understanding. 

GROUP ACTIVITY: 

• "Real-World Shopping Scavenger Hunt" where students, in small groups, use provided flyers or online ads to compare prices of various items and calculate unit prices, then present their findings to the class using different methods (e.g., posters, presentations, short videos).   

CLOSING: 

• Conduct a brief review using a quick quiz or exit ticket where students write one thing they learned about rates and one question they still have. 

• Encourage students to share their questions with a partner to promote collaborative learning. 

EXTENSION ACTIVITY: 

• For students who finish early, provide a challenge problem that involves rates in a real-world scenario, such as calculating the cost per item when buying in bulk. 

HOMEWORK: 

• Assign a real-world rates project where students track rates for a week (e.g., their speed during a walk or bike ride, comparing prices at different stores) and report back on their findings. 

STANDARDS ALIGNED: 

• This lesson aligns with the Common Core State Standards for Mathematics, specifically: 

• 6.RP.A.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 

• 6.RP.A.2: Understand the concept of unit rate and solve unit rate problems.