Direct Instruction Lesson Plan Template

Teachers: Mrs. Gillespie and Ms. Nagel Subject: Figurative language 2 Days
Warriors Dont Cry

Common Core State Standards:

(9-10.RI.4) Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and
tone (e.g., how the language of a court opinion differs from that of a newspaper).
Objective (Explicit):
SWBAT explain the of figurative language and the impact of word choice in Warriors Dont Cry.
Evidence of Mastery (Measurable):
X Include a copy of the lesson assessment.
Provide exemplar student responses with the level of detail you expect to see.
X Assign value to each portion of the response.
Students will complete the chapter 4 double entry journal to a 75% accuracy.
Responses are worth 10 points each,

Sub-objectives, SWBAT (Sequenced from basic to complex):

X How will you review past learning and make connections to previous lessons?
X What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?
SWBAT define the vocabulary words assigned in this chapter.
SWBAT work in small groups to close read lyrics to Firework and determine the figurative language used in the
song.
SWBAT close read chapter 4 for author purpose and word choice impact.
SWBAT individually complete the Chapter 4 Double entry journal.

Key vocabulary: Materials: Warriors Dont Cry, personal Journal, chapter 4

figurative language - Double Entry Journals, Literary devices PowerPoint,
personification Write Source pgs. 538, 714-727, lyrics for Firework,
simile Graphic organizer for lyrics.
word choice
impact
Opening (state objectives, connect to previous learning, and make relevant to real life)
How will you activate student interest?
How will you connect to past learning?
How will you present the objective in an engaging and student-friendly way?
How will you communicate its importance and make the content relevant to your students?
Ask students what some figurative statements mean. i.e. Im so hungry I could eat a horse. Its raining cats and
dogs
TW present Literary devices power point.
Break students into groups of 4

Teacher Will: Student Will:

Instructional

How will you model/explain/demonstrate all What will students be doing to actively capture and
knowledge/skills required of the objective? process the new material?
Input

What types of visuals will you use? How will students be engaged?
How will you address misunderstandings or
common student errors?
How will you check for understanding?

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 How will you explain and model behavioral
expectations?
Is there enough detail in this section so that
another person could teach it?

TW expand on Literary Devices PowerPoint and indicate what SW copy relevant notes from literary devices PowerPoint
notes if any are to be taken.
TW review the lyrics with students and place them into groups. SW circle or highlight words in the lyrics to indicate what is figurative
language and fill in graphic organizer with the type of device.
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
One Teach / One observe

Differentiation Strategy
What accommodations/modifications will you include for specific students? Material will be offered in multiple formats
for learning.
Do you anticipate any students who will need an additional challenge? Advanced students will be given a blank double
entry journal and asked to pick out their own quotes to define meaning and impact.

Teacher Will: Student Will:

How will you ensure that all students have multiple How will students practice all knowledge/skills required
opportunities to practice new content and skills? of the objective, with your support, such that they
What types of questions can you ask students as continue to internalize the sub-objectives?
you are observing them practice? How will students be engaged?
How/when will you check for understanding? How will you elicit student-to-student interaction?
How will you provide guidance to all students as How are students practicing in ways that align to
they practice? independent practice?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that
another person could facilitate this practice?
Guided Practice

TW model the first portion of the graphic organizer SW follow along with the document camera and copy
with students as a group explaining the different notes for the first section of the organizer.
possible choices for the figurative language in the
first verse. Work cooperatively to complete the organizer and find
the different literary devices used in the song.
TW circulate the classroom answering questions
during group practice.
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement? One teach / One Assist. Ms. Nagel will
circulate the room while Mrs. Gillespie is modeling and answer questions.

Differentiation Strategy
What accommodations/modifications will you include for specific students? Lyrics will be played in audio, read out loud
and provided in print for each student.
Do you anticipate any students who will need an additional challenge? Advanced student will be offered a guidance
position where she circulates the room answering questions and looking up definitions.
How can you utilize grouping strategies? Groups will offer students the opportunity work cooperatively and give voice to
more quiet students and allow them to verify their responses before filling in the organizer.

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 Teacher Will: Student Will:
How will you plan to coach and correct during this How will students independently practice the knowledge and
practice? skills required by the objective?
How will you provide opportunities for remediation and How will students be engaged?
extension? How are students practicing in ways that align to
How will you clearly state and model academic and assessment?
behavioral expectations? How are students using self-assessment to guide their own
Did you provide enough detail so that another person
learning?
could facilitate the practice?
Independent Practice

How are you supporting students giving feedback to one

another?

TW circulate the classroom to help students stay SW work independently to finish the chapter 4 double
focused on task for independent work and answer entry journal.
questions about the double entry journal.

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
One Teach / One Assist
Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge? Advanced students will be given a blank double
entry journal and asked to pick out their own quotes to define meaning and impact.

Closing/Student Reflection/Real-life connections:

How will students summarize and state the significance of what they learned?
Why will students be engaged?
What other songs can they think of that contains figurative language?

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Name: ______________________________ Date: _____________ Period: ______
Warriors Dont Cry Chapter Four
Double Entry Journal
Directions: Use the double entry journal form below to explain the meaning of
figurative language and the impact of the authors word choice. The quotes have been
provided for you, but you must thoughtfully and completely explain what they mean and
how they impact the reader or advance the plot.

Quote Response
The terrifying frenzy of Meaning:

the crowd was building

like steam in an
erupting volcano Impact:
(Beals 36).

The sun beat down on Meaning:

our heads (Beals 36).

Impact:

Looking straight Meaning:

ahead as she walked,

she did not
acknowledge the Impact:
people yelping at her
heels, like mad dogs
(Beals 37).
One little setback Meaning:

and you want out, she

said. Naw, youre not
a quitter (Beals 42). Impact:

By late afternoon the Meaning:

ringing phone, the hot

weather, and my
confinement were Impact:
driving me nuts, so
when the phone rang, I
grabbed for it (Beals
42).

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Name: _______________________________ Date: _____________ Period: ______
Warriors Dont Cry Chapter Four
Double Entry Journal
Directions: Use the double entry journal form below to explain the meaning of
figurative language and the impact of the authors word choice. The quotes have been
provided for you, but you must thoughtfully and completely explain what they mean and
how they impact the reader or advance the plot.

Quote Response
Meaning:

Impact:

(Beals ) Page# ________

Meaning:

Impact:

(Beals ) Page# ________

Meaning:

Impact:

(Beals ) Page# ________

Meaning:

Impact:

(Beals ) Page# ________

Meaning:

Impact:

(Beals ) Page# ________

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Name: ______________________________ Date: ______________Period: ________

Identify, label, and explain the type of figurative language or poetic device used in the
song lyrics. Examples may include: imagery devices such as metaphors, similes,
personification, hyperbole; sound devices such as alliteration, assonance, consonance,
onomatopoeia, rhyme; and rhetorical devices such as anaphora and epistrophe
(Orman, 2010-2011).
Firework by Katy Perry Identify & Label Explain the literary Devices Used
the Poetic Devices
1 Do you ever feel like a plastic bag
2 Drifting through the wind
3 Wanting to start again

4 Do you ever feel, feel so paper thin

5 Like a house of cards
6 One blow from caving in

7 Do you ever feel already buried deep

8 Six feet under scream
9 But no one seems to hear a thing

10 Do you know that there's still a chance

for you 11 Cause there's a spark in you
12 You just gotta ignite the light
13 And let it shine
14 Just own the night
15 Like the Fourth of July
(Chorus)
16 Cause baby you're a firework
17 Come on show 'em what youre worth
18 Make 'em go "Oh, oh, oh!"
19 As you shoot across the sky
20 Baby you're a firework
21 Come on let your colors burst
22 Make 'em go "Oh, oh, oh!"
23 You're gonna leave 'em fallin' down
24 You don't have to feel like a waste of
space
25 You're original, cannot be replaced
26 If you only knew what the future holds
27 After a hurricane comes a rainbow

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28 Maybe you're the reason why all the
doors are closed
29 So you can open one that leads you to
the perfect road
30 Like a lightning bolt, your heart will
blow
31 And when it's time, you'll know
32 You just gotta ignite the light
33 And let it shine
34 Just own the night
35 Like the Fourth of July
(Repeat Chorus)
36 Boom, boom, boom
37 Even brighter than the moon, moon,
moon
38 It's always been inside of you, you,
you
39 And now it's time to let it through
(Perry, 2010)

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 Teachers guide
Firework by Katy Perry Identify & Label Explain the literary Devices Used
the Poetic Devices
1 Do you ever feel like a plastic bag Do you ever feel like a plastic bag (simile:
2 Drifting through the wind you=bag) Drifting through the wind
3 Wanting to start again Wanting to start again (alliteration: wind,
wanting)
4 Do you ever feel, feel so paper thin Do you ever feel, feel so paper thin
5 Like a house of cards (simile: you=paper/house of cards) Like a
6 One blow from caving in house of cards One blow from caving in
(true rhyme: thin=in) (hyperbole: you
caving in)
7 Do you ever feel already buried deep Do you ever feel already buried deep Six
8 Six feet under scream feet under scream But no one seems to
9 But no one seems to hear a thing hear a thing (anaphora: Do you ever)
(alliteration: Six, scream, seems)
10 Do you know that there's still a chance Do you know that there's still a chance for
for you 11 Cause there's a spark in you you Cause there's a spark in you You
12 You just gotta ignite the light just gotta ignite the light (internal rhyme:
13 And let it shine ignite, light) And let it shine Just own the
14 Just own the night night Like the Fourth of July (true rhyme:
15 Like the Fourth of July light=night) (simile: you (you is
implied)=Fourth of July) (personification:
implied that Fourth of July owns the night)
(Chorus) Cause baby you're a firework (metaphor:
16 Cause baby you're a firework youre a firework) Come on show 'em
17 Come on show 'em what youre worth what youre worth (alliteration: work,
18 Make 'em go "Oh, oh, oh!" what, worth) (assonance: work, worth)
19 As you shoot across the sky Make 'em go "Oh, oh, oh!"
20 Baby you're a firework (onomatopoeia: oh, oh, oh) As you shoot
21 Come on let your colors burst across the sky (hyperbole: you shoot
22 Make 'em go "Oh, oh, oh!" across the sky) Baby you're a firework
23 You're gonna leave 'em fallin' down Come on let your colors burst (alliteration:
Come, colors) Make 'em go "Oh, oh, oh!"
You're gonna leave 'em fallin' down
24 You don't have to feel like a waste of You don't have to feel like a waste of
space space (simile: you=waste of space)
25 You're original, cannot be replaced You're original, cannot be replaced If you
26 If you only knew what the future holds only knew what the future holds
27 After a hurricane comes a rainbow (personification: future holds) After a
hurricane comes a rainbow (irony:
hurricane/rainbow)
28 Maybe you're the reason why all the Maybe you're the reason why all the
doors are closed doors are closed So you can open one
29 So you can open one that leads you to that leads you to the perfect road
the perfect road (personification: door leads you - door is

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30 Like a lightning bolt, your heart will implied with the word one) (assonance:
blow closed, road) Like a lightning bolt, your
31 And when it's time, you'll know heart will blow (hyperbole: heart will blow;
32 You just gotta ignite the light personification: heart will blow) And when
33 And let it shine it's time, you'll know (true rhyme:
34 Just own the night blow=know) You just gotta ignite the light
35 Like the Fourth of July And let it shine Just own the night Like
(Repeat Chorus) the Fourth of July (true rhyme:
light=night)
36 Boom, boom, boom Boom, boom, boom (onomatopoeia:
37 Even brighter than the moon, moon, boom, boom, boom) Even brighter than
moon the moon, moon, moon It's always been
38 It's always been inside of you, you, inside of you, you, you And now it's time
you to let it through (true rhyme: you=through)
39 And now it's time to let it through
(Perry, 2010)

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Firework So you could open one that leads you to
By Katy Perry 2010 the perfect road
Like a lightning bolt, your heart will glow
Do you ever feel like a plastic bag And when it's time, you'll know
Drifting through the wind You just gotta ignite the light
Wanting to start again And let it shine
Do you ever feel so paper thin Just own the night
Like a house of cards Like the fourth of July
One blow from caving in 'Cause baby you're a firework
Do you ever feel already buried deep Come and show 'em what you're worth
Six feet under screams Make 'em go "oh, oh, oh!"
But no one seems to hear a thing As you shoot across the sky-y-y

Do you know that there's still a chance Baby you're a firework

for you Come and let your colors burst
'Cause there's a spark in you Make 'em go "oh, oh, oh!"
You're gonna leave 'em all in awe-awe-
You just gotta ignite the light awe
And let it shine
Just own the night Boom, boom, boom
Like the fourth of July Even brighter than the moon, moon,
moon
'Cause baby you're a firework And it's always been inside of you you
Come and show 'em what you're worth you
Make 'em go "oh, oh, oh!" And now it's time to let it through
As you shoot across the sky-y-y
'Cause baby you're a firework
Baby you're a firework Come and show 'em what you're worth
Come and let your colors burst Make 'em go "oh, oh, oh!"
Make 'em go "oh, oh, oh!" As you shoot across the sky-y-y
You're gonna leave 'em falling down
down down Baby you're a firework
Come and let your colors burst
You don't have to feel like a waste of Make 'em go "oh, oh, oh!"
space You're gonna leave 'em all in awe awe
You're original, cannot be replaced awe (Perry, 2010)
If you only knew what the future holds
After a hurricane comes a rainbow

Maybe a reason why all the doors are

closed

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Orman, T. (2010-2011). Figurative Language & Poetic Devices Activity. Resources,
activities, and lessons from a high school English/Language Arts Teacher.
Tracey Orman.

Perry, K. (2010). Firework. NY, New York: Roc the Mic Studios.

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