Hyperbole Lesson Plan

Reading Lesson Plans
Tuesday, Oct. 11 – “Stormalong”
Teacher___Katia Leon______________ Grade Level____4th Grade_________
I. Content and Standards Make explicit reference to how this lesson is aligned with
relevant standards, including the State, NCTM, and Common Core State Standards.
RL.4.1 Refer to details and examples when explaining what the text says
explicitly and when drawing inferences.
RL 4.4 determine the meaning of words and phrases, including those that allude
to characters in mythology
RL.4.10 Read and comprehend literature
RF.4.3a read on-level text with purpose and understanding.
W.4.10 write routinely over extended frames and shorter time frames
L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grade 4 reading and content, choosing flexibly from a range
of strategies.
L.4.4.A Use context (e.g., definitions, examples, or restatements in text) as a clue
to the meaning of a word or phrase.
L.4.6 Acquire and use accurately grade-appropriate general academic and
domain-specific words and phrases, including those that signal precise actions,
emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic
to a particular topic (e.g., wildlife, conservation, and endangered when discussing
animal preservation).
II. Prerequisites State the skills, knowledge, and understandings that are necessary for this
lesson. How do these skills, knowledge, and understanding build upon previous lessons?
Before this lesson, students must be able to use sentence-level context as a clue to the
meaning of a word or phrase.
III. Instructional Objectives Indicate what is to be learned and what you will teach - this
must be a complete objective. Write this objective in terms of what an individual student
will do.
Students will be able to define, identify and explain hyperboles in a sentence or text.
IV. Essential Questions

What is a Hyperbole?
Why do authors use hyperboles in their writing?
V. Instructional Procedures
The lesson procedure is likely the most important part of a lesson plan. It describes what
the teacher and students will do throughout the lesson.
Before: 2-3 minutes – Engage students and review the previous lesson
1. “Let’s continue practicing how to identify and explain Hyperboles. Today we will apply
what we have learned to our story Stormalong. Before we start our lesson, let’s review
what is Hyperbole? Yes, Hyperbole is the language that authors use when they
exaggerate a character’s appearance and actions, the description of a setting, or the
events in a story. I am going to give you a few examples and I want you to tell me if
they are hyperboles or not. Use thumbs up or down to show me your answer”
a. James is growing so fast, soon he’ll be taller than the trees.
b. My backpack weighed a ton.
c. It is raining extremely hard outside
d. I am so tired I could sleep for a year.
e. Megan is the best speller in the class.
1. During 25-30 minutes – Continue the Hyperbole presentation and apply learning
and understanding to the story.
2. Continue the Hyperbole PowerPoint Presentation (Appendix A). Review slides 29-38.
Have students write the answer on their whiteboards and show you before selecting the
answer on the PPT slide. Ask guiding questions and have some students point out the
hyperbole in the sentence.
3. “Now let’s apply what we learned about hyperboles and let’s identify examples of
Hyperbole in our story Stormalong. Open your books to page 140.” Display on the board
p.140 of the story. Distribute the Hyperbole worksheet (Appendix B) to the students and
model by reading the story and identifying the first two examples of hyperbole. Then
have the students work with their neighbor to identify another example. Give the students
a minute or two to work together and then call on students to underline the examples on
the board until we find all 5 examples. Have students write them on the worksheet.
4. Ask the students the guiding questions about Hyperbole on T323. What do the examples
tell you about the baby? What effect do these examples of hyperbole have on the
story?
5. Now it’s time for you to practice identifying hyperboles independently. Go to page 142
and find the 6 examples of hyperbole on that page.
After- 2-3 minutes – Closure- review hyperbole learning and understanding.
6. “In the following days, as you read Stormalong, you will continue working on identifying
the hyperboles the author used in the story. Why do authors use hyperboles in their
writing?” Think about it and discuss it with your neighbor. Ask a couple of students to
provide the answer. Expected answers: exaggerate a character, setting, or event in a story.
To make the story funny or interesting.
VI. Assessment/Evaluation: Describe how you will determine the extent to which students
have attained the instructional objective. Be sure this part is directly connected to the
behavior called for in the instructional objective.
The objective will be measured by the completed Hyperbole worksheet at the end of the
unit. Additionally, I will use informal assessment by anecdotal notes of student answers
during the lesson and whole group discussions.
VII. Differentiation
This section should include examples for students with disabilities and English
Language Learners (ELLs). Be sure to include individualized activities and discuss how
other activities/materials will be used to reinforce and extend this lesson and for whom.
Include homework, assignments, and projects.
For lower-level students, I will assist them by helping them read through the text and
direct them to the paragraph where they will be able to find the hyperboles. Higher-level
students will identify and explain the hyperbole.
Appendix A:
Appendix B:

Hyperbole Lesson Plan

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Reading Lesson Plans

Tuesday, Oct. 11 – “Stormalong”

Teacher_Katia Leon____ Grade Level4th Grade_

IV. Essential Questions

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