Blended Learning Lesson Plan

Lesson Title:
Idioms, Metaphors, Personification, and their importance

Objectives:
 Students will be able to analyze and apply how idioms, metaphors, and personification
are important for shaping the meaning of a story.
 Students will be able to explain and identify idioms, metaphors, and personification.

State Standards:
 Standard 9: Interpret and analyze the author’s use of words, phrases, and conventions,
and how their relationships shape meaning and tone in print and multimedia texts.
o 9.1 Identify and explain how the author uses idioms, metaphor, or personification
to shape meaning and style.

Context:
I am teaching this lesson because it is in the standards for students to learn and the use of
figurative language it important for students to know on standardized testing. This lesson will be
the second lesson of the unit. The first lesson would be the teacher just going through a slide
show to teach specifically what idioms, metaphors, and personification is. This blending learning
lesson serves more as a practice to the material. Students can use their knowledge from the first
lesson to identify and be creative while using figurative language. The next unit (standard 10)
focuses on applying a range of strategies to determine and deepen the meaning of known,
unknown, and multiple- meaning words, phrases, and jargon; acquire and use general academic
and domain- specific vocabulary. Students in this lesson are learning and identifying unknown
phrases like metaphors, idioms, and personification, which helps them with the next lesson in
determining the meaning of unknown words and phrases.

Data:
Students will be grouped based off academic achievement and skill. The groups will be high,
medium, and low. The groupings will be based on the data from previous map and standardized
tests. Data will be collected in this data by the google doc students complete and the made- up
story assignment.
Materials:
Parts of Materials needed
lesson

Introduction  Teachers’ device (Laptop, smartboard, etc.) for instructions

slideshow
https://www.canva.com/design/DAFgBY7bayI/8JMe_OisJ_AF7Eux
IdTnkA/edit?
utm_content=DAFgBY7bayI&utm_campaign=designshare&utm_m
edium=link2&utm_source=sharebutton

Teacher  Teachers’ device (Laptop, smartboard, etc.) (15-minute timer)

directed  Note cards (Would be printed out and cut)
https://docs.google.com/document/d/1vz1Cd5RFGOCRao15O7uDp
jf6U5mNqgrSfW4CoYqY19E/edit?usp=sharing
 Sticky Notes

Collaborative  Teachers’ device (Laptop, smartboard, etc.) (15-minute timer)

 Detailed Instruction’s paper for group (printed out)
https://docs.google.com/document/d/1BNt_oCaay8qQg04kN-
r_GNoUk58UQL7iK9TwMCX9EUU/edit?usp=sharing
 Create Your Own Story Worksheet (printed out)
https://docs.google.com/document/d/18CnlWCoxRZEEE-
dSBQMrd3VYLdvdpeX24waWhIVfDJQ/edit?usp=sharing

Independent  Teachers’ device (Laptop, smartboard, etc.) (15-minute timer)

digital  Personification video (posted in students google classroom)
https://www.youtube.com/watch?v=MJ3vJf4hFSE
 Metaphor video (posted in students google classroom)
https://www.youtube.com/watch?v=JPz1JiboOio
 Idiom video (posted in students google classroom)
https://www.youtube.com/watch?v=Ls5Ew9PJcO8
 Google doc that students must complete after watching videos
(posted in students google classroom)
https://docs.google.com/document/d/1SCkQJ9e3ybWbJezKgD2OL1BJuxA
4ze9Hx20r744-n_s/edit?usp=sharing

Closure N/A
Procedures:
Introduction (10 minutes):
This lesson will be the first lesson of the school day. Students arrive to school around 7:30; they
come into the classroom, sit at their desk, and eat breakfast. At 8:00 the morning news show will
come on and students will sit quietly and watch. At 8:10 teacher will walk students to activity
class. Activity will end at 8:50 and students will be back in the classroom and in their seats by
9:00. The teacher will then start the introduction into the blended learning lesson. The teacher
will go into detail explaining the instructions shown by a slide show. Since they are younger
students and need a lot of direction, teacher will slowly walk them through every step.
Slide 1: The teacher will introduce the topic while showing the first slide.

Slide 2: The teacher will show this slide below and read through it carefully for students.

Slide 3: The teacher will need to spend the most time explaining the slide below, as it is
directions for each station.

Slides 4, 5, and 6: The teacher will show the slides below. These slides show which students are
in what groups and the order that each group will go to each station. Before going on to the next
thing, the teacher needs to make sure each students knows which group they are in. The teacher
can tell each student to raise their hand when they see their name for which group, they are in to
make sure they don’t forget!

Teacher Directed (Small Group) (15 minutes):

In this group the students will work with teacher in a small group at the “small group” table in
the back on the classroom. Students will complete an activity that the teacher will begin off by
leading, but then will gradually release students to do on their own. There will be a set of pink
cards labeled with idioms, metaphors, and personification. Then there will be a set of green cards
with example sentences. There will be about 6 students for each group. Teacher will pass out a
set of cards to each student. Students will then work to match up the cards. There will be two
Idioms sentences, two personification sentences, and two metaphor sentences. Students will raise
their hand when done and the teacher will check their answers and then give them feedback.
Then after this activity is completed (if extra time) students will discuss with the teacher and
other classmates why an author might use these types of figurative language and explain how it
could shape the meaning and style of a story or text. The teacher will give each student a sticky
note and they will write their answers on the sticky note. The teacher will have a small white
board on the wall behind the small group table and the question that was asked will be written on
the board. Students will place their sticky notes on the whiteboard under the question. The
groups will switch when the 15-minute timer is up. The notecards are listed in materials.

Collaborative (On the carpet) (15 minutes):

Students will be directed to work on the carpet in front of the classroom. In this group there will
be a worksheet that students will complete. Their task is to work in partners of two (3 if needed)
to create a story. This story can be made up of anything students chose (fictional). The story
must make sense and flow! The story must have two example of idioms, one example of
personification, and one example of a metaphor. On the bottom of the paper will be the question,
“how does the authors (you and your partner) usage of figurative language change or shape the
story and its meaning?” They will write their answer on the lines below the question. If student
have time, they can draw a picture that illustrates their story on the back of the sheet of paper.
When they are done, they will turn their papers into the bin labeled “completed papers” that will
be on the carpet. There will also be a few copies of a detailed instruction sheet for what students
need to do in this group in case they forget or are confused. The worksheet and detailed
instructions sheet are linked under materials.
Independent Digital (Independent desk) (15 minutes):
In this group, students will stay at their desk and work independently on their chrome books.
Posted in their google classroom will be three videos. They will be assigned to watch them all.
The videos are listed in materials. After students are done watching the videos, they will open
and complete the google doc that will also be posted in their google classroom. Students must
work quietly during this station and complete this by themselves. Students are allowed to use
headphones while watching the videos. The google doc and videos are linked in the materials.

Closure (5 minutes):
The teacher will wrap up the stations and tell everyone to go back to their desks. The teacher will
need to tell students to make sure they clean up any materials used so the room will stay clean!
Then the teacher will conduct a short activity. First, the teacher will ask the students to put a
thumbs up if they feel 100% comfortable with idioms, metaphors, and personification. The
teacher will then ask students to put a thumb to the side if they still need some practice with
idioms, metaphors, and personification. Lastly, the teacher will ask students to put a thumb all
the way down if they are having a lot of trouble with idioms, metaphors, and personification. The
teacher will make sure to see who is still having trouble with this lesson to maybe do some more
practice with them before moving on to the next lesson. After this is complete, the teacher and
students will have an open discussion about how students liked or dislikes working in stations.
The teacher will make sure to tell students to raise their hand and be respectful. This prevents
shouting out and causing chaos within the classroom. This open discussion directly from the
students will give the teacher feedback on what they can change or what to keep the same for the
next lesson!

Rationale:
YouTube Video: https://www.youtube.com/watch?v=MJ3vJf4hFSE
This piece of multimedia is a fun song about personification. I chose this video because it will
get student excited to learn and practice with personification. This video supports learning,
standards, and objectives in this lesson by giving many examples of personification. Students can
sing along to the song while gaining a better understanding of what personification is. I think that
this video would score high numbers on the LORI criteria rubric because it delivers clear
information in a creative way! This choice of multimedia that I decided to use accommodates to
all learners by the big, visual, bold words, auditory music, and a chance to sing and dance along
to!

YouTube Video: https://www.youtube.com/watch?v=JPz1JiboOio

This piece of multimedia is an information video about metaphors. I chose this video because it
has a lot of fun pictures and drawings. Also, this video is straight to the point, instead of a fun
song so students can watch different types of videos rather than just songs. This video supports
learning in this particular lesson by explaining in detail what a metaphor is, giving examples, and
comparing metaphors to similes. This piece of multimedia would score high numbers on the
LORI criteria rubric because it delivers clear information and is specified for English elementary
aged students. I know that this video is of high quality because the video has many views, likes,
and has been helpful to other teachers! This video differentiates instruction for all learners by
having well written, visual words, auditory sounds, and clear presented content.

YouTube Video: https://www.youtube.com/watch?v=Ls5Ew9PJcO8

This piece of multimedia is a fun song about idioms. I chose this video because it gets students
excited to learn about idioms. This video supports student learning in this lesson by giving many
examples of idioms and explaining what an idiom is in a fun way. This video would receive
high numbers on the LORI criteria rubric because it portrays clear information, is appealing for
elementary aged students, and is easily accessible. This video differentiates instruction for all
learning by presenting clear visuals, auditory sounds, and a chance to dance!

Canva slide show:

https://www.canva.com/design/DAFgBY7bayI/8JMe_OisJ_AF7EuxIdTnkA/edit?
utm_content=DAFgBY7bayI&utm_campaign=designshare&utm_medium=link2&utm_source=s
harebutton
This piece of multimedia is an app that allows one to create presentations, newsletters,
brochures, flyers, and so much more! The slide show that I chose to create support student
learning by giving them clear instruction on what their tasks are for this lesson. I know that this
app is high quality because so many teachers use this app. This piece of multimedia would score
high numbers on the LORI criteria rubric because it is appealing, has many features, and can be
subject and grade level specific. This choice of multimedia differentness instruction for all
learnings by giving them clear visual instructions in a creative way.

Google docs: https://apps.apple.com/us/app/google-docs-sync-edit-share/id842842640

This piece of multimedia in an app that allows one to create documents, papers, newsletter,
projects, and much more. I chose to use google docs to create a worksheet on. This app can
support student learning by giving them the chance to practice and better understand the three
types of figurative language in the lesson. This app is high- quality because I used it in high
school almost every day, along with many teachers within the school using it. I think that app
would score high numbers on the LORI criteria rubric because it allows more multiple creations
and presents information clearly. This app can differentiate instruction for all learners by having
step by step instructions for students that need more of clear directions, visually show students
what their tasks are, and so much more!