COMMON CORE GEORGIA PERFORMANCE STANDARDS
ENGLISH LANGUAGE ARTS INTEGRATED LESSON PLANNING TEMPLATE
Seventh Grade Lesson: Figurative Language
Duration:
2-3 days
Task:
Students begin by identifying and defining figurative language in poems by Edgar Allan Poe in collaborative
pairs. In a response to literature, they analyze the use of this language in “The Fall of the House of Usher.”
Essential Question for Lesson: How does figurative language enhance a story’s or poem’s overall effect?
Task
Skill
Standard
In collaborative pairs or small
groups, students will perform
several attentive readings of
poems by Edgar Allan Poe.
Students will search for examples
of various types of figurative
language throughout their reading.
Attentive reading
Collaborative discussion
Identification of figurative language
Literary elements of poetry
ELA7R1. The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and informational
texts. The texts are of the quality and complexity illustrated by the suggested
titles on the Grade Seven reading list. For literary texts, the student identifies the
characteristics of various genres and produces evidence of reading that:
(element g, i-iii, and element h)
ELA7R3. The student reads aloud, accurately (in the range of 95%), familiar
material in a variety of genres of the quality and complexity illustrated in the
sample reading list, in a way that makes meaning clear to listeners, by (elements
a-c)
ELACC7RL1: Cite several pieces of textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
ELACC7RL4: Determine the meaning of words and phrases as they are used in a
text, including figurative and connotative meanings; analyze the impact of rhymes and
other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or
section of a story or drama.
ELACC7SL1: Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues,
building on others’ ideas and expressing their own clearly.
Students will use a concept map
(for example the Frayer Model,
which must include an example
from the text) to define hyperbole,
simile, metaphor, imagery,
personification, and oxymoron.
Students use the poems, the
dictionary, or Internet to find or
determine definitions.
Vocabulary acquisition
Brainstorming
Collaborative discussion
Research to support learning
Identification of figurative language
ELA7RC3. The student acquires new vocabulary in each content area and uses it
correctly; the student (elements a-c)
ELA7LSV1 The student participates in student-to-teacher, student-to-student,
and group verbal interactions.
ELACC7RL4: Determine the meaning of words and phrases as they are used in a
text, including figurative and connotative meanings; analyze the impact of rhymes and
other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or
section of a story or drama.
ELACC7SL1: Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues,
building on others’ ideas and expressing their own clearly.
Using “The Fall of the House of
Usher” by Edgar Allan Poe,
students find examples for each of
the following figurative language
terms: hyperbole, imagery,
metaphor, personification, and
simile.
Vocabulary acquisition
Brainstorming
Collaborative discussion
Research to support learning
Identification of figurative language
ELA7RC3. The student acquires new vocabulary in each content area and uses it
correctly; the student (elements a-c)
ELA7LSV1 The student participates in student-to-teacher, student-to-student,
and group verbal interactions.
ELA7R1. The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and informational
texts. The texts are of the quality and complexity illustrated by the suggested
titles on the Grade Seven reading list. For literary texts, the student identifies the
characteristics of various genres and produces evidence of reading that:
(element g, i-iii, and element h)
ELACC7RL4: Determine the meaning of words and phrases as they are used in a
text, including figurative and connotative meanings; analyze the impact of rhymes and
other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or
section of a story or drama.
ELACC7SL1: Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues,
building on others’ ideas and expressing their own clearly.
ELACC7RL1: Cite several pieces of textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
ELA7RC3. The student acquires new vocabulary in each content area and uses it
correctly; the student (elements a-c)
ELA7LSV1 The student participates in student-to-teacher, student-to-student,
and group verbal interactions.
ELA7R1. The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and informational
texts. The texts are of the quality and complexity illustrated by the suggested
titles on the Grade Seven reading list. For literary texts, the student identifies the
characteristics of various genres and produces evidence of reading that:
(element g, i-iii, and element h)
The teacher facilitates a discussion
of student findings emphasizing
the impact of figurative language
on the reader. Teacher wraps up
with a discussion and/or
clarification of each piece of
evidence and the overall effect of
figurative language on the story or
the poem. Students use the poems
to support claims and meanings
and to discuss terms.
ELACC7RL4: Determine the meaning of words and phrases as they are used in a
text, including figurative and connotative meanings; analyze the impact of rhymes and
other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or
section of a story or drama.
ELACC7SL1: Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues,
building on others’ ideas and expressing their own clearly.
ELACC7RL1: Cite several pieces of textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
Students will choose one type or
instance of figurative language
they found effective and write a
Informational Writing: Response to
Literature
Literary elements of poetry
ELA7W2 The student demonstrates competence in a variety of genres. Response
to Literature (elements a-h)
ELACC7W1: Write arguments to support claims with clear reasons and relevant
brief response to literature
explaining the author’s
purpose/effect of that language on
the reader.
evidence. a. Apply grade 7 Reading standards to literature (e.g., “Compare and
contrast a fictional portrayal of a time, place, or character and a historical account of
the same period as a means of understanding how authors of fiction use or alter
history”).