Teaching Sample Planning Form
Name: Betsy Aronson
Subject Area: English
Objective: Identify examples of hyperbole and explain why an author uses specific hyperboles
Key Points
List 2-3 key points or skills that students should be able to know or do by the end of your 5 minute sample lesson:
A hyperbole is an impossible exaggeration that poets use to make a point very strongly.
We can infer what authors really mean when they use hyperbole.
We should use hyperbole in our own writing to make a strong point.
Plan Your Lesson
What materials will you need to prepare ahead of time?
What you are doing
Ask students for examples of exaggeration that they’ve already learned about.
Ask students why an author would use exaggeration. Explain that that’s why
authors use hyperbole as well – to get their point across.
Ask students to copy down the definition of hyperbole (an impossible
exaggeration used to make a point)
Mini-lesson – Explain your key points or skills to students and then have them
practice with the information.
3–
4
mi
nu
tes
30 sec. – 1 min.
Opening – Introduce the objective and the purpose of your lesson.
What students are doing
How will students show that they know
the lesson objective and purpose?
Students are answering my questions
with examples of exaggerations.
Students are stating why authors use
exaggeration.
Students should raise their hand to
share their answers with the class.
Students should write the definition of
hyperbole on their paper.
How will students practice the key
points or skills that they’ve learned?
Restate: Poets use hyperbole to make their point really strongly
First Poem:
Activity: Read poems and find hyperboles with students. Decide what the
author really means by the hyperbole. The first poem we will do together as a
class, and the second poem will be done by students independently and then we
will discuss as a class.
Students should read along while a
volunteer reads the poem. Students
should raise their hand to volunteer
their answers to my questions.
1st Poem:
Call on volunteer to read the first poem.
Second Poem:
Ask: “What’s being exaggerated in this poem?”
Expected student answer: “The nose is being exaggerated”
Tell students to underline the example of hyperbole.
Ask: “Why is this an example of exaggeration?”
Expected student answer: “Because her nose can’t really reach her feet.”
Students should read the poem
independently and underline
hyperbole. Students should raise their
hand to volunteer their answers to my
questions.
Ask: “What do you think the author really means by that?”
Expected student answer: “That her nose is really huge.”
*Repeat these questions with another poem, but let students find the
hyperboles themselves first. After they find the hyperboles, we will discuss as a
class*
2nd poem:
Say: “Read the poem independently and underline examples of hyperbole.”
Everyone finds hyperbole in the poems independently, and then underlines the
examples. Call on volunteers to share the examples they found ask the following
questions:
“Why is this an example of hyperbole?”
“What do you think the author really means by that?”
Closing – Sum up your lesson and check if students have mastered the objective.
30 sec. – 1 min.
Let’s wrap up and synthesize what we learned.
Ask: What is the definition of hyperbole?
Expected student answer: an impossible exaggeration used to make a point
Ask: What do I really mean if I say, “I feel like I’ve been walking for a thousand
years!”?
Expected student answer: It means that you’ve been walking for a really long
time.
Today, when you write, add this to your toolkit and use it in your own writing!
What will students do to show that
they’ve mastered the objective?
Students will raise their hand to
volunteer answers to my questions.