Franklin College
Education Department
LESSON PLAN
Student Name: Holly Toops
Lesson Plan No.: 5
Cooperating Teacher Name: Mrs. Pinnick Subject Area: Lang. Arts
Grade Level: 6th
________________________________________________________________________
Signature for Approval (Cooperating Teacher)
Date Prepared: November 4, 2007
Date Taught: November 14, 2007
Related Standard (Source): Indiana State Standards
(Number): 6.1.2
6.1.2—Identify and interpret figurative language and words with multiple
meanings.
TOPIC (key point; concept; skill): Hyperbole
OBJECTIVE (TSWBAT + performance, conditions, criteria): In order to comprehend
hyperboles, TSWBAT rewrite eight sentences by putting an example of hyperbole in
each with a pencil on a worksheet handed out by the teacher and with 100% completion.
MATERIALS: Teacher will need the Power Point presentation, television or projector,
80 copies of “Interpreting” with “The Art of Exaggeration” on the backside, teacher
edition literature book (page 262), board, chalk/marker. Students will need paper and
pencils.
I. PROCEDURES (teacher and student tasks)
A. Beginning of lesson
1. Classroom management two-part step (to have students ready to learn, in
listening positions, where they need to be): I will ask the students to take a
seat when they come in. Then I will tell the students to completely clear
their desks and turn to view the television screen.
2. Statements to initiate or set the stage for the lesson; motivation; overview;
or establish an atmosphere: I will ask how many students know what
hyperbole is. If a student knows, I will allow him or her to guess. If no one
knows, I will explain that we are going to learn about hyperbole today. I
will explain that hyperbole is really fun and we will go through fun
examples on the Power Point presentation.
B. Instruction Steps:
*=Modifications (strategies to meet individual, special needs at a particular step)
1. I will go through the Power Point presentation. Students will see a comical
picture and try and guess what it means in terms of a funny saying. There are
five examples, and if a student thinks he knows what the picture means, I will
ask him for the answer. We will go through all the examples.
2. I will explain how all these examples show hyperbole. Hyperbole is the
exaggeration of the truth used to create a vivid word picture. I will explain
how it makes a simple sentence seem larger, better, smaller, worse, etc.
3. I will tell the students that hyperbole also helps someone express strong
feelings or emphasize a point. It is also used for people to be funny or
comical.
4. Next, I will tell students that we will go through some sentences. Some of
these sentences use hyperbole and some don’t.
 I’m so tired that I could sleep a year.  Yes
 You could put his common sense in a thimble and have room left over
for the ocean.  Yes
 When I lost my homework, I was quite worried.  No
 Bella has told that same joke a million times.  Yes
 Cafeteria workers were sad today when they ran out of chips. No
5. If an example doesn’t have hyperbole, I will ask for ways to turn it into
hyperbole. I will call on two or three students for examples.
6. Afterwards, I will pass out “Interpreting” to all the students and tell them to
put their names and date at the top. I will read the sample paragraph. I will
read the first example from Exercise A and I will give the answer. After I do
the first one, we will go thorough the top part in class. One student will read
the sentence and tell us what part of the sentence uses hyperbole and should
be underlined.
7. After we go through Exercise A, the students will do Exercise B by
themselves and then we will go through it together. The students will put turn
the worksheet over to the second side, “The Art of Exaggeration.”
8. I will read the directions. I will go through the example given and then tell
the students they are to rewrite the sentences for 2-9 by including hyperbole in
each. They should use the first part that is already given but complete the rest
of the sentence with hyperbole. I will tell the students that this needs to be
finished today, and they will have fifteen-twenty minutes to work on it. When
they are done, they need to circle the number of the sentence they like the
best. If they wrote a really catchy hyperbole sentence for number 5, they
should circle that one on the paper.
9. I will tell them that after they are done, they need to put it in the black tray,
and then they should read their book report books, library books, or
newspapers and be on the lookout for hyperbole.
10. After all the students are finished and have turned it in, I will get the papers
from the black tray. I will tell them that I am going to read the circled ones
out loud to hear some of the great examples. I will not mention names, and I
will only read the circled number ones.
Closure statement (brief lesson review, summary; doesn’t have to be the last step if
something is going to be made or an activity will follow): I will tell the students that
we use hyperbole all the time, especially around Thanksgiving and Christmas after
eating enormous amounts of food, but it is also used in books and poems we read for
pleasure and for school.
II. ASSESSMENT (how is objective met by students: observation, written work,
presentations, quiz, etc.): After the students complete “The Art of Exaggeration,” I
will collect all of the worksheets that day in class. I will read through the worksheet
to make sure the students completed the sentences, and if the students completed all
8 or 7 of the sentences, they will get a √. If some completed 6-4 of the sentences,
they will get a √-. Anything below 3 completed sentences will result in a 0. The
students will get their completion grades on the top of the worksheet the next day.
III. EXTENSION AND REMEDIATION (what will be done beyond lesson; strategies
for those who need further instruction, assistance):
A. Extension:
1. If the students finish early, I will ask them to read their book
report books or newspapers and look for examples of hyperbole
in those pieces of literature.
2. If one student finishes early, I will ask him to read his book
report books or newspapers and look for examples of hyperbole
in those pieces of literature.
B. Remediation:
1. If the students need more assistance, I will bring up the Power
Point presentation and work through the five examples with the
students. Even though they have already seen the fun pictures,
explaining the actual picture and its exaggeration may help with
those visual learners.
2. If one student needs help, we will work through the top of the
“Interpreting” worksheet together. Then, I will have the student
turn it over and write what he thinks are examples of hyperbole.
IV.
HOMEWORK ASSIGNMENT(S): If the students do not finish “The Art of
Exaggeration,” they will have to finish it at home. If they do finish it, their
homework will be to write a two paragraph story about their favorite holiday. They
must use two examples of hyperbole in the story, and I will collect it the next day.