Selling Metaphors

9
th
Grade English

Time Frame: Nine 40 minute sessions
Classroom Organization: Group discussion
Materials Needed: The Greatest Salesman in the World - Og Mandino, A journal
titled, Success Recorder
Big Idea: While doing our readings and learning about metaphors, similes and other
figurative language, I want the class to practice the habits discussed in the readings and
apply them to their everyday life.
California Content Standards:
1.0 Word Analysis, Fluency , and Systematic Vocabulary Development
Students apply their knowledge of word origins to determine the meaning of new
words encountered in reading materials and use those words accurately.
Vocabulary and Concept Development
1.1 Identify and use the literal and figurative meanings of words and
understand word derivations.
1.2. Distinguish between the denotative and connotative meanings of words
and interpret the connotative power of words.
1.3 Identify Greek, Roman, and Norse mythology and use the knowledge to
understand the origin and meaning of new words (e.g., the word
narcissistic drawn from the myth of Narcissus and Echo).
2.0 Reading Comprehension (Focus on Informational Materials)
Students read and understand grade-level-appropriate material. They analyze the
organizational patterns, arguments, and positions advanced. The selections in
Recommended Literature, Kindergarten Through Grade Twelve illustrate the
quality and complexity of the materials to be read by students. In addition, by
grade twelve, students read two million words annually on their own, including a
wide variety of classic and contemporary literature, magazines, newspapers, and
online information. In grades nine and ten, students make substantial progress
toward this goal.
Structural Features of Informational Materials
2.1 Analyze the structure and format of functional workplace documents,
including the graphics and headers, and explain how authors use the
features to achieve their purposes.
2.2 Prepare a bibliography of reference materials for a report using a variety of
consumer, workplace, and public documents. Comprehension and Analysis of
Grade-Level-Appropriate Text
2.3 Generate relevant questions about readings on issues that can be researched.


2.4 Synthesize the content from several sources or works by a single author
dealing with a single issue; paraphrase the ideas and connect them to other
sources and related topics to demonstrate comprehension.
2.5 Extend ideas presented in primary or secondary sources through
original analysis, evaluation, and elaboration.
2.6 Demonstrate use of sophisticated learning tools by following technical
directions (e.g., those found with graphic calculators and
specialized software programs and in access guides to World Wide
Web sites on the Internet).
Expository Critique
2.7 Critique the logic of functional documents by examining the sequence of
information and procedures in anticipation of possible reader
misunderstandings.
2.8 Evaluate the credibility of an authors argument or defense of a claim by
critiquing the relationship between generalizations and evidence, the
comprehensiveness of evidence, and the way in which the authors intent
affects the structure and tone of the text (e.g., in professional
journals, editorials, political speeches, primary source material)

Specific Learning Objectives:
Students will learn figurative language through many metaphors and similes read in the
book. They will also take part in character building exercises from the readings. I
want students to learn reading material, yet at the same time learn about themselves,
their habits and how to demonstrate great character.
Students will demonstrate their learnings by referring to their journals to give specific
examples of how they acted on a weekly basis. Students will also discuss The Word
of the Day and explain what the words mean to them in class discussions.

Prerequisites:
Creativity will be a major requirement for this specific lesson. The students will need to
keep an open mind and be willing to intake the new knowledge and apply it on a daily
basis.
The students creativity will be determined by a critical thinking exercise at the beginning
of the lesson. The will take a piece of paper and write down as many uses as they
possibly can for the use of a blanket and a brick. They will have 2 minutes to
write for each item. After, we will evaluate the most creative ideas.

Key ELD Standards:
9
th
grade reading level and some writing skills will be required to participate in the
lesson.
There will be many group discussions and writing in journals to ensure that the students
are able to make complex meanings of material.

Modifications:
I will have office hours where students can speak with me in private regarding any issues
they may have with the material or how it is being taught to them. I will also have a


tutor or student helpers available for English Learners and those with special needs.

Assessment:
The class will have frequent discussions regarding the readings, therefore I can measure
their comprehension of the material. I also will be collecting weekly journals titled:
Success Recorder. This will measure how much the students have acted on the
material we have read by giving specific examples. At the end of the lesson I would
like the students to write a few passages demonstrating their use of metaphors,
similes, and other figurative language.

Instructional Sequence:
To start the lesson I would like to tell the students about my self and my own personal
high school experience. I learned all of the material taught in school, yet when I
graduated I lacked the personal skills that would help in the work place. I will ask
them, by show of hands, how many of them want to be successful in life, make a
good living for themselves and their families in the future (everyone should raise their
hand). I will then explain to them that I will be giving them the secrets to success,
while also learning about figurative language. The material can be used and practiced
on a daily basis.
During our discussions in class we will talk about real life situations the material can be
used on a daily basis and also share stories on how the students have been practicing
their good habits. This will be a very organic way of learning and it will be something
the students could keep with them the rest of their life. I will not only preach the
material, but demonstrate it myself by acting as the book states.

Student Learning Tasks:
We will do the reading on our own for homework, once in the morning, once in the
afternoon, and once before bed (read aloud). By doing this several times a day the
material will become a part of the students sub-conscious mind, therefore become a
good habit, and therefore become a pleasure to perform the tasks. Once the reading is
done we will get together and have discussions regarding the material, including
content, figurative language, and application of material. We will grow as a class, not
individually. Most work will be done as a group.

Understanding:
I will be collecting journals, but also looking for the students to be practicing their good
habits with me in class.

Closure:
I will have the students write a reflective paper describing what they learned, how they
will apply it to everyday life, and what they like and disliked about the exercise. This
will help me see who grasped the material and also will allow me to make necessary
changes if I want to continue with the lesson plan for years to come. The goal is to
have the students learn figurative language and at the same time, grow as individual
people and give them tools to make them successful adults.