JULIA WOODALL STUDENT I.

D: 2137284

ENGLISH UNIT PLAN

TOPIC: FIGURATIVE LANGUAGE
CURRICULUM LEARNING AREA: READING & VIEWING, WRITING
YEAR LEVEL: 7

UNIT DESCRIPTION:
SCOPE AND SEQUENCE:
VICTORIAN CURRICULUM LEVEL 10 ACHIEVEMENT STANDARDS:

READING AND VIEWING

By the end of Level 7, students understand how text structures can influence the complexity of a text and are
dependent on audience, purpose and context. They demonstrate understanding of how the choice of language
features, images and vocabulary affects meaning. They explain issues and ideas from a variety of sources, analysing
supporting evidence and implied meaning. They select specific details from texts to develop their own response,
recognising that texts reflect different viewpoints.

WRITING

Students understand how the selection of a variety of language features can influence an audience. They understand
how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They
create texts showing how language features, text structures, and images from other texts can be combined for effect.
They create structured and coherent texts for a range of purposes and audiences. When creating and editing texts they
demonstrate understanding of grammar, use a variety of more specialised vocabulary, use accurate spelling and
punctuation.

CONTENT DESCRIPTORS:

READING AND VIEWING

LANGUAGE
Text structure and organisation
Understand and explain how the text structures and language features of texts become more complex in
informative and persuasive texts and identify underlying structures such as taxonomies, cause and effect, and
extended metaphors (VCELA369)

LITERATURE
Examining literature
Understand, interpret and discuss how language is compressed to produce a dramatic effect in film or drama,
and to create layers of meaning in poetry(VCELT375)
LITERACY
Interpreting, analysing, evaluating
Analyse and explain the ways text structures and language features shape meaning and vary according to
audience and purpose (VCELY379)

WRITING
LITERATURE
Creating literature
Experiment with text structures and language features and their effects in creating literary texts (VCELT385)
Create literary texts that adapt stylistic features encountered in other texts (VCELT386)
LITERACY
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Creating texts
Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and
particular language, visual, and audio features to convey information and ideas to a specific audience
(VCELY387)
Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words
for impact (VCELY388)
Use a range of software, including word processing programs, to create, edit and publish written and
multimodal texts (VCELY390)

LEARNING OBJECTIVES

AS A RESULT OF ENGAGING WITH THE UNIT OF WORK STUDENTS WILL UNDERSTAND:

1. Students will understand that figurative language is used within texts to generate images or pictures
in the audiences mind.
2. Students will understand that poetry can come in many different forms for different purposes.
3. Students will understand that figurative language is a poetic device.
4. Students will understand that one can utilize life experiences as a foundation for creative and
expressive thinking.

AS A RESULT OF ENGAGING WITH THE UNIT AS A RESULT OF ENGAGING WITH THE UNIT
STUDENTS WILL KNOW: STUDENTS WILL BE ABLE TO:
1. The definition of simile, metaphor, personification, 1. Identify the use of figurative language (simile,
onomatopoeia and alliteration. metaphor, personification, alliteration and
onomatopoeia) in written examples.
2. The structure of a poem
2. Explain why authors use the different forms
3. The intended use of figurative language in poetic
of figurative language in texts.
texts.
3. Write structured poetry using figurative
language purposefully.
SUMMATIVE ASSESSMENT TASKS
ASSESSMENT TASK #1: Students will be given a 3x3 square Poetry Choice Board, in which 9 tasks are outlined-
POETRY CHOICE BOARD worth between 2, 4 or 6 points. To complete this task students must complete at least 3 to
equal 10 or more points. (SEE POETRY CHOICE BOARD FOR FULL DESCRIPTION)

LESSON SEQUENCES
ADDITIONAL
WEEK LESSON DESCRIPTION
INFORMATION

PRE-ASSESSMENT: Students play Kahoot Quiz to give the teacher an idea of the
Content Descriptors:
readiness of each student on the topic of Figurative Language. Students will play
(VCELA369)
this again in the middle of the unit as a form of ongoing assessment to see how
WEEK (VCELY379)
much they have learned.
1
PRE-ASSESSMENT:
WHAT IS FIGURATIVE LANGUAGE?
FIGURATIVE
BLUE Create a Figurative Language Web on the whiteboard for students to copy into
LANGUAGE KAHOOT
Lesson 1 their books. Write the definition of Figurative Language under the heading on the
This quiz is a useful
(50 mins) board, with the different types of figurative language branching off it. After
tool to measure the
Lesson 2 students complete the Puzzle Game, they can then copy the definitions of each
students prior
(50 mins) type of figurative language and an example onto their Figurative Language Web.
knowledge on the
Lesson 3 topic of Figurative
(50 mins) FIGURATIVE LANGUAGE PUZZLE:
Language. There are
In four groups match the word with the definition and an example.
25 questions which
children answer
WORKSHEET: SIMILE, METAPHOR, PERSONIFICATION
individually, and can
Go through the first page of definitions and examples, and complete the first
be measured against
activity together as a class. Students are to then work independently through the
 JULIA WOODALL STUDENT I.D: 2137284
again in GHOST rest of the worksheet, and then come together at the end to share answers.
MODE which plays
against their previous LESSON CLOSURE: BANG! GAME
scores, as a visual As a fun lesson closure students may play BANG! To develop their knowledge of
indication of how onomatopoeia.
much they have
learned during the WORKSHEET: ALLITERATION AND ONOMATOPOEIA
unit. Students work through the final two types of figurative language that we havent
explored in detail yet.

LESSON CLOSURE: WORD TENNIS

Two students are to play word tennis, offering sounds that animals make for
example, until one student cannot answer anymore. This develops their
knowledge of onomatopoeia.

INTRODUCTION TO POETRY:
Content Descriptors: Introduce students to simple forms of poetry and some simple but specific stylistic
(VCELT375) features.
(VCELY379) -TITLE
(VCELT385) -STANZA
(VCELY387)
What might we write poetry about?
- images, memories, touch, taste, smell, hear, see

INTRODUCE ASSESSMENT TASK #1: POETRY CHOICE BOARD

Students will be given a 3x3 square Poetry Choice Board, in which 9 tasks are
WEEK outlined- worth between 2, 4 or 6 points. To complete this task students must
complete at least 3 to equal 10 or more points.
2
GOLD 5 SENSES POEM ON PAINT CHIP:
Lesson 4 One of the options on the choice board, completed all together as a collaborative
(50 mins) task. Once completed this will tick off one of the requirements for their choice
Lesson 5 board. Complete one altogether as a class, then students may create their own.
(50 mins)
Lesson Students are to collect a paint chip of their chosen colour upon which they will
6+7 write a poem relating to the colour they have chosen and the five senses. The
(100 paint chip will already be split into five different sections. The poem should include
mins) a metaphor in each line (eg. Green is freshly cut grass).
Provide them with an example to begin with.

POETRY CHOICE BOARD:

Students are to work independently on this task which should be completed by the
end of the week. Teacher is to offer guidance and help when required.

LESSON CLOSURE ACTIVITY: FLY SWAT

In four groups students are to each nominate one member to enter the ring, the
students in the middle are offered an example of either SIMILE, PERSONIFICATION,
METAPHOR, ALLITERATION, or ONOMATOPOEIA, and the first person to swat the
type of figurative language with the fly swat on the table wins.

WEEK
3 Content Descriptors: ONGOING ASSESSMENT: FIGURATIVE LANGUAGE KAHOOT
BLUE (VCELT375) Play the Kahoot again in Ghost Mode so students can play against their previous
Lesson (VCELY379) scores.
8+9 (VCELT385)
(VCELY390) POETRY CHOICE BOARD:
(100
Students are to work independently on this task which should be completed by the
mins)
end of the week. Teacher is to offer guidance and help when required.
Lesson
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10 1. Write drafts of each poem in their book.
(50 mins) 2. Publish their poems by typing them up onto a word document called My
Lesson Anthology.
11
(50 mins) EXTENSION TASK:
Lesson TEXTBOOK ACTIVITIES: CHAPTER 12- POETS PAINT WORD PICTURES
12 If students finish all their set tasks they may complete Chapter 12 of the National
(50 mins) English Skills 7 Textbook. Building on the knowledge from the previous worksheet,
students use their understanding of Similes, Metaphors and Personification to
interpret short poems.
CHECK FOR UNDERSTANDING

Pre-assessment is taken when students complete a Kahoot Quiz to measure their initial understanding of Figurative
Language. This quiz can also be used again to complete an ongoing assessment to check for understanding and growth
of learning throughout the unit. Formative assessment via engagement within class discussion, especially from those
who are usually non-contributors. When completing the Figurative Language Worksheets, going around the room and
asking each student to offer an answer gives each student a chance to demonstrate their understanding of the task and
key figurative language concepts, even if they havent got an answer that the teacher specifically asks for, but can
contribute an answer to another section of the task as it still gives them a chance to offer their knowledge. Before
beginning independent work, offering an example of what is expected in each section of the task, for example, gives
students an idea of what sort of content is required and kick starts their own thinking. When students are working
independently, the teacher should also go around and monitor the work, and offer help and guidance when needed.

MATERIALS REQUIRED: (ATTACH ANY SUPPORT MATERIALS/HANDOUTS AS AN APPENDIX)

Appendix 1: Figurative Language Puzzle Game

Appendix 2: Simile, Personification and Metaphor Worksheet
Appendix 3: Alliteration and Onomatopoeia Worksheet
Appendix 4: Poetry Choice Board
Appendix 5: Assessment Rubric

ADJUSTMENTS REQUIRED FOR ANY STUDENTS WITH DIVERSE NEED:

Going through the planning frameworks collaboratively and providing examples for students who have a lower level of
literacy gives them a start in understanding what is expected of them for the task. By also asking open-ended questions
it sparks ideas for students to further develop independently. Collaborative group discussion as well as providing
visuals on the whiteboard also provides a visual reference to refer to. While working independently, consistently
checking in with students who may be at a lower level and providing extra assistance when required is advised.
Ensuring that students who maybe on the spectrum are not distracted by iPads or other devices and that they are on
track with their work, explaining instructions step-by-step and discouraging avoidance behaviours is advised.
INSTRUCTIONAL STRATEGIES SELECTED
- Teacher directed learning through introducing Figurative Language and scaffolding key concepts
- Teacher facilitated learning through guidance and feedback given during independent work, when required.
- Verbal feedback is given as a form of formative assessment.
- Pre-assessment and ongoing assessment completed in the form of a Kahoot Quiz to check for learning.
- Scaffolding concepts so students become more self-directed in their learning, as well as promoting growth-
mindsets- providing examples at the beginning and allowing students to make connections to these during
independent work.
- Asking open-ended questions so students must think of an answer as well as a specific example in the text,
rather than a yes or no answer.
- Engaging lesson warm-up and lesson closure activities to recap knowledge of the different types of Figurative
Language.

REFERENCES: Victorian Curriculum and Assessment Authority. (2017) English: Level 7.