This lesson was really fun to teach because hyperboles really interested the students. To begin, students completed a do now activity reviewing what the word "exaggeration" meant. Students recorded as much as they knew about the word "exaggeration" whether it be a definition, an example, or a guess. This was not in my original plans, but I found it useful to review this word since hyperboles are exaggerations that make a statement more interesting. After discussing and defining exaggeration, I introduced the term hyperbole and explained to the students what this part of speech meant. Students were really able to understand what a hyperbole was once I started giving them examples, such as "this is taking forever". After having an open discussion about hyperboles, students worked on a matching activity. I cut the included worksheet up so that students could match the exaggeration to what it really means. They worked on this independently or with a partner. We then read the poem "Lyin' Larry" by Shel Silverstein and I had students pick out and understand hyperboles in the poem. The students really enjoyed this poem and thought it was especially funny that Larry would ride a dinosaur. Students then wrote the sentence on the worksheet and explained why the sentence was an example of a hyperbole is and what the author may be exaggerating about. They then illustrated the hyperbole in the top portion. This was their favorite part of the activity and they were eager to show their creative drawings.
Overall, I think this lesson went really well. I was able to teach this lesson four separate times because of the structure of the resource room I am placed in. I really enjoyed teaching the lesson this many times because it gave me an opportunity to improve each time I taught it. The first time I taught the lesson I knew that I did not make a strong enough connection between the word "exaggeration" and "hyperbole". I also did not talk about what a hyperbole was enough before reading the poem so it took longer to identify hyperboles in the poem. As I kept teaching, it was easy to improve on this and I was more conscious of emphasizing the teaching point and objective. I also was able to use the student's responses from each group that they gave in the do now activity in order to know how to move forward in the lesson. My cooperating teacher suggested this and I thought it was a great idea. It is easy to forget what words students know and understand and I think that this lesson taught me to look at each word and make sure students comprehend what they are learning about. I have used this in my instruction moving forward from this lesson because I realized the importance of it.
Overall, I think this lesson went really well. I was able to teach this lesson four separate times because of the structure of the resource room I am placed in. I really enjoyed teaching the lesson this many times because it gave me an opportunity to improve each time I taught it. The first time I taught the lesson I knew that I did not make a strong enough connection between the word "exaggeration" and "hyperbole". I also did not talk about what a hyperbole was enough before reading the poem so it took longer to identify hyperboles in the poem. As I kept teaching, it was easy to improve on this and I was more conscious of emphasizing the teaching point and objective. I also was able to use the student's responses from each group that they gave in the do now activity in order to know how to move forward in the lesson. My cooperating teacher suggested this and I thought it was a great idea. It is easy to forget what words students know and understand and I think that this lesson taught me to look at each word and make sure students comprehend what they are learning about. I have used this in my instruction moving forward from this lesson because I realized the importance of it.