Poetry: Vocabulary Quiz

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SWBAT show understanding of the seven types of figurative language on a formative assessment.

Big Idea

After learning seven types of figurative language, students work with a partner to take a short formative assessment.

Unit Introduction

I created this unit for a group of students who needed extra practice with fluency and a beginner’s understanding of poetry. Each day provided a quick lesson on one characteristic or type of figurative language, multiple readings of a short poem, and practice using the term of the day. The unit was designed to take no more than thirty minutes per lesson and lasted three weeks in my classroom.

Due to copyright issues, I could not include the actual poems used each day. However, because the terms being used are universal, fitting poems shouldn’t be too difficult to find! All of the poems I used came from one of two sources:

- Scholastic’s Storyworks magazines.

- The Big Book of Classroom Poems [Hollenbeck, K (2004). The big book of classroom poems. Scholastic Press: New York, NY.].

Setting a Purpose

5 minutes

I tell students that today they will take a short quiz over the seven types of figurative language we’ve learned so far. I explain that this quiz is a quick check to see if they are able to identify examples of each type and shouldn’t take too long to complete. I asked them to clear their desks of everything but pencils and passed out the quizzes.


20 minutes

Once they each had a copy, I quickly went over the directions and made sure students understood the task. I explained that a few of the choices might be a little tricky. They really needed to use what they’ve learned about each specific type in order to answer the questions correctly.  I gave students the option of working alone or with a partner they felt was a good choice for them. They had twenty minutes to complete the quiz, but probably wouldn’t need the entire time. If they finished early, they should work on unfinished work or read independently.

Checking our Work

10 minutes

I wanted students to have immediate feedback so we graded the quizzes together once everyone had finished. We talked about each question and I had students explain their answers – or tell me how they knew that the sentence listed was an example of that particular figurative language type. We looked at our group data and found which terms needed a little more practice and which we knew well. I used the information to create review work later in the week.