Overview

This four-day small group instructional plan serves an 8th-grade ELA class of 11 students for 20 minutes daily. It is explicitly aligned to Common Core Language Standards 8.L.3 and 8.L.5, focusing on figurative language (similes, metaphors), mood, active/passive voice, and verb moods (indicative, conditional, subjunctive). The plan uses a clear gradual release model, incorporates Kagan cooperative learning structures to maximize engagement, frequent formative checks, and supports diverse learners including dyslexic students.

Standards Alignment

• 8.L.5.a–c: Understand figurative language, word relationships, and nuances in word meanings
• 8.L.3: Apply language conventions in writing, speaking, reading, and listening
  • 8.L.3.a: Use active and passive voice
  • 8.L.3.b: Use indicative, imperative, interrogative, conditional, and subjunctive moods

Day 1: Similes & Metaphors

Objective

I can identify similes and metaphors in sentences.

Success Criteria

• Correctly define simile and metaphor
• Identify similes and metaphors with 80% accuracy in sample sentences

Materials

• Whiteboard/markers
• Sentence cards (simile/metaphor examples)
• Simile/Metaphor identification exit tickets

Anticipatory Set (3 min)

Teacher displays: “School feels like a marathon.”
Ask: “Is this literal or figurative?” Students respond with thumbs up/down. Discuss briefly.

Explicit Instruction (7 min)

• I Do: Define simile (uses like or as) and metaphor (direct comparison). Write one example sentence of each on board.
• Think Aloud: “I look for like or as to find similes…”
• We Do: Read one sentence together, identify simile or metaphor.

Kagan Structure — Rally Robin (5 min)

• In pairs, students alternate saying a simile and a metaphor aloud.
• Teacher circulates, provides prompts or clarifications as needed.

Checks for Understanding (Ongoing)

• Thumbs up/down after model sentences.
• “Simile or metaphor?” flashcards for quick responses.
• Cold-calling individuals with sentence stems, e.g., “This sentence is a ___ because…”

Closure (5 min)

• Students highlight similes/metaphors in 3 short sentences on a worksheet.
• Exit Ticket: Circle S or M for each sentence.

Differentiation

• Provide sentence cards with dyslexia-friendly fonts (OpenDyslexic or Arial) and high-contrast colors.
• Use audio read-aloud for sentences to support struggling readers.
• Offer sentence frames for ELL students (“This is a simile because it uses ___.”)

Extension

• Challenge advanced learners to write one original simile and one metaphor about school.

Day 2: Figurative Language & Mood

Objective

I can explain how figurative language affects mood.

Success Criteria

• Define mood accurately
• Connect figurative language examples to appropriate moods with 80% accuracy

Materials

• Mood anchor chart (Happy, Scary, Calm, Angry)
• Sentence strips with figurative language
• Mood matching cards

Anticipatory Set (3 min)

Read aloud:

• “The hallway was a zoo.”
• “The hallway was quiet and calm.”
  Ask: “Which sounds more stressful? Why?”

Explicit Instruction (7 min)

• Define mood as the feeling a reader gets.
• Model thinking about mood changing when figurative language changes.
• Add examples to anchor chart.

Kagan Structure — Think-Pair-Share (5 min)

• Students think individually about a sentence’s mood.
• Pair discuss their word choice.
• Teacher charts responses on the board.

Checks for Understanding (Ongoing)

• Use mood cards for students to hold up.
• Oral sentence completion prompts: “This sentence makes me feel ___ because ___.”

Closure (5 min)

• Match figurative language sentences to moods in a quick worksheet.
• Exit Ticket:
  “The mood of this sentence is ___ because ___.”

Differentiation

• Provide mood visuals (emojis or pictures) for non-readers.
• For dyslexic students, use colored overlays and text-to-speech tools for sentences.
• Provide sentence starters or word banks for expressive responses.

Extension

• Advanced learners create 2 sentences demonstrating different moods using figurative language.

Day 3: Active & Passive Voice

Objective

I can identify active and passive voice in sentences.

Success Criteria

• Distinguish between active and passive voice accurately
• Rewrite a passive sentence into active voice

Materials

• Whiteboard/markers
• Sentence cards (active/passive examples)
• Colored markers for subject/action highlighting

Anticipatory Set (3 min)

Write on board:

• “The dog chased the cat.”
• “The cat was chased by the dog.”
  Ask: “Which sounds stronger?”

Explicit Instruction (7 min)

• Define active voice (subject performs action) and passive voice (subject receives action).
• Model with two sample sentences, color-code subject and verb phrase.
• Emphasize why active voice is often clearer and stronger.

Kagan Structure — Quiz-Quiz-Trade (5 min)

• Students each take a sentence card, read aloud and identify voice.
• Partner checks answer; trade cards and repeat.

Checks for Understanding (Ongoing)

• Whiteboard quick writes: Students label example sentences A or P.
• Sentence sorting activities.
• Oral explanation checks.

Closure (5 min)

• Students write one passive sentence from the deck into active voice.
• Exit Ticket: Circle A (active) or P (passive) for three sentences.

Differentiation

• Use color-coded cards to cue subjects and verbs visually.
• Oral scaffolding with sentence repetition for students with language processing needs.
• Provide outlines of sentence transformations for dyslexic learners.

Extension

• Students compose 2 original sentences using active voice and convert one into passive.

Day 4: Verb Moods

Objective

I can identify indicative, conditional, and subjunctive mood in sentences.

Success Criteria

• Define indicative, conditional, and subjunctive moods
• Identify each mood in sentences with 80% accuracy

Materials

• Whiteboard/markers
• Mood label cards (Indicative, Conditional, Subjunctive)
• Sentence strips illustrating each mood

Anticipatory Set (3 min)

Teacher says:

• “I wish I were taller.”
  Ask: “Is this sentence about something real or imagined?”

Explicit Instruction (7 min)

• Define moods simply:
  • Indicative: states fact
  • Conditional: depends on something else
  • Subjunctive: wishes/imaginary situations
• Write and read one example sentence per mood.

Kagan Structure — Stand Up, Hand Up, Pair Up (5 min)

• Students stand, raise hands, find a partner.
• Read a sentence together, agree on mood.
• Switch partners once or twice.

Checks for Understanding (Ongoing)

• Students answer yes/no for sentences representing each mood.
• Verbal reasoning: “Why is this conditional?”

Closure (5 min)

• Match three given sentences to moods on an exit slip.
• Quick oral review by cold-calling.

Differentiation

• Provide sentence examples in dyslexia-friendly fonts and color-coded verbs.
• Scaffold discussion with sentence frames, e.g., “This is subjunctive because ___.”
• Allow oral exit tickets when writing is challenging.

Extension

• Challenge advanced students to write one original sentence in each mood and explain their choice.

Additional Supports and Notes

• Common Core Alignment: Every activity tightly focuses on standards 8.L.3 and 8.L.5, with formative and summative assessment linking to language conventions and figurative language understanding.
• Dyslexia-Friendly Options: Use sans-serif dyslexia-friendly fonts, color overlays, audiobooks or text-to-speech for sentence reading, and chunked, simple language.
• Differentiation: Multisensory techniques, cooperative learning to support diverse learners, with sentence stems and sentence frames for ELL or speech/language support.
• Extension Activities: Open-ended writing, peer teaching, and original sentence creation encourage depth of understanding and critical thinking.
• Engagement: Kagan structures build collaboration and accountability within a small group of 11, maximizing talk-time and interaction without overwhelming students.
• Assessment: Exit tickets daily give quick, effective insight on student mastery to guide instruction.

Would you like the full lesson materials formatted for printing or editable worksheets next? I can also prepare IEP-friendly accommodations or visual anchor charts to support all learners. Just ask! 💛