Dubai National School

2024-2025
Lesson Planner
Teacher: Mohamed Elsaid Week #: 1 term 2 From: 17-2-2025 To: 18-2-2025
Grade Level: 8 Subject: English Unit No. & Title: Unit 4: The Fight for Freedom
Lesson No. & Title: Figurative Language Performance Task No. of Periods Required: 2
Stage 1
Content Standard(s) Addressed Demonstrate understanding of figurative language, word relationships, and nuances in word meanings, including
allusion.
Students will be able to:
Learning Outcomes  To identify and analyze the use of figurative language, especially allusion in texts.
 To design and create creative products that use figurative language.
☐ Thinking Critically ☐ Analyzing ☐ Predicting
☐ Sharing/communicating explanations claims based on evidence.

Transferable skills developed This skill is essential for analyzing complex information, solving problems, and making informed decisions in academic,
professional, and personal contexts.
Strong communication skills are vital in almost every career, from writing emails and reports to delivering presentations
and collaborating with teams.
Transdisciplinary Connection – Advertisements often use figurative language and allusion to make products memorable and appealing.
Real Life Connection  Example:
o A car commercial might say, “This car is a rocket on wheels!” (metaphor).
o A perfume ad might allude to a famous love story, like Romeo and Juliet, to evoke emotions.
Interdisciplinary Connections – ☐ Quran & Sunnah ☐ Language Art ☐ Math ☐ Sciences ☐ Social Studies ☐ History ☐ Geography ☐ Others: …
Connections to other Specify...
Disciplines/Subjects
Historical texts, speeches, and documents often use figurative language and allusion to convey ideas and inspire action.
 Examples:
o Martin Luther King Jr.’s “I Have a Dream” speech alludes to the Declaration of Independence and the
Bible.
o The phrase “Iron Curtain” (metaphor) was used by Winston Churchill to describe the division of Europe
during the Cold War.
Social-Emotional Skills developed ☐ Self-awareness ☐ Empathy ☐ Communication ☐ Conflict Resolution ☐ Self-regulation
during the lesson
(SEL focuses on developing  Creating a positive and friendly atmosphere in the classroom.
students ‘emotional intelligence,  Praising students and boosting their confidence.
self-awareness, empathy, and  Help students become more independent of their learning.
social skills to support their well-  Foster collaborative learning.
being and academic success)
 Extended Learning to reach ● Encourage AGT students to analyze allusions not just for their surface meaning
the full potential of Able, but for their deeper cultural, historical, and literary significance. For example,
Gifted and Talented Students explore how allusions to Greek mythology in modern literature reflect timeless
through: human themes.
Meeting the needs of all groups of Supporting Tier 2 Students ☐ GRP (Pre-requisite Skills) ☐ 1/2 hr. Pull-Out Sessions (… times/week)
students ☐ Differentiated questions, class tasks and activities ☐ Give extra wait time
☐ Differentiated home assignments ☐ Extended submission deadline
Supporting Tier 3 Students ☐ IEP (Pre-requisite Skills) ☐ 1/2 hr. Pull-Out Sessions (… times/week)
☐ Differentiated questions, class tasks and activities ☐ Give extra wait time
☐ Differentiated home assignments ☐ Extended submission deadline
Stage 2
Diagnostic:
☐ Discussion/Reflection on Google it Task ☐ Entrance Ticket ☐ Prior knowledge assessment ☐ KWL chart ☐ Others
Specify…
Formative:
☐ Students’ Products ☐ Oral discussion during lesson ☐ Performance tasks ☐ Recital ☐ Graded classwork ☐ Online
Assessment Evidence: task ☐ Worksheet ☐ Peer- assessment ☐ Exit Ticket ☐ Homework ☐ Self-Assessment/Reflection ☐ Informal
assessment: Thumbs up–Thumbs down ☐ Others …Specify…
Summative:
☐ Drop Quizzes ☐ Final Students’ Product (reports/ research paper /Journals/ prototypes/ essays …etc.) ☐ Graded Lab
Quiz
☐ Graded Homework ☐ Diary of Mistakes ☐ Others …Specify…
Stage 3 - Instructional Strategies (Techniques and Sequencing)
Lesson Segments Description of the Instructional Strategies/Tasks/Activities Teaching/Learning Resources Estimated
[IMPLEMENTATION OF THE 5Es MODEL] Time
Lesson Opening ENGAGE PPT / Devices. 5-8
Brief Overview of Lesson: Show an ad featuring a famous athlete (e.g., Serena Williams or minutes
Michael Jordan). Discuss how the ad alludes to their struggles and
triumphs. Ask: How does this allusion make the ad more powerful?
Ask students, “What do you notice about this reference? Why do
you think the creator included it? How does it make the message
more impactful?”
■ https://www.youtube.com/watch?v=OsMQO_FOtMg

During the Lesson EXPLORE + EXPLAIN + ELABORATE PPT/Notebooks. 30 minutes

Check the following examples of figurative language and answer the

questions.

Simile
• Example: "Her smile was as bright as the sun."
 • Discussion Questions:
• What is being compared?
• How does this comparison help you
understand how her smile looks?
• Can you think of another simile to describe a
smile?

Metaphor
• Example: "The classroom was a zoo."
• Discussion Questions:
• What does this metaphor mean?
• How does it help you picture the classroom?
• Can you create a metaphor for a quiet
library?

Personification
• Example: "The wind whispered through the trees."
• Discussion Questions:
• What human trait is given to the wind?
• How does this make the scene more
interesting?
• Can you think of another example of
personification?

Allusion (Simple and Familiar)

• Example: "He’s a real Scrooge when it comes to sharing his
toys."
• Discussion Questions:
• Who is Scrooge, and what does this allusion
tell you about the person?
• Why do you think the author used this
reference?
• Can you think of another character or
person who could be used in a similar way?

• Goal: Create a creative product (e.g., a short story, poem, or

advertisement) that uses figurative language, including at
least one allusion, to convey a theme or message.
• Role: You are a writer, poet, or marketing professional.
• Audience: Your peers or a general audience.
• Situation: You are entering a contest or pitching an idea to a
client, and your product must stand out by using creative
 and impactful language.
• Product: A written or visual product (e.g., a story, poem, or
ad campaign) that incorporates figurative language,
including allusion.
EVALUATE Notebooks. 8-10
Lesson Closing Students present their creative products to the class or in small Rubric. minutes
groups. Peers provide feedback using a rubric that evaluates:
Use of figurative language (including allusion).
Creativity and originality.
Clarity of theme or message.
Students write a short reflection on how they used figurative
language to enhance their work and what they learned about
allusion.

Data to Inform Instruction

National Agenda Parameter - DATA TO INSTRUCTION SHEET

CAT 4 Data Analysis Batteries ☐ Extreme / Moderate ☐ Verbal Deficit ☐ No Bias or Even ☐ Extreme/Moderate Spatial
Verbal Bias [Literacy: [Literacy: Thinking with Profile Bias [Thinking with shape and
Thinking with words] words] space]
Students’ 8G (Ali Khalid Musabih – 8G (Saeed Ahmed 8G (Ali Emad Saleh
Names Hassan Ahmed Saleem – Hashim – Mohamed – Rashid Hilal
Hamdan Ahmed Ali – Ali Abdulla Mubarak – Elias Bakhit – Ali Hassan
Mohamed Hassan) Ahmed Darwish – Ali – Ali Ahmed
Hamdan Ahmed Obaid – Abdulla – Abdulla
Mohamed Majid Saleh – Abdulkhaliq –
Ahmed Khalifa Obaid – Omar Islam
Ali Mohamed Hassan) Mustafa – Saeed
 Ailan Dalmook –
Abdulla Khalifa
Matar)

8H (Mohamed Rashid Ahmed 8H (Saif Omar Thani –

– Omar Saeed Rashid) Mayed Tariq Mohamed 8H (Rashid
– Saleem Alsayed Mohamed Alkhouri
Hassan – Mohamed - Omar Tariq
Luay – Abdulla Saeed Abdulla – Zayed
Gharib – Ali Mohamed Abdulghafor Ismail
Abdulkarim) – Nasser Khaleel
Ghuloom – Saif
Hassan Kadim – Ali
Jassim Ali – Kareem
Khalid – Adib
Bourenane –
Mohamed Nasser –
Theyab Ahmed
Ismail – Omar
Mohamed Abdulla
– Eesa Yusuf
Bukhashim –
Mohamed Jamil)

8I (Kareem Muhamed 8I (Abdulla Ahmed Ali –

Hussain – Mustafa Refat Ali Shahab Ahmed – 8I (Rashid Yusuf
Mustafa) Awab Najeeb Abdo) Ahmed –
Mohamed Ali
Mohamed – Yaman
Musa Mufeed –
Hamid Marwan
Abdulmajid –
Mohamed Hassan
Ahmed – Khalid
Fawzi Mohamed –
Majid Abdulaziz
Abdulla – Ahmed
Tariq Ahmed)
Action  Word Games: Play games  Visual Aids: Use  Encourage
like Scrabble or Boggle. pictures, diagrams, and curiosity: Foster a
 Read Aloud: Read books charts to explain love of learning
together and discuss what things. and exploration.
 you read.  Hands-On Activities:  Provide varied
 Write Stories: Encourage Do activities that help experiences:
students to write their own students understand Expose students to
stories. things better. different subjects,
 Talk About Things: Have  Repeat and Practice: activities, and
conversations about Say things again and perspectives.
different topics. again, and practice  Set challenging
 Use Technology: Try apps using new words. goals: Help
and websites that help with  Break It Down: Divide students set
reading and writing. tasks into smaller, ambitious but
easier steps. achievable goals.
 Encourage Speaking:  Provide
Talk to them often and feedback: Offer
let them practice constructive
speaking. feedback to help
students improve.

Write a paragraph about a superhero who alludes to a well-known Write a short story or poem that incorporates at least three types of
character (e.g., “He’s as strong as Superman!”). figurative language (e.g., simile, metaphor, personification) and one
Create a poster for a new movie that alludes to a fairy tale (e.g., “This clear allusion. The allusion should connect to a historical event, myth,
summer, a modern Cinderella story!”). or literary work.
Circle the correct answer: Design an ad for a sports drink that alludes to a famous athlete’s
1. "Nature's first green is gold" means nature is first (beautiful / journey or a mythological hero like Hercules.
ugly). "Gold" means something (special / ordinary). Use at least two types of figurative language (e.g., simile, metaphor)
2. The poem says "gold" is hard to keep. This means it doesn't and one allusion.
(stay / go).
3. "Eden sank to grief" is a story. It shows even good places can
have (sadness / happiness).
4. "Dawn goes down to day" means a new day (ends / stays).
5. We have to accept things (change / stay the same).
6. "Nothing gold can stay" means everything (changes / stays).