Georgia Standards Lesson Plan Format

Name: Kristie Kannaley

School: Lost Mountain Middle School

Lesson Title: Establishing Tone with Hyperboles

Annotation: In this lesson, students will learn about the hyperbole, a type of figurative language that they can use to enhance their writing. They will learn what a hyperbole is, what it looks like, and when it is appropriate to use them. Additionally, they will learn and practice how to use hyperboles to establish authorial tone. How can hyperboles be used to establish tone and mood?

Primary Learning Outcome: The primary learning outcome is that students will understand the meaning of hyperbole and how to use them in writing.

Assumptions of Prior Knowledge: It is assumed that students have prior knowledge of the definitions of mood and tone from previous lessons. Also, it is assumed that they have been exposed to other forms of figurative language from previous lessons.

Assessed GPS’s:
ELA6R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.

ELA6W2 The student demonstrates competence in a variety of genres.

National Standards:
  1. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
  2. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
Materials: Class set of “Hyperbole” handouts, PowerPoint presentation

Total Duration: 30 Minutes

1) The teacher should set up the PowerPoint and place the handouts on the students’ desks before the period begins to maximize time.
2) Next, the teacher should read through slides one-three and ask the students if they have ever heard of the term “hyperbole” before and what they think it could mean. Ask the students where they may be likely to see hyperboles and whether or not they think they personally use them (5 minutes).
3) Slides four-seven provide examples of hyperboles. The teacher should read through the examples and explain why they are classified as hyperboles and how they could be used to make writing more effective. Be sure to mention other forms of figurative language and how hyperboles can be used for purposes that are similar to the uses of personification and metaphor. Compare hyperboles to metaphors (5 minutes).
4) Slide eight provides examples for students to complete the hyperboles, which are written on the “Hyperbole” handout. Have students write their versions of the hyperboles directly on the handouts (5 minutes).
5) Have the students share some of their hyperboles. Mention the elements of exaggeration they use and suggestions for how they could use their examples in their writing (5 minutes).
6) Read through slides nine through eleven and explain how it is not always appropriate to use hyperboles in formal writing. Remind them of the personal narratives they have written and suggest using hyperboles in future essays with similar purposes. Be sure to mention that hyperboles may not always be appropriate in some types of writing, such as research reports (5 minutes).
7) Slide twelve provides prompts for students to practice using hyperboles in the context of writing. They students may choose either topic. Give them about five minutes to write a paragraph that contains hyperboles and at least one prepositional phrase. Be sure to emphasize that the students are trying to establish authorial tone. If time permits, they may share their paragraphs with the class (5 minutes).

Assessment: Students will be verbally pre-assessed by their responses to what they think hyperboles are. They will also be informally assessed by the responses on their handouts. Students will share their examples of hyperboles with the class and will write their own paragraphs using hyperboles.

Extension: Students who already understand hyperboles and how they can be used in writing will have the opportunity to practice their skills in the final paragraph. They may want to consider making their whole paragraphs metaphoric and hyperbolic, rather than the more basic version of just trying to fit a few hyperboles into the short piece of writing.

Remediation: Students who are struggling with hyperboles may need more examples. They are advised to use the computers in the back of the room to research examples that will help prompt them to come up with their own. Also, if they can find examples that fit into the prompts, they are welcome to use them in their paragraphs.

Works Cited and Consulted:

Nordquist, Richard. “Hyperbole.” Need. Know. Accomplish., 2010. Web. 10 Oct. 2010.

Rakozcy, Christy. “Examples of Hyperboles.” Your Dictionary. Love to Know, 2010. Web. 10 Oct. 2010.

A Hyperbole (hi-PURR-buh-lee) is basically an exaggeration. It is a literary element that is used to establish a greater effect in writing.
Here are some common examples of hyperboles:
  • I am so hungry I could eat a horse.
  • I have a million things to do.
  • I had to walk 15 miles to school in the snow, uphill.
  • I had a ton of homework.
  • If I can’t buy that new game, I will die.
  • He is as skinny as a toothpick.
  • This car goes faster than the speed of light.
  • That new car costs a bazillion dollars.
  • We are so poor; we don’t have two cents to rub together.
  • That joke is so old, the last time I heard it I was riding on a dinosaur.
  • They ran like greased lightning.
  • He's got tons of money.
  • You could have knocked me over with a feather.
  • Her brain is the size of a pea.
  • He is older than the hills.

Your Examples:
My mom was so mad, she could…..
The baby screamed so loud that….
It was raining so hard that….
The monster was so scary that…

Write your paragraph here: