I am trying to construct an small group lesson plan for a 6th grade literacy on figurative language. This plan also needs to align with the Illinois State Standards. The class has read the book The Watsons Go To Birmingham-1963" which uses quite a bit of figurative language. I want to make sure the students understand what simile, metaphor, oxymoron, and symbolism is. The small group activity is a a figurative language booklet where they cut and glue the figurative language sentence under the corresponding figurative language type. I also have a canva game/review that i would like to incorporate within the 20 minutes I have with each group. There will be other small groups going on doing other tasks such as a GimKit/quiz with another teacher and their character poster with my cooperating teacher. Below is the template that I need to use for this lesson plan as well. Thank you for any help you can give.

Lesson Overview

Common Core, NGSS (or other appropriate) State Standard(s) you are addressing explicitly in this lesson(Do not put in a laundry list of standards. Only put in the standards you are explicitly working towards- not which ones you kind of are touching on by happenstance. DO NOT put in a standard if you are not explicitly teaching it.)

Rationale/Purpose/Context of the Lesson(why are you teaching this? What came before, what comes next?)

Objectives(Be sure to use action verbs that describe what students will learn, NOT just a list of what they will do. It is perfectly normal to have one or two objectives.)

Assessment of Lesson Objective (How will you know ALL students have met the objectives? What will you see/hear them say, write, or articulate? Create a rubric/clear targets and insert it here. ALSO include the prompt and be sure the prompt/question will push students to attain the target.)

Instructional Materials/Technology (What materials and technologies will you and your students need to have access to? Note: add your materials- including readings- as an addendum to this lesson plan.)

Connection to Students' Culture, Interests, Backgrounds (Discuss how you are planning learning experiences with students' articulated interests and backgrounds in mind.)

Single Stories (Discuss how you have reviewed your material to ensure there are no single stories of minoritized peoples* imposed. If there are and the material is vital to historic/current conversations, discuss how you will bring this to students' attention for group critique.You should also use this opportunity to reflect on the stories that are not being told or what is being presented as "normal" in the course of this lesson, and point out how you will draw attention to experiences and perspectives that challenge dominant narratives.)

Windows and Mirrors(Discuss how the materials you have chosen- videos, texts, worksheets- will provide windows and/or mirrors for your student population. Remember: no material is neutral.This can be a major or minor inclusion. Review windows and mirrors ideology by reading Sims Bishop's seminalpiece and thisexplanatory article.)

Differentiation/ Planned Supports/Accommodations/ Modifications (This can be for any single or group of students as long as it is done from an asset lens and specifies what prompted changes to materials or processes.)

Lesson Procedures

Opening(How will you begin your class in a way that reminds them of the community they are entering, that brings safety and calm, and introduces what you will be doing that day?)

Instructional Procedures- i.e.- what will you be asking students to do? (Including places where you check in on students individually or as a group to ensure they are on track. NOTE: this should be a summary of activities with the main questions you want students to address. Do NOT simply copy the slide deck here.)

Closing (What will you do to close your time with students to process what you have done that day, and what you have accomplished? How will you close the class in a way that makes students feel good about themselves and their work?)

I will have 3 groups come to me. My cooperating teacher and co-teacher agreed that each group should meet for 20 minutes a piece