Sarah Sell & Kristina Traynor Figurative Language Lesson- Reading Mrs.

Needles February 28, 2012

Standards: RL.5.4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

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L.5.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figurative language, including similes and metaphors, in context. Recognize and explain the meaning of common idioms, adages, and proverbs. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. Objectives: SWBAT identify similes, metaphors, and personification and in different genres. SWBAT categorize forms of figurative language through examples and in imbedded texts. SWBAT applying their new knowledge of figurative language to the better understanding of their independent reads. SWBAT justify why a specific phrase or passage is a form of figurative Language or not. Procedure: Smartbaord lesson(Engagement)

1. Call students attention to the front of the classroom at the smart board.

a. Good morning readers! We are so excited you have finished your literature circles so we can talk about something you may have seen in your literature circle books which is figurative language. This is a very important topic to make you a better reader and writer, but today we are just going to focus on identifying figurative language in your reading. 2. Introduce the lesson as figurative language: Similes Metaphors and personification. a. Can anyone give me their definition of what figurative language is? Or what some examples of figurative language are? b. Write students responses on the smart board c. Now I want to focus on three types that we will be discussing today, they are: similes, metaphors, and personification. d. Write similes, metaphors and personification on the smartboard. e. Who can tell me what any of these mean? What do they mean for our writing? Does anyone have an example of one? f. Chart students responses of what they are familiar with, where they have seen it, how they have used it. 3. Begin smartboard slide show with the definition/ description of figurative language.

Sarah Sell & Kristina Traynor Figurative Language Lesson- Reading Mrs. Needles February 28, 2012

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a. Figurative language is a form of writing that the author uses to help readers visualize and understand what they are reading/ writing. 4. Explain explicitly that you will only be discovering similes metaphors and personification. a. As we mentioned there are several types but today we are only focusing on similes, metaphors and personification. b. Underline these words on the slide. (Teach and Model) 5. Advance slide to the definition of a simile- read the definition and uncover the examples. a. Boys and girls, can anyone tell me in their own words what a simile? Where he you seen this before? A simile is a type of figurative language that writers use to compare two things using like or as. The example given here is as sick as a dog. Can anyone think of anyone think of any other examples? Discuss with your table any that you come up with. 6. Ask students if they have any further examples. a. Now that you have discussed with your group, can each group give me an example of what you came up with? how can you change a simile to use like instead of as or as instead of like? What types of language does a writer use to make a simile make sense to the reader? 7. Repeat the procedure with metaphors. 8. Explain to students how to play the sorting game of similes and metaphors. a. Now that we have learned what similes and metaphors are, lets play a game to make sure you understand the difference between the two. Before we start can anyone explain to me, in your own words, the difference between the two? 9. Demonstrate with one simile or metaphor of how to play the game and then call on a student to come up and do it themselves. 10. Advance to the slide with the definition of personification. a. The last form of figurative language we will talk about today is personification. Can anyone tell me in their own words what personification is? Where have you seen this before? Personification describes human qualities of something that is not human. So for example my computer died. Does your computer physically die? Dying is a term we coin to no longer living things and your computer is not a living thing. Can anyone think of any other examples? Discuss with a partner some examples. 11. Ask if students had examples of their own. a. Alright so what were some of the personifications that you came up with? 12. Have students fill in the blanks in the personification sentences. a. Ok so now we are going to play a quick activity. I am going to call on the five most well behaved students to come up and finish my sentences of personification. You must fill in the blank with a what? What type of a phrase? b. Student should respond a humanistic phrase or one used to characterize living things.

Sarah Sell & Kristina Traynor Figurative Language Lesson- Reading Mrs. Needles February 28, 2012

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c. Once students have filled in the blanks, have another student at their desk read the entire sentence.

Identifying in poetry- Rain Sizes (Guided Practice) 1. Introduce students to the poem by telling them that in poetry, authors use a variety of figurative language. a. In poetry, authors use lots of different types of language, including similes, metaphors, and personification, to make their writing more enjoyable and descriptive. Poems often have many types of figurative language in order to explain the writers ideas to the reader. 2. Have students read the poem silently at their desks or on the smartboard a. Look at the poem on your desk. Read it to yourself at least once and if you finish before other students read it again. 3. A teacher reads the poem aloud. a. Now that we have read the poem silently, we are going to read it as a class because we feel it is important for you to hear the figurative language and how it flows in the poem 4. Ask students what type of figurative language they see in it a.What types of figurative language did you hear in this poem? Why do you think the author used different types in one short poem? 5. Students are called up one by one to highlight the figurative language they see; first similes, metaphor, and personification, then any others they may see. 6. After each student highlight they should writ the form of figurative language they highlighted underneath the word or phrase. a. So now what we want you to do is come up and highlight a simile, metaphor or personification. Underneath, write which one it is. 7. While students at the board are doing this, at desks, student should be highlighting their copy of the poem. a. While students who are called on come up to do this, at your desk you have a copy of the poem that you should highlight and label as well. 8. Call on another student to explain why that phase was identified as figurative language. a. So now lets check to see why our classmates identified such phrases of being similes, metaphors or personification. b. Why did he/ she underline this? Why is it personification/ simile/ metaphor? 9. Continue this process until all forms of figurative language has been found. 10. If personification, similes or metaphors are not in the poem. Ask students where they could add the missing figurative language. a. In Rain Sizes was there a metaphor, simile and personification? We did not see any metaphors did we? Where might we add one or replace an existing line with one? Turn and talk with a partner of what you might add and do so one your paper. 11. Do this exercise first at the SB with one or two responses. a. Who wants to share what metaphor they came up with to put in this poem and where they put it? b. Record responses on the smartboard

Sarah Sell & Kristina Traynor Figurative Language Lesson- Reading Mrs. Needles February 28, 2012

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Independent reads (Independent Practice) 1. Tell students that they will be reading silently for the rest of the time out of an independent reading book. a. So now readers I want you to take out an independent reading book. 2. If a child does not have an independent reading book, have them select one quickly from the classroom library. (pull out a few favorites beforehand) a. If you do not have one you have 2 minutes to pick one out form the library. 3. Tell students that as they read they will be looking for personification, similes and metaphors. a. As you read we want you to identify the similes, metaphors and personification that you come across. 4. When they are located, students are to rewrite the sentence or phrase on the Appendix A paper and respond to the following question: How did you know if your passage is a simile/ metaphor/ personification? a. On this sheet that I am about to pass out to you, I want you to record what you have found. You are to rewrite the passage or sentence that contains the figurative language and then explain how you know that it is a simile, metaphor, or personification. b. Are there any questions? 5. Collect students work at the end of the period. Assessment Students were capable of matching the correct phase with the correct form of figurative language in the smart board activity. Students highlighted the appropriate lines of the poem on their papers and at the smart board that displayed figurative language. Students were able to explain their reasoning in highlighting such stanzas or line sin the poem as being examples of figurative language. Students cited at least three forms of figurative language in their independent reads accurately. .