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|Date: May 31, 2013 |Subject: Language Arts/Grade 4 Inclusion |
|Teacher: Valerie Bloch |Lesson Topic: Figurative Language |
|Unit Goals: |Lesson Objectives: |
|Students will learn about figurative language |Students will identify examples of figurative language devices. |
|devices and how they can be used in writing to |Students will be able to describe a piece of artwork using figurative language devices of their own. |
|appeal to the senses and set a mood. | |
|Curriculum Framework: |Introductory Activities: |
| |1. As a review of the five figurative language devices students have learned, display on the smartboard |
|S Standards: 2.a, 5.a, 5.b, 6.a, 6.b, 6.d |examples from various mentor texts. Students will talk with a partner about which device is being used |
|NJCCCS: 4.5.L.a, 4.L.6 |to paint a picture in the reader’s mind (simile, metaphor, personification, hyperbole, alliteration.) |
| |Answers will be shared aloud and discussed whole class. |
| |2. Pairs of students will receive a mentor text and be asked to locate as many examples of figurative |
| |language as they can. Once they find the examples, they will write them down onto their figurative |
| |language sheet. |
| | |
| |Activities: |
| |1. Show students visual of the crushed pink car (see below) on the smartboard. |
| |2. Review figurative language vocabulary by having students look at the definition sheet. |
| |3. Have students write “crushed pink car” in the middle of a brainstorm bubble in their writing |
| |notebooks. (Classified students will use a graphic organizer.) |
| |4. With their writing partner, students will describe the crushed pink car by using similes. (Examples: |
| |As flat as a pancake, pink as a carnation.) They will record their similes onto their brainstorm bubble |
| |in their notebooks or on the graphic organizer. Students will think of as many as they can. |
| |5. Next, students will describe the artwork by using metaphors: (Examples: The car is trashed. The car is|
| |sweet. The car is angry.) onomatopoeia: (Examples: crash, crunch, smack, squish) and finally by using |
| |hyperboles: (Examples: The car is so pink it is as if it turned into a carnation.) They will record each|
| |figurative language device they come up with onto the brainstorming bubble or on their graphic organizer.|
| |Once again, they will try to come up with as many examples for each device as they can. |
| |6. Each pair of students will pick their favorite simile, metaphor, onomatopoeia, hyperbole that |
| |describes the crushed car and rewrite them onto final draft paper. |
| | |
| |Culminating: |
| |Students will engage in the jeopardy PowerPoint game with their writing partner as a final |
| |review. |
|Background: | |
|Students have been learning about various types of | |
|figurative language throughout the course of the | |
|unit. | |
|Materials: | |
|computer with PowerPoint | |
|list of figurative language definitions | |
|document projector and smartboard | |
|mentor texts with examples of figurative language | |
|devices | |
|writing notebooks | |
|graphic organizer | |
|Classroom Organization: | |
|This is a whole class lesson that will consist of | |
|students working primarily in pairs. In the | |
|introductory activity, students will “turn and talk”| |
|about the figurative language devices displayed. In| |
|the second introductory activity as well as the | |
|follow up activities where students are coming up | |
|with their own figurative language devices, students| |
|will find a spot in the room to work free of | |
|distractions. The general education teacher and | |
|inclusion teacher will circulate as students work to| |
|make sure everyone is on track and following | |
|directions accordingly. | |
|Assessment: | Accommodations: |
|student participation & discussion |figurative language definitions sheet |
|appropriate application of figurative language |differentiated partners assigned to help each other as they come up with figurative language devices to |
|devices |describe artwork |
|jeopardy PowerPoint game |graphic organizes |
| |word choice will vary by student ability – low-level students can use simple words to convey their ideas |
|Resources: |
|Sylvie Fleury, Skin Crime 3 (Givenchy 318), 1997 (crushed Fiat convertible covered in pink nail polish) |
|Resources for Primary Writing by Lucy Calkins |
Sylvie Fleury, Skin Crime 3 (Givenchy 318), 1997 (crushed Fiat convertible covered in pink nail polish)
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