Figurative Language

Marquetta Strait April 11, 2013 EDUC 421: Teaching Language Arts to Children Ms. Saxon

M. Strait 2

EDUC 421: PROFESSIONAL CLINICAL PRACTICE SCHOOL OF EDUCATION CLAFLIN UNIVERSITY

Student: Marquetta Strait District: Bamberg District 2 Subject: ELA Mentor Teacher: Mrs. Benjamin-Davis Academic Year: 2012-2013 School: Denmark-Olar Elementary School Grade Level: 4th

Dates of Unit: February 10, 2013 to March 12, 2013

Unit Title and/or Description: Figurative Language

Describe the number of students, demographics of the students, and any other special features or important information. Mrs. Benjamin-Davis teaches three classes with 54 African-American students.

Section I: Major Unit Objectives (Key Element 2.A) Describe the major objectives of the unit
and indicate the corresponding state standards.

Major Unit Objectives Key Element 2.A

Standard 4-1 The student will read and comprehend a variety of literary texts in print and non-print formats. The learner will be able to distinguish the devices of figurative language. 4-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration). Standard 4-1 The student will read and comprehend a variety of literary texts in print and non-print formats.
The learner will be able to identify figurative language and how they are used in everyday life.

4-1.6 Interpret the effect of the authors craft (for example, word choice, sentence structure, the use of figurative language, and the use of dialogue) on the meaning of literary texts. Standard 4-5 The student will write for a variety of purposes and audiences. The learner will create an advertisement and flyer using examples of figurative language. 4-5.1 Create informational pieces (for example, postcards, flyers, letters, and e-mails) that use language appropriate for the specific audience.

M. Strait 3
Reflect on the unit objectives (Key Element 2.A) How did you craft these objectives so that the students understand both the objectives and their relevance?

Based on the information in the teachers Pacing Guide, I selected the objectives that would be taught during the time that I would be doing my field experience. I wanted to review with the students about the figurative language concepts that they learned and also show how figurative language can be seen in a variety of texts. Section II: Unit Plan (Key Element 2.B)
Describe your instructional plan that is, the sequence of steps that you need to follow if your students are to achieve the unit objectives including the key activities or strategies and resources (e.g., materials, technology).

Instructional Plan for the Unit Key Element 2.B

Anticipatory Set: I will question the students prior knowledge on figurative language. Mini Lessons: These mini-lessons will be done several times a week. The topics that will be discussed are 1. 2. 3. 4. 5. 6. 7. Simile Metaphor Hyperbole Alliteration Assonance Onomatopoeia Personification

Assignments: a) b) c) d) Poetry Advertisements Worksheets Songs

Final Project: The students will create a commercial for a product using 3 examples of figurative language, a slogan, and a logo.

M. Strait 4
Reflect on the instructional plan for the unit (Key Element 2.B): How does this instructional plan establish a balance between grade level academic standards and expectations and the needs, abilities and developmental levels of individual students?

It is important to introduce each component of figurative language individually. After completing one component, the students will be able to acknowledge the differences and similarities amongst the components. For example, the similarity between metaphor and simile is that they both compare unrelated things, but simile uses like or as and metaphor does not. As a class, we will be able to identify figurative language that we see or say on a daily basis, such as advertisements, commercials, sayings, or etc. Section III: Unit Assessments Key Element 3.A
List the key unit assessments.

Type of Assessment (Attach Copies) Key Unit Assessments (Key Element 3.A)

Teacher-Made

Commercially Available

Weekly Assessments on Figurative Language Unit Assessments

X X

Figurative Language Worksheets

X Authentic. The students will create their advertisement with at least 3 examples of figurative language. Authentic. The students will create a poem about their family using at least 4 examples of figurative language. Authentic. The students will create an animated video using example of personification. Authentic. The students will create their commercials.

X The students will need to get a picture of an object off the Internet or a magazine.

Advertisement

Poetry

Animated Video

Commercial Project

A camera and an object. (Ex: A flashlight.)

M. Strait 5
Reflect on the unit assessments (Key Element 3.A): How did you determine that your unit assessments were valid and reliable for all students?

I believe that using a variety of assessments incorporates the entire given unit objectives. These assessments will allow for me to assess the students comprehension on figurative language. It will also show the students capabilities, gifts, and talents.

Section IV: Analysis of Student Performance (Key Element 3.B)

Describe the way(s) in which you plan to analyze student performance.

I plan to assess the students performance by giving assessments, worksheets, assigning projects to determine whether the students comprehend the figurative language concepts. For assignments, such as the commercial project and advertisement, there will be a rubric given to the students. Scoring Key:
10 correct = 100 9 correct = 90 8 correct = 80 7 correct = 70 6 correct = 60 5 correct = 50 4 correct = 40 3 correct = 30 2 correct = 20 1 correct = 10

Based on the ways you plan to assess your students, how do you feel that this information will (a) increase your understanding of individual students strengths and weaknesses and (b) determine specific aspects of you instruction that need to be modified?

Using the data that I collect from the students, I will determine if the students comprehend the information If majority of the class has not passed the assessments, albeit informal or formal assessments, then the lesson should be retaught. After evaluating myself, if many students are still showing that they do not comprehend the concepts, I will try other approaches to reach all students. After reviewing up until the unit assessment, if some students still did not grasp certain concepts, I would continue into the next unit and find ways to incorporate those skills into the new material.

M. Strait 6

Similes
Name: _________________________________ Date: _____________

Directions: Below is a list of examples that are similes. Using the examples, explain what the examples are saying. Example: 1. Ex: Playing chess with Ashley is like trying to outsmart a computer. Explanation: This example means that Ashley is very smart and good at playing chess. This means that trying to win against her will be difficult.

Figurative Language Examples

1. Mary frowned and said, I believe that taking drugs is like (playing with fire). I walked along the beach and listened to the ocean. My sadness was as unending as the (waves).

Your Explanation

2.

3.

Dont tell Mother that her cookies taste like (lumps of sand).

4.

Sam waited impatiently for his older brother to calm down. Bill, I think you are acting like a baby, he said.

5.

Be careful when you go out. The sidewalk is as slippery as greased glass. Cheryls smile is as sweet as a lullaby.

6.

7.

I really like Patty. Her heart is as soft as a feather pillow.

M. Strait 7

Making Connections with Figurative Language

Name: _________________________________ Date: _____________

Directions: Using the examples from the Figurative Language Examples, identify which parts of figurative language that each example represents. After identifying the parts of figurative language, write each example in the appropriate section of the chart. Ex: Cookies are as sweet as sugar. (Simile) the simile chart. Figurative Language: Simile Definitions: This example should be placed underneath

Examples:

Metaphor

Hyperbole

M. Strait 8

Similes
Name: _________________________________ Date: _____________ Directions: Below is a list of examples that are similes. Using the example, explain what the example is saying. Example: 1. Ex: Playing chess with Ashley is like trying to outsmart a computer. Explanation: This example means that Ashley is very smart and good at playing chess. This means that trying to win against her will be difficult. Figurative Language Examples Mary frowned and said, I believe that taking drugs is like (playing with fire). I walked along the beach and listened to the ocean. My sadness was as unending as the (waves). Dont tell Mother that her cookies taste like (lumps of sand). Sam waited impatiently for his older brother to calm down. Bill, I think you are acting like a baby, he said. Your Explanation

1.

2.

3.

4.

5.

Be careful when you go out. The sidewalk is as slippery as greased glass. Cheryls smile is as sweet as a lullaby. I really like Patty. Her heart is as soft as a feather pillow.

6. 7.

M. Strait 9

Figurative Language Project: Creating an Advertisement

Task: Using your understanding and knowledge of figurative language, you are going to create a product and a magazine advertisement that incorporates, at least, three elements of figurative language. Directions: 1. Decide on a product that you want advertise. Some examples are: (sneakers, soda, candy, perfume, clothing brand, etc. Please consider that the audience is someone of your own age.) 2. Create a name for your product. 3. Design a slogan. 4. Design a logo. 5. Incorporate figures of speech into the product name, slogan, or overall ad. 6. On a separate sheet of paper, identify what types of figures of speech are used in your ad and what they are, along with your logo and slogan. Attach this to your ad. Reminders: Your advertisements should be colorful aesthetically pleasing, neat, and show consideration for the intended audience. Illustrations can be freehand, computer graphics, made up of magazine pictures, or a combination. Make sure you use appropriate language, products, and descriptions. There is an example on the next page.

Personification

Figures of Speech
Assonance Alliteration Idioms

M. Strait 10

Im so cool, I never get tired.

The motorcycle is fast as an air plane.

This motorcycle is an air plane.

M. Strait 11

Product Name: The Undertaker Slogan: I will be gone while you are still here. Logo: South Carolina State Bulldog Mascot Figures of Speech Used: 1. Simile- This car is fast as an air plane. 2. Metaphor- This motorcycle is an air plane. 3. Personification- Im so cool, I never get tired.

Advertisement Rubric:

Goals: 1. Has a name for the product. 2. Has a welldesigned logo. 3. Has a good slogan design. 4. Used 5 elements of figurative language. 5. Has identified the type of figurative language used in conjunction with product and advertisement element.

1.Needs improvement

2-Lets work on it

3-Average

4-Good

5-Awesome

Total: __________ out of Max. Total is 25 points. Teachers Commentary:

M. Strait 12

Personification Worksheet
Name: _________________________________ Date: _____________

Personification is giving human qualities, feelings, action, or characteristics to inanimate (nonliving) objects. For example: The window winked at me. The verb, wink, is a human action. A window is an inanimate object. Therefore, we have a good example of personification.

Directions: On your own paper, write the object being personified and the meaning of the personification.
1. The wind sang her mournful song through the falling leaves. 2. The microwave timer told me it was time to turn my TV dinner. 3. The video camera observed the whole scene. 4. The strawberries seemed to sing, "Eat me first!" 5. The rain kissed my cheeks as it fell. 6. The daffodils nodded their yellow heads at the walkers. 7. The water beckoned invitingly to the hot swimmers. 8. The snow whispered as it fell to the ground during the early morning hours. 9. The china danced on the shelves during the earthquake. 10. The car engine coughed and sputtered when it started during the blizzard.

M. Strait 13

Alliteration, Assonance, and Onomatopoeia

Name: _________________________________

Date: _____________

Directions: Below are a list of examples of alliteration, assonance, and onomatopoeia. Identify what each example represents and circle the correct answer.

1. Peter Piper picked a peck of pickled peppers. Alliteration 2. How can a clam cram in a clean cream can? Alliteration 3. The flies buzzed past. 4. World Wide Web 5. Santas Short Suit Shrunk 6. Crunch! Goes the candy bar. 7. Hear the mellow wedding bells. 8. Zip goes the jacket. Alliteration Alliteration Alliteration Alliteration Alliteration Alliteration

Assonance Onomatopoeia Assonance Onomatopoeia

Assonance Onomatopoeia Assonance Onomatopoeia Assonance Onomatopoeia Assonance Onomatopoeia Assonance Onomatopoeia Assonance Onomatopoeia Assonance Onomatopoeia

9. A child took a lie on my thigh on a flight.

Alliteration

10. Thirty-three thirsty, thundering thoroughbreds thumped Mr. Thurber on Thursday. Alliteration Assonance Onomatopoeia

M. Strait 14

Its a piece of cake.

Idioms
Name: _________________________________ Date: _____________

Directions: Read the story below. In the story, there are idiom phrases surrounded by quotation marks. Underneath the story, using context clues, place what the idiom truly means. It was Sunday night and Allison was going to bed to "take the load off her feet" when she "stopped dead in her tracks." She remembered that her project was due the very next day. Since this project was a major part of her grade, she knew that it was going to have to "sweep her teacher off her feet." Allison's "feet flew" as she raced to her mom's room. She "threw herself at her mother's feet" begging for help. Her mother replied that sooner or later she would have to learn to "stand on her own two feet." Allison knew that she had "gotten off on the wrong foot" starting so late and that she would have to "step on the gas" if she wanted to finish this paper. Then she knew that next time a paper was assigned she would have to "get her foot in the door" and "take steps" to prevent this from happening again.
1.

"take the load off her feet"

_________________________________________________________________

2. "stopped dead in her tracks."

__________________________________________________________________

3. "sweep her teacher off her feet."

__________________________________________________________________

4. "feet flew"
__________________________________________________________________

5. "threw herself at her mother's feet"

_________________________________________________________________

6. "stand on her own two feet."

__________________________________________________________________

7. "gotten off on the wrong foot"

__________________________________________________________________

8. to "step on the gas"

__________________________________________________________________

9. "get her foot in the door"

__________________________________________________________________

10. "take steps"

__________________________________________________________________

M. Strait 15

V. TIMELINE
Provide a timeline for the completion of all of the activities in your unit plan.

Unit Title:

Figurative Language

Duration: 6 Weeks

Day 1

4-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration). Class Activity: -The teacher will use a hook to get the students engaged in the topic of figurative language by: Presenting a presentation Using examples of sayings that include similes.

Day 2

4-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration). Class Activity: -Review of similes. -Determine the meanings of similes. (Worksheet) -Distinguish similes against regular sentences in a passage or poem. HW: Worksheet on similes 4-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration). Class Activity: -Introduction of metaphors. -Identify the differences between metaphors and similes. HW: Worksheet on metaphors 4-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration). Class Activity: -Identify metaphors amongst similes. (Worksheet) 4-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration). Class Activity: -The teacher will read a story filled with similes and metaphors. The students will be given a sound if they see or hear a simile or metaphor. For example, buzz for simile and beep for metaphor. HW: The students will create 5 examples each for similes and metaphors. Quiz on similes and metaphors. 4-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration). Class Activity:

Day 3

Day 4

Day 5

Day 6 Day 7

M. Strait 16

-Review over similes and metaphors. -Introduce hyperbole. -Have students create examples of hyperboles from blanket statements, such as My teacher is so old.. HW: Worksheet on hyperboles. 4-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration). Class Activity: -Discuss when and how hyperboles should be used. HW: Write common hyperboles that are said on a daily basis. Standard 4-5 The student will write for a variety of purposes and audiences. Class Activity: -The teacher will read a poem based on hyperboles. -The students will create a poem using examples of hyperbole. 4-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration). Class Activity: -The students will take their prior examples of hyperboles and form a story book on them. Standard 4-5 The student will write for a variety of purposes and audiences. Class Activity: -The students will continue forming their hyperbole example book. 4-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration). Class Activity: -Review over similes, metaphors, and hyperboles. Test on similes, metaphors, and hyperboles. 4-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration). Class Activity: - Review over similes, metaphors, and hyperboles. -Distinguish amongst similes, metaphors, and hyperboles. (Worksheet) 4-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration). Class Activity: -Introduce personification and onomatopoeia. -Give examples of personification. HW: Students will create examples of personification and onomatopoeia. 4-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration). Class Activity: -Identify figurative language within poetry, sayings, phrases, and song lyrics.

Day 8

Day 9

Day 10

Day 11

Day 12

Day 13 Day 14

Day 15

Day 16

M. Strait 17
Day 17 4-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration). Class Activity: -Personification and onomatopoeia. Worksheet HW: Worksheet on personification and onomatopoeia. Quiz on similes, metaphors, hyperboles, onomatopoeia, and personification. 4-5.1 Create informational pieces (for example, postcards, flyers, letters, and e-mails) that use language appropriate for the specific audience. Class Activity: -Students will create their own animation video using Go!Animate Web 2.0 tools for teachers. In this animated video, the students will create characters and a story line that represents personification and onomatopoeia. HW: Animated Video 4-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration). Class Activity: -Continue on their animated videos. HW: Animated Video 4-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration). Class Activity: -Review onomatopoeia and personification HW: Animated Video 4-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration). Class Activity: -Wrap up the animated videos. -Review similes, metaphors, hyperboles, onomatopoeia, and personification. 4-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration). Class Activity: -Introduction of alliteration, assonance, and idioms. -Give examples using tongue twisters and sayings. -Worksheet on similes, alliteration, assonance, and idioms. 4-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration). Class Activity: -Identify amongst alliteration, assonance, and idioms. (Worksheet) 4-5.1 Create informational pieces (for example, postcards, flyers, letters, and e-mails) that use language appropriate for the specific audience. Class Activity:

Day 18 Day 19

Day 20

Day 21

Day 22

Day 23

Day 24

Day 25

M. Strait 18

-Worksheet on alliteration, assonance, and idioms. HW: Create an advertisement.

Day 26

4-5.1 Create informational pieces (for example, postcards, flyers, letters, and e-mails) that use language appropriate for the specific audience. Class Activity: -Determine the meanings of various idioms. HW: Work on your advertisement. 4-5.1 Create informational pieces (for example, postcards, flyers, letters, and e-mails) that use language appropriate for the specific audience. Class Activity: -The students will come up with examples of assonance and alliteration. HW: Work on your advertisement. 4-5.1 Create informational pieces (for example, postcards, flyers, letters, and e-mails) that use language appropriate for the specific audience. Class Activity: -The students will turn in their advertisements. HW: The students will begin forming their commercials. 4-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration). Class Activity: -Review similes, metaphors, hyperboles, and personification. HW: Continue to form your commercial and study for the unit test. 4-5.1 Create informational pieces (for example, postcards, flyers, letters, and e-mails) that use language appropriate for the specific audience. Class Activity: -Present commercials. HW: Study for the unit test. Class Activity: -Review assonance, alliteration, idioms, onomatopoeia, and personification. Unit test on similes, metaphors, hyperboles, onomatopoeia, personification, assonance, alliteration, and idioms.

Day 27

Day 28

Day 29

Day 30

Day 31 Day 32