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Wilmingtonms LP Ela
Wilmingtonms LP Ela
Wilmingtonms LP Ela
CCSS.ELA-Literacy.L.4.5
Demonstrate understanding of figurative language, word relationships, and nuances
in word meanings.
CCSS.ELA-Literacy.L.4.5.a
Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture)
in context.
CCSS.ELA-Literacy.L.4.5.b
Recognize and explain the meaning of common idioms, adages, and proverbs.
Students will classify and categorize the different types of Figurative Language in a
engaged and collaborative way.
- When do you think people use figurative language? Do you think its important to learn?
IV. CURRICULUM CONNECTION (How This Lesson Fits Into Unit Plan):
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Students will be reintroduced to figurative language that will aid in growing their
literacy skills. Literacy is more than just a simple reading ability; it is an indication of
how we use written information to function in the world around us. This will also
prepare students for their Short Constructed Response in the end of the year
assessment.
IV. INSTRUCTION
-Take Attendance
T. will then ask volunteers to share out their responses to the writing prompt.
T. will then explain that they are examples of three different type of Figurative
Language that they are going to explore today.
Although some of you can remember this from elementary, we are going to do a little
refresh lesson before we begin to write our essay
It is important for us to learn figurative language because we use it everyday. Although
some of you might not notice it. For example: (T. will then give examples they have
heard students use often)
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4. Give me a thumbs up if you understand
T. will then hand out a colorful sheet of paper to each student. Students will now follow
instructor on the 4 steps given above.
T. will explain what each of the categories mean and draw an illustration for added
support.
After the graphic organizer has been filled out, T. will have students practice identifying
some metaphors and similes from a children's book as a class. T. will read one page and
work with the class to identify which category it belongs to.
- T. will now break up the students into groups of four ( Students will work with
their partner tables) Each group will receive a brown paper bag and a tree map
labeled metaphor, simile and idiom.
Inside the brown paper bag are strips of phrases that can be identified as
metaphors,
similes and idioms. Each group is going to take out the words from each bag and
work together to put them under the tree branch that it belongs to. The first group to
complete it correctly wins a prize.
When a group claims to be done, the group will read out to the class each phrase that
they assigned to each category. Teacher will be the final judge if the outcome is correct.
T. will then call students attention forward and create a tree map on the whiteboard
where groups will be called on to share aloud where the categorized one phrase and
why.
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- Teacher Aide assistance
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