Technology Integration Unit Figurative Language

FREC 8530: Applications of Instructional Technology Summer 2012

Created by Stacey Dunlap

Title of Unit Curriculum Area

Figurative Language Reading/Writing

Grade Level Time Frame

3 2 weeks

Stage 1 Identify Desired Results

Georgia Common Core Curriculum Content Standards: ELACC3RL4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. ELACC3L5: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and non-literal meanings of words and phrases in context.

Understandings
Students will understand that: Communicators often use language that is not meant to be taken literally. Ones experiences and perspective shape their understanding and usage of language. Using figurative language in written and spoken communication can enrich content, making it more descriptive and meaningful. Related Misconceptions: Communicators mean exactly what they say and should be taken literally.

Essential Questions
Overarching Questions: How do readers/listeners distinguish between literal and non-literal communication? How can communicators enrich their content by using figurative language? How does a reader/listeners personal experience and background knowledge affect their interpretation of figurative language? Topical Questions: What are some types of figurative language? What are similes and metaphors, and how can they enrich communication? What are idioms, and how do they enrich communication? What is personification, and how does it enrich communication? What are hyperboles, and how do they enrich communication? How do communicators decide on an appropriate form of figurative

language when writing or speaking?

Knowledge and Skills Knowledge

Students will know: Key terms figurative language, simile, metaphor, idiom, personification, hyperbole Figurative language is a tool used by authors to enrich communication. Figurative language is not meant to be taken literally.

Skills
Students will be able to: Distinguish between literal and nonliteral language. Identify and determine the intended meaning of similes, metaphors, idioms, personification, and hyperboles. Determine appropriate times to use figurative language in communication. Incorporate examples of figurative language in a personal narrative.

Stage 2 - Evidence Performance Task

Goal: Your goal is to write a personal narrative describing your most special memory. Role: You are an author. Audience: The audience is your 3rd grade classmates and parents. Situation: You have been asked to write a personal narrative about your most special memory to be included in your autobiography. You will also be recording yourself reading this selection to include in our class online memory book: Brainstorm potential memories using graphic organizer. (Facet Explanation) Choose a memory for your narrative using specific criteria. (Facet Application) Plan your narrative by using a graphic organizer. (Facet Explanation) Write a rough draft of your narrative. (Facet Interpretation) Revise your narrative paying special attention to appropriate opportunities to add figurative language. (Facets Application and Perspective) Edit your writing for conventions. (Facet Application) Write a final draft of your narrative to be used as a script for your podcast recording. (Explanation) Record yourself reading your narrative with fluency and expression. (Facet Application) Product Performance and Purpose: You need to choose a memory to narrate that will be interesting to your audience. You will then apply the writing process to create a personal narrative to add to the class memory book. As an author, your goal is to make your reader feel like he/she is experiencing the events of your memory along with you by using descriptive language, figurative language, and interesting word choices. Standards and Criteria for Success: Memory is appropriate and interesting to the audience. Details and events are organized and follow a logical sequence. Planning graphic organizer is complete with sufficient details and information to provide a basis for the narrative. Narrative includes at least one occurrence of each of the following figurative language tools: simile, metaphor, idiom, and hyperbole Narrative includes descriptive language that appeals to the readers senses. Written narrative should be free of conventional errors (spelling, grammar, usage, etc.) Final draft of narrative should be neat. Podcast recording should be fluent and full of expression.

Performance Task(s) Rubric(s)

Personal Narrative Rubric Name:
CATEGORY 2 One main idea with sufficient supporting details to fully develop character, setting and plot 1 0 No main idea and insufficient development of character, setting, and/or plot. Lacks a beginning, middle, and/or ending with an unclear or confusing sequence of events Points Earned

IDEAS

Main idea is not fully developed with few supporting details

ORGANIZATION

Well-crafted beginning, middle, and ending with logical sequence of events Includes at least one example of the following figurative language tools: simile, metaphor, idiom, and hyperbole; Also includes sufficient descriptive language that appeals to the readers senses. Writing is easy to read and contains few to no errors in sentence formation, usage and mechanics.

Attempted beginning, middle, or ending with most events sequenced logically

STYLE

Includes some figurative language and descriptive language, but language is often flat

Does not include figurative or descriptive language.

NEATNESS AND CONVENTIONS

Writing is easy to read but includes multiple errors in sentence formation, usage and mechanics. Podcast is interesting, but the speaker often pauses or stumbles throughout the recording

Writing is difficult to read and/or hard to understand due to errors in sentence formation, usage and mechanics. Podcast is hard to understand due to lack of fluency and/or expression

PODCAST RECORDING

Podcast is interesting, fluent, and full of expression

(e.g. tests, quizzes, work samples, observations)

Quizzes: Identifying Similes and Metaphors (see attached) (Facet Application) Figurative Language Quiz (see attached) (Facet Application) Journal Responses: Why do authors use figurative language in their writing? (Facet Empathy) What questions can you ask to determine if an authors language is meant to be taken literally versus figuratively? (Facet Interpretation) How can your personal knowledge and experience affect your understanding and interpretation of figurative language used by an author? (Facet Perspective and Self-Knowledge) Student Work Samples (Portfolio): Figurative Language Illustration using CoreFX Using the computer program CoreFX, create an illustration of any of the following types of figurative language: simile, metaphor, idiom, hyperbole, personification by dividing your sheet in half with one side showing the literal meaning of the language and the other side showing the figurative language. For example, to illustrate the idiom Its raining cats and dogs, the literal side of the illustration could show cats and dogs dropping from the sky while the figurative side could show a heavy rainfall. (Facet Explanation) Figurative Language Revision Activity Choose a writing piece from your writers notebook and replace at least two literal texts with figurative language. (Facet Application) Figurative Language T-Chart Using the picture book of your choice, create a 3column chart with the labels Figurative Language, What the Author Means, Type of Figurative Language. List any figurative language the author used to make the text more descriptive and interesting. (Facets Application and Interpretation)

Other Evidence

Student Self-Assessment and Reflection

Journal Responses: How can using figurative language make my writing/speaking more interesting and descriptive for my audience? (Facet Empathy) Performance Task Rubric: Have students complete the Personal Narrative Rubric on self. (Facet SelfKnowledge) Student Work Samples: Have students review their work sample portfolio and respond to reflective questions such as: How does your work show how you have improved? What task assignment was the most challenging and why? Which selection are you most proud of and why? In what areas do you need to improve? (Facet Self-Knowledge)

Identifying Similes and Metaphors

Decide whether each sentence contains a simile or a metaphor. Write the word SIMILE if the sentence contains a simile. Write the word METAPHOR if the sentence contains a metaphor. 1. The baby was like an octopus, grabbing at all the cans on the grocery store shelves. 2. As the teacher entered the room she muttered under her breath, "This class is like a three-ring circus!" 3. The giants steps were thunder as he ran toward Jack. 4. The pillow was a cloud when I put my head upon it after a long day. 5. I feel like a limp dishrag. 6. Those girls are like two peas in a pod. 7. The fluorescent light was the sun during our test. 8. No one invites Harold to parties because hes a wet blanket. 9. The bar of soap was a slippery eel during the dogs bath. 10. Ted was as nervous as a cat with a long tail in a room full of rocking chairs. Write the meaning of the simile or metaphor based on the context of the sentence. 1. The baby was like an octopus, grabbing at all the cans on the grocery store shelves. 2. As the teacher entered the room she muttered under her breath, "This class is like a three-ring circus!" 3. The giants steps were thunder as he ran toward Jack. 4. The pillow was a cloud when I put my head upon it after a long day. 5. I feel like a limp dishrag. 6. Those girls are like two peas in a pod. 7. The fluorescent light was the sun during our test. 8. No one invites Harold to parties because hes a wet blanket. 9. The bar of soap was a slippery eel during the dogs bath. 10. Ted was as nervous as a cat with a long tail in a room full of rocking chairs.
Taken from [Link]

Figurative Language Quiz

1. The sentence, "The spicy spaghetti was delicious," contains an example of: A. personification B. alliteration C. idiom D. hyperbole 2. "Her teeth are pearls," is an example of: A. metaphor B. simile C. hyperbole D. alliteration 3. Which of the following statements is an example of personification? A. The house had heat. B. Her eyes are like blue marbles. C. The sun kissed the dew off the grass. D. She's so tired she could sleep for ten years. 4. Which of the following statements is an example of hyperbole? A. B. C. D. The winter was wicked. His hands are baseball mitts. The bird's legs are like sticks. I am so tired I could sleep for a million years.

5. Which of the following statements is an example of a simile? A. B. C. D. Go jump in a lake. She's as sweet as pie. Sally sold seashells by the seashore. The sun smiled upon us.

6. "Lend me a hand," is an example of: A. B. C. D. Personification Hyperbole Idiom Metaphor

7. The purpose of figurative language is to: A. make something more interesting. B. make a point. C. make a picture in your mind. D. All of the above 8. "The witch's eyes looked like two brown swamps," is an example of: A. B. C. D. Personification Hyperbole Simile Idiom

9. Which of the following statements is a metaphor? A. B. C. D. Her fingers are like gnarly branches. Sally is as sweet as sugar. Looking for the glasses at the mall is like looking for a needle in a haystack. His desk is a jungle.

10. Which of the following statements is an example of alliteration? A. B. C. D. Lisa had dinner at Lucy's house. James went to the big country jamboree. Tiffani took ten times as many as she should have. Tammy has a baby raccoon under her back porch.

Taken from [Link]

UbD Stage 3 Stage 3 The Learning Plan

Title of Unit

Figurative Language

Grade Level

3rd Grade

Georgia Common Core Curriculum Content Standards: ELACC3RL4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. ELACC3L5: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and non-literal meanings of words and phrases in context. Students will understand that: Communicators often use language that is not meant to be taken literally. Ones experiences and perspective shape their understanding and usage of language. Using figurative language in written and spoken communication can enrich content, making it more descriptive and meaningful. Related Misconceptions: Communicators mean exactly what they say and should be taken literally. Essential Questions: Overarching Questions: How do readers/listeners distinguish between literal and non-literal communication? How can communicators enrich their content by using figurative language? How does a reader/listeners personal experience and background knowledge affect their interpretation of figurative language? Topical Questions: What are some types of figurative language? What are similes and metaphors, and how can they enrich communication? What are idioms, and how do they enrich communication? What is personification, and how does it enrich communication? What are hyperboles, and how do they enrich communication? How do communicators decide on an appropriate form of figurative language when writing or speaking?

Stage 3: Plan Learning Experiences

Week 1 Day 1: Begin by posing this scenario: You are a newspaper writer and have been given an excerpt from a memoir to critique. What types of things will you look for as you review the text? Have students brainstorm qualities of good narratives guiding their responses to zoom in on style in writing. As they respond, create a Wordle ([Link]) of their responses. H Watch the Figurative Language video podcast. E Read aloud Amelia Bedelia Goes Camping by Peggy Parish thinking aloud about what language in the book should be taken literally and what language should be interpreted figuratively. E Journal response How do you know when language in a text should be interpreted literally versus figuratively? R Day 2: Introduce EQs W Explain culminating task W Read aloud Saturdays and Teacakes by Lester Laminack. Think aloud about the figurative language included in this memoir answering the question, How did Laminacks use of figurative language make this story more real, interesting, and descriptive? E Journal response Why do authors use figurative language in their writing? R Day 3: Read aloud Owl Moon by Jane Yolen making a chart of the figurative language in the story. H, E Watch the Similes and Metaphors video podcast. E Revisit the Owl Moon chart labeling each phrase as a simile or metaphor. E,R Have students find an example of a simile or metaphor in their independent reading book. Have students share their finding with their pair/share partner. E Have students find two places in their independent writing where they can replace literal language with a simile or metaphor. Have each student share one revision. R Day 4: Identifying Similes and Metaphors quiz E2 Read aloud excerpts from In a Pickle and Other Funny Idioms by Marvin Terban. As a class, create a 3-column chart with the following labels: Idiom, Literal Meaning, and Figurative Meaning. Fill in column 1 with 5 favorite idioms of the class. H,R Watch the Idioms video podcast. E Revisit the In a Pickle idiom chart and complete the last 2 columns. E,R Give students 5 minutes to see if they can find an example of an idiom in their independent reading book. Have students who are able to find one share their finding with the class. E Have students find one place in their independent writing where they can replace literal

language with an idiom. Have each student share their revision with their pair/share partner. R Day 5: Watch the Personification video podcast. E Read aloud Who Took My Hairy Toe? by Shutta Crum listing each instance of personification on a class chart. E,R Have students complete the Personification Activity sheet attached. E Share poems with the class as students offer stars (I like how you) and wishes (I wish you had) for each other. E2, T Week 2 Day 1: Watch the Hyperbole video podcast. E Read aloud Piggie Pie by Margie Palatini, et al making a class chart of hyperboles. Give students 5 minutes to see if they can find an example of a hyperbole in their independent reading book. Have students who are able to find one share their finding with the class. E Have students find one place in their independent writing where they can replace literal language with a hyperbole. Have each student share their revision with their pair/share partner. R Figurative Language quiz E Day 2: Have students create one page to be included in the class Figurative Language book. Each student will use the computer program CoreFX to create an illustration of any of the following types of figurative language: simile, metaphor, idiom, hyperbole, personification by dividing their sheet in half with one side showing the literal meaning of the language and the other side showing the figurative language. For example, to illustrate the idiom Its raining cats and dogs, the literal side of the illustration could show cats and dogs dropping from the sky while the figurative side could show a heavy rainfall. E, T Day 3: Introduce Personal Narrative Rubric so that students have a clear understanding of the expectations for the culminating performance activity. W Begin culminating activity by having students brainstorm potential memories using the cluster web of special memories. R,T Choose a memory for your narrative using specific criteria: Do I know a lot about it? Do I care a lot about it? Can I write a lot about it? T Plan your narrative by using the attached graphic organizer. O,T Day 4: Small group activity Give each group a picture book and have them complete a 3-column chart with the labels Figurative Language, What the Author Means, Type of Figurative Language. E,R

Journal response: How does my personal knowledge and experience impact how I interpret an authors meaning? R,E Have students write rough draft of personal narrative. E,T Day 5: Using the Mimio/Smartboard, model revising a boring piece of writing by adding figurative language. Ask students for ideas for how to revise the sample writing. R Have students revise their narrative paying special attention to appropriate opportunities to add figurative language to make their writing more descriptive and interesting. R Have students edit their writing for conventions. R Have students write final draft. E

Week 3

Day 1: Have students complete the Personal Narrative Rubric on their own writing. R Practice podcast recording with pair/share partner. E,T Day 2: Record podcast. E,T Journal response/Portfolio Review: How does my work show how I have improved? What task assignment was the most challenging and why? Which selection am I most proud of and why? In what areas do I need to improve? R,E Follow-Up Activities/Instructional Resources: Websites [Link] - a figurative language wiki with lots of great resources [Link] - a figurative language webquest [Link] another figurative language webquest [Link] - several figurative language interactive internet games [Link] - an internet baseball game incorporating figurative language skills

Videos [Link] 53 free figurative language videos [Link]

Trade Books Books that Feature Similes and Metaphors: Chanticleer and the Fox Geoffrey Chaucer The Girl Who Loved Wild Horses Paul Gobel Little Island Golden MacDonald Hide and Seek Frog Alvin Tresselt White Snow, Bright Snow Alvin Tresselt Netties Trip South Ann Turner Everyone Knows What a Dragon Looks Like Jay William Umbrella Taro Yashima Owl Moon Jane Yolen Quick as a Cricket Audrey Wood Books that Feature Idioms: Amelia Bedelia Peggy Parish Dog Breath Pilkey In a Pickle, and other Funny Idioms Terban Theres a Frog in my Throat Leedy and Street More Parts Tedd Arnold Books that Feature Personification: Charlotte's Web by E.B. White Bat Loves the Night: Read and Wonder by Nicola Davies Atlantic by G. Brian Karas The Adventures of the Dish and the Spoon by Mini Grey Talk, Oscar, Please! by Karen Kaufman Chopsticks by Amy Krouse Rosenthal Sylvester and the Magic Pebble by William Steig Dancing Drum: A Cherokee Legend by Terri Cohlene Tambourine Moon by Joy Jones Fairytale News by Colin Hawkins in the swim by Douglas Florian Insectlopedia by Douglas Florian Tuck Everlasting by Natalie Babbitt Books that Feature Hyperbole: Swamp Angel by Anne Isaacs Cloudy With a Chance of Meatballs by Judi Barrett Bad News for Outlaws: The Remarkable Life of Bass Reeves, Deputy U. S. Marshal by Vaunda Micheaux Nelson The Talking Eggs by Robert D. San Souci

Barefoot: Escape On The Underground Railroad by Pamela Duncan Edwards I Will Not Read This Book by Cece Meng Aunt Flossie's Hats and Crab Cakes Later by Elizabeth Howard Thunder Rose by Jerdine Nolen Harold The Top Job by Elizabeth Cody Kimmel

Research Sources: Assessment practices in writing. (n.d.). Retrieved from [Link] 565EB2

Crum, S. (2007, March). Using picture books to teach literary techniques. Retrieved from [Link]

Most often tagged figurative language. (n.d.). Retrieved from [Link] language

Understanding figurative language. Teaching Today, Retrieved from [Link]

Personification Activity
Personification is when a writer gives a non-living object human qualities or characteristics. The purpose of this activity is to practice writing using personification. At the end of the activity, you will generate a lyrical poem that has at least one line of personification. Directions: 1. Choose a noun from List A 2. Choose a verb from List B. Put it next to the noun. Complete the sentence. You have created a line of personification! 3. At this point, you have choice (a) you can either repeat the process at least another four lines (Example 1) OR (b) you can write four more lines of poetry to finish the poem. (Example 2) List A Sun Moon Stars Sky Sea Stone Night Mountain Dawn Morning Lake Flower List B Tells Shows Teaches Listens Remembers Brings Looks Dances Dreams Guides Takes wonders

Example 1 Night wonders what happens during the day Dawn listens intently Morning creeps up on the sleeping town Afternoon rages in a blaze of light Evening pulls the covers over the day

Example 2 Night wonders what happens during the day Is it more fun than when the stars come out to play? Are there hooting owls and crickets chirping low? She sighs; she will never know.

Taken from [Link]

Name: ____________________ Date: ______ Personal Narrative Graphic Organizer/Rough Draft

Title __________________________________________
Beginning: What? When? Where? With whom? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Middle: 1. What Happened? ____________________________________________________________ ____________________________________________________________

2. What Happened? ____________________________________________________ ____________________________________________________

____________________________________________________________ 3. What Happened?

____________________________________________________ ____________________________________________________ ____________________________________________________ End: Feeling or solution ____________________________________________________ ____________________________________________________

(3 grade example from Writing A to Z)
rd