Writing Lesson Plan - Grade 6

Written by Diane Tichy

Figurative Language

(EALR 1)

Learner Outcomes:

The students will be able to write using figurative language.

Learner Objective:

The students will develop a working definition for figurative language based on research and class discussion.

Materials

1. overhead projector

2. blank transparencies

3. Vis-a-Vis

4. transparency of written piece

5. dictionaries

6. encyclopedias

7. Write Idea

8. thesauri

9. computer

Implementation Time:

Approximately 40 minutes.

Vocabulary

figurative language

vocal

literal

non-literal

figure of speech

simile

metaphor

personification

Connections

Reading: EALR 1

- understand elements of literature--fiction

- identify literary devices (figurative language)

- use features of non-fiction text and computer software

- locate specific information to pursue and interest of complete a project

- use organized features of printed text (titles, heading, table of contents, indexes, glossaries, prefaces, appendices, captions, etc.)

- use organized features of electronic information (microfiche headings and numberings, CD-ROM, Internet, etc.)

Arts: Music: EALR 4

- Apply ideas and skills developed in the arts to daily life.

- Use arts skills and knowledge in other subject areas.

Teaching Strategy: Collaborative group learning

Procedures

1. Explain to students that the writing example that you will be reading to them, "A Musical Concert," includes many examples of "figurative language." Ask the students to listen while you read and think about what figurative language might be.

2. Read "A Musical Concert," or other examples that include figurative language, to the students. Ask students to share ideas of what they think "figurative language" means. Write students' ideas on an overhead transparency.

3. In collaborative groups, further explore definitions for "figurative language" by looking up the term in the language arts text, WRITE IDEA, and dictionaries, thesauri, and other available resources. Each group will collaborate to develop a definition of figurative language that corresponds to the ideas they remember from the writing piece. Read the example to students a second time if necessary. (Allow students to find information on their own. Eventually they will find the glossary and index within the resources they choose to explore.)

Enrich the learning:

- Use three or more resources (other than Write Idea ) that they believe are most helpful in creating their definition.

- Students decide which sources are most helpful/appropriate in developing a definition.

- Record their findings and create a bibliography of their resources.

- Collaborative groups develop a working definition based on their findings and prepare to share and defend it.

Accelerate the learning:

- Guide students in using the glossary in WRITE IDEA to find a definition.

- Provide primary dictionaries to look up terms.

4. Lead students to understand that they may need to look up words that appear in the definition of figurative language (e.g., figure of speech, literal, non-literal) in order to have a clear understanding of the term. Write suggestions on the board for those students who are struggling.*

Enrich the learning:

- The students should not need the above suggestions.*

Accelerate the learning:

- Model this step for the students.*

5. Groups share with the class the ideas and working definitions they have developed. Students should be prepared to defend their thinking.

6. Through class discussion, compare the early definitions to those after doing some research.

7. On an overhead, show the writing piece to the students and highlight the words that the students think represent figurative language.

8. Lead a class discussion that involves considering the highlighted words or phrases, and refine the definition of figurative language until a CLASS definition of figurative language can be agreed upon.

Target definitions can be found in the WRITE IDEA text, pages 276-277.

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