Figurative Language in Poetry Reading Enrichment Unit

Title of Unit Curriculum Area

Content Standards: ELACC3RL4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. ELACC3RL5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. ELACC3RF3: Know and apply grade-level phonics and word analysis skills in decoding words. a. Identify and know the meaning of the most common prefixes and derivational suffixes. b. Decode words with common Latin suffixes. c. Decode multi-syllable words. d. Read grade-appropriate irregularly spelled words ELACC3RF4: Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. AASL Standards for the 21st-Century Learner: Standard 1- Inquire, think critically, and gain knowledge 1.1.1 Use prior and background knowledge as context for new learning. 1.1.4 Find, evaluate, and select appropriate sources to answer questions. Standard 2- Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1.1 Continue an inquiry based research process by applying critical thinking skills to

Figurative Language in Poetry ELA

Grade Level Time Frame

3rd 3 weeks

Stage 1 Identify Desired Results

information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. 2.1.2 Organize knowledge so that it is useful. Standard 4- Pursue personal and aesthetic growth. 4.1.1 Read, view, and listen for pleasure and personal growth. 4.1.2 Read widely and uently to make connections with self, the world, and previous reading. 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres. 4.1.4 Seek information for personal learning in a variety of formats and genres. 4.3.1 Participate in the social exchange of ideas, both electronically and in person.

Understandings
Students will understand that: Poets use a variety of devices to make poetry more enjoyable. Poetry is distinguished from other genres by rhyme, repetition, and stanzas. Figurative language is not to be taken literally but to enrich word meaning and make writing more vivid. (authors craft) Authors craft affects the meaning in poems. The internet is a great source for finding information, including poetry.

Essential Questions
Overarching Questions: What is the difference between literal and figurative language? What are the different types of figurative language (simile, metaphor, personification, hyperbole)? What are sound devices (onomatopoeia and alliteration)? Topical Questions: What are rhymes, repetitions, and stanzas? What did the author do to make the writing interesting and enjoyable? What resources are available online to help explore poetry further?

Knowledge and Skills

Knowledge
Students will know: Key terms-simile, metaphor, hyperbole, onomatopoeia, alliteration, stanza, rhyme, and repetition. Figurative language states ideas in vivid and imaginative ways. (authors craft) Poetry is distinguished from other genres by rhyme, repetition, and stanzas.

Skills
Students will be able to: Identify figures of speech and sound devices such as onomatopoeia, alliteration, simile, metaphor, personification, and hyperbole. Communicate understanding of figurative language through creative dramatics and independent recognition. Recognize rhyme, repetition, and stanzas in poetry.

Stage 2 - Evidence Performance Task(s)

Poetry Post-Its Students will list various examples of figurative language (from shared reading) on post-its for a class display. Creative Dramatics Students will perform a poem containing figurative language. Illustrations Students will illustrate a figure of speech found in shared poetry. What sequence of teaching and learning experiences will equip students to engage with, develop, and demonstrate the desired understandings? Use the following sheet to list the key teaching and learning activities in sequence. Code each entry with the appropriate initials of the WHERETO elements. 1. Hook Read Aloud Llama by Brod Bagert. (H) 2. Brainstorm What do you know about poetry? Introduce rubric.(W) (Affiliation, Organization of Knowledge, and Clear and Compelling Product Standards) 3. Introduce rhyme, repetition, and stanzas (W) (Content and Substance) 4. Present essential question 1. (W) (Content and Substance) 5. Introduce similes- read aloud and think aloud. (see resources) (W) 6. Distribute individual poems containing similes to students. Give students post-it notes to record similes they find. Post on display board. (see resources) (E) (Product Focus and Affirmation of Performance) 7. Introduce metaphors. Read aloud (see resources) Choose a metaphor from the poems and illustrate it. (E) (Choice) 8. Define personification. Chorally read April Rain Song by Langston Hughes identify examples of personification. (see resources) Go on a personification walk. Write down five things you notice i.e. clouds, sky, leaves, etc. Choose one and make a list of how your subject seems human. (E) (Authenticity and Novelty and Variety) 9. Define hyperbole. Share examples of hyperboles. Read the poem Sarah Cynthia Sylvia Stout Would Not Take The Garbage Out by Shel Silverstein. Create a T chart of

hyperboles. Students will work as partners to determine the literal meanings of hyperboles. (see resources) (E) (Product Focus) 10. Define and give examples of onomatopoeia. Partners perform poem Cafeteria. One partner acts out onomatopoeia words while other partner reads other text. (T) (Novelty and Variety and Protection from Adverse Consequences for Initial Failures) 11. Teacher defines and provides examples of alliteration. Give out copies of poems containing alliteration and have students highlight examples of alliteration. Students will create their own alliterations using their names, i.e. Lucky Lucy licks a lollipop. (E) (Choice and Novelty and Variety) 12. Give out examples of poems containing more than one figure of speech. Have students label each figure of speech. (E, O, R) (Content and Substance) 13. In your journal, answer What is your favorite figure of speech? Why? (E) (Choice and Protection from Adverse Consequences for Initial Failures) 14. Poetry in a Pot (group discussion) - Pull a question from a pot about figures of speech in poetry and answer. Teacher will observe and keep anecdotal records. (E, T) (Novelty and Variety and Protection from Adverse Consequences) 15. Students explore figurative language with videos: See www.unitedstreaming.com (H, E, T) (Novelty and Variety) 16. Students collect and illustrate favorite poems used in unit- i.e. create their own personal poetry booklets. (O, E) (Choice) Complete an engage-o-meter on the poetry unit. (R, E) (Clear and Compelling Product Standards) Students will navigate to: http://poetryisfunforall.weebly.com to explore internet resources related to Poetry.

Performance Task(s) Rubric(s)

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

Observation The teacher observes students post- it display. Observation The teacher observes student performances. Quiz- Key terms Observation The teacher observes students illustrations/explanations. Anecdotal Records The teacher observes student discussions during Poetry in a Pot to provide information for future instruction. Rubric-The teacher will use for overall performance.

Other Evidence

Student Self-Assessment and Reflection

Student Self-Assessment and Reflection What is your favorite figure of speech? Why? What is your favorite poem we have read? What part of the authors craft added to your enjoyment? Where does the unit rank on the engage-o-meter?

1. 2. 3.

Stage 3: Plan Learning Experiences

Poem used for introduction Llama A Real Poem By Brod Bagert

Llama llama llama llama Llama llama llama llama. Llama llama llama llama Llama llama llama llama. Llama. Llama! Llama.

Moo

ooo

oooo

ooo!

Llama? Llama llama llama llama Llama llama llama.

Simile Poems Senses Sadness is as happy as laughter. You might cry because it hurts. You might laugh because it hurts. But I know one thing, Laughter is laughter and sadness Is sadness. They can show the same things like hurting and gladness.

Hockey Hockey is like reading You get into it and then you never want to stop You feel like youre in a different world. Hockey is like school You have to do your work and you have to practice or you will get an F Hockey is like math

You get stronger and before you know it. Youre getting an A Youre scoring goals. Now thats Hockey! Piano Playing the piano is like A bird soaring in the Sky. When you play the keys it is like Flying your fingers across the Piano. The notes are like Clouds drifting through the sky. Velvet My mind is as brave as a warrior of the night. Its ready to take on anything that comes to it. It can take on any dream, and always follow life. Metaphor Poems My Life Is a Dream My life is a dream, like a tiger waking up from her deep sleep. My life is like

a dream, its all up to me, the trees are purple the stars talk away the night, the moaning moon lights up the sky. Metaphor for a Family My family lives inside a medicine chest: Dad is the super-size band aid, strong and powerful but not always effective in a crisis. Mom is the middle-size tweezer, which picks and pokes and pinches. David is the single small aspirin on the third shelf, sometimes ignored. Muffin, the sheep dog, is a round cotton ball, stained and dirty, that pops off the shelf and bounces in my way as I open the door. And I am the wood and glue which hold us all together with my love.

Personification Poems April Rain Song By: Langston Hughes Let the rain kiss you. Let the rain beat upon your head with silver liquid drops. Let the rain sing you a lullaby. The rain makes still pools on the sidewalk. The rain makes running pools in the gutter. The rain plays a little sleep song on our roof at night----

And I love the rain. Students may insert their own ideas of personification in the following poem. Let the rain_____________you. Let the rain beat upon your head with ______ ________ drops. Let the rain _______ you a _____________. The rain makes still pools on the sidewalk. The rain makes running pools in the gutter. The rain ____ _____ _____ ____ ____ on our roof at night-----And I love the rain. The Train By: Emily Dickinson I like to see it lap the miles, And lick the valleys up, And stop to feed itself at tanks; And then, prodigious, step Around a pile of mountains, And, supercilious, peer In shanties by the sides of roads; And then a quarry pare To fit its sides and crawl between, complaining all the while In horrid, hooting stanza; Then chase itself down hill And neigh like Boanerges; Then, punctual as a start its own, Stop-docile and omnipotentA stable door Hyperbole Poem

SARAH CYNTHIA SYLVIA STOUT WOULD NOT TAKE THE GARBAGE OUT Sarah Cynthia Sylvia Stout Would not take the garbage out! She'd scour the pots and scrape the pans, Candy the yams and spice the hams, And though her daddy would scream and shout, She simply would not take the garbage out.

And so it piled up to the ceilings: Coffee grounds, potato peelings, Brown bananas, rotten peas, Chunks of sour cottage cheese. It filled the can, it covered the floor, It cracked the window and blocked the door With bacon rinds and chicken bones, Drippy ends of ice cream cones, Prune pits, peach pits, orange peel, Gloppy glumps of cold oatmeal, Pizza crusts and withered greens, Soggy beans and tangerines, Crusts of black burned buttered toast, Gristly bits of beefy roasts. . . The garbage rolled on down the hall, It raised the roof, it broke the wall. . . Greasy napkins, cookie crumbs, Globs of gooey bubble gum, Cellophane from green baloney, Rubbery blubbery macaroni, Peanut butter, caked and dry, Curdled milk and crusts of pie, Moldy melons, dried-up mustard, Eggshells mixed with lemon custard, Cold french fried and rancid meat, Yellow lumps of Cream of Wheat. At last the garbage reached so high That it finally touched the sky. And all the neighbors moved away, And none of her friends would come to play. And finally Sarah Cynthia Stout said, "OK, I'll take the garbage out!" But then, of course, it was too late. . . The garbage reached across the state, From New York to the Golden Gate. And there, in the garbage she did hate, Poor Sarah met an awful fate, That I cannot now relate Because the hour is much too late. But children, remember Sarah Stout And always take the garbage out! Shel Silverstein, 1974
Examples of hyperboles in the poem: It piled up to the ceiling. It covered the floor. It blocked the door. It went down the hall. It raised the roof. At last the garbage reached so high finally it touched the sky. All the neighbors moved away. None of her friends would come out to play. The garbage reached across the state.

Onomatopoeia Poems Cafeteria

Boom! Went the food

Trays. Clap! Clap! Goes the teacher. Rip! Went the plastic bag. Munch! Munch! Go the students. Slurp!!! Went the straws. Whisper Is what half of the kids In the room are doing. Crunch! Crunch! Go the candy bars. Pizza Parlor Wee! Wee! Goes the dough in the air. Splat! Splat! Goes the sauce on the dough. Sprinkle. Sprinkle. Goes the cheese on the sauce. Flop! Flop! Goes the pepperoni on the cheese. Sizzle! Sizzle! Goes the pizza as it cooks.

Alliteration Poems Caring Cats Caring cats cascade off Laughing llamas Lounging Underneath yelling yaks Yelling at roaming rats.

Rain Rain races. Ripping like wind. Its restless rage Rattles like rocks ripping through the air. Wind Whistles Wind whistles through the air, While talking turtles shiver like sea horses While everyone is asleep.

Lesson adapted from: UbD 3; designed by: Beverly Chapman, Lynn Underwood, and Roberta Kinard of Newberry County Schools. UR:http://www.docstoc.com/docs/113508560/ThirdGrade-UbD-unit-Final