Figurative Language - Lesson 4 of Cinder Book Two
Lesson 4 of 6
Objective: SWBAT correctly identify several examples of figurative language (simile, metaphor, hyperbole, personification) in Cinder.
As students should have been recording examples and noticing figurative language in the book so far, today's class opens with two very basic figurative language questions on Edmodo.
Total Points: 1
Identify the type of figurative language used in the following quote from section one of Cinder. "Cinder stayed, frozen, both hands clutching the magbelt like a shield." pg. 62
Total Points: 1
Identify the type of figurative language used in the following quote from section one of Cinder. "The machine hummed on the table behind her." pg. 80
The lesson today is all about figurative language examples. Students will take a figurative language worksheet from the caddy. The sheet includes definitions and examples before moving on to the directions for an assignment, however, that isn't enough (and lets face it the kids scan those at best, right?) So, there are three videos I show students to get their attention. We refer to the definitions and examples on the worksheet and have discussion before, during and after about the examples they are using.
After viewing the videos, I challenge students to pay attention to the figurative language around them and share examples they see. Then, we again read over the directions and example answers as students will complete the worksheet as homework.
Note that I clip/edit/shorten the first video using Tube Chop (demonstrated in an earlier lesson of mine.)
After viewing the videos in my lesson, I will review the assignment instructions on the worksheet as students will complete it as homework. I will upload the three videos we viewed to Edmodo so students can view them as much or as little as they would like while at home or in after school tutoring.
Next, students will listen to the audio -picking up where we left in the last class - and follow in their books. As they do they will be very involved in the text, actively reading per the instructions on the Reading Circle sheets.
I will allow the class to read until the last five minutes of class time and record their stopping point.
Wrap up time is spent allowing students to "debrief" independently - collecting their post its and/or completing their thoughts on their Reading Circle sheets. We always discuss questions or concerns before class is dismissed.