Lesson 6 of 7
Objective: SWBAT recognize and interpret figurative language in context.
Introduction to Hyperboles
This unit's purpose is to give students opportunities to understand an author's choices for using literary devices and how those choices add meaning to the text, which falls in line with the underlying idea of the Craft and Structure standards in the Common Core ELA framework. Because my students encounter complex figurative devices in the higher level texts that they read (many of my students are reading above grade level at this point), I chose literary devices related to reading standard 4 that I deem appropriate for my class of deep, philosophical intellectuals.
I introduce this unit by sequentially going through my Figurative Language Flipchart. Students are introduced to the goal of identifying and interpreting figurative language. Today's focus is on hyperboles. A quick assessment of prior knowledge via a KWL chart lets me know the direction I need to take this lesson. Students communicate what they want to learn during the KWL chart activity. Their answers let me know what will engage them during this activity.
Students view Hyperbole Video I downloaded. The video re-engages students to new learning.
We discuss various samples of hyperboles by searching on websites and a list that I printed for this lesson. It is best to be prepared and print out some of the website documents about hyperboles in case of difficulties with websites that can occur. Among the hyperboles we discussed:
- He's got tons of video games.
- You could have knocked me over with a feather.
- Her brain is the size of a pea.
- Grandpa is older than dirt.
- My mom is going to kill me.
With teacher guidance, our conversation is directed at translating the meaning of these hyperboles. We also discussed the context in which we may use these hyperboles.
Practice with Text
I read aloud a selection from Hyperbole in Poetry to students, asking students to pay attention to hyperboles within the poem. I projected the poem on my Promethean board as I read it out loud a second time. Then, I model highlighting the sections of text to identify one or two hyperboles within the poem. Students are asked to identify more examples of hyperbole in the poem and use the Citing Hyperboles Form to write the examples. We then share our findings to the class and discuss the characteristics of their hyperboles.
Students need ample practice to identify and analyze hyperbole in text. We discuss several poetry samples that use hyperbole to heighten sensory images and understanding of text. These concrete samples help students understand the context in which hyperbole is used as well as its intended purpose to overstate and exaggerate in fun playful ways.
Following guidelines from Cooperation Rubric and Figurative Language Rubric, students work in cooperative groups to create a Hyperbole sample that effectively create imagery in the reader's mind. An array of resources are available for students to use during this activity: laptops, articles, books, etc. Students may also use books from our classroom library to find samples of hyperboles. Each team not only follows the rubrics, but established norms and roles per member so that each member pulls his weight and contributes to the team's efforts. I circulate and provide assistance as needed. Creating independent thinkers is what common core is all about. My students need to persevere during complex tasks and rely on one another to reach their goals.
Students share out their Hyperbole Ideas. Each team presents their hyperbole examples, including illustrations that accentuates imagery. The class gives feedback following the Figurative Language Rubric to determine how effective the hyperboles were in creating imagery in the reader's mind.. The teams rate themselves using the cooperation rubrics. Concerns are discussed and resolved.