"Fish Cheeks" Different Tastes

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Objective

SWBAT clearly convey an idea incorporating imagery which demonstrates an understanding of connotative language.

Big Idea

“Yummy!” or “Yuck!”

Imagery

10 minutes

Over the past few days, we read and analyzed “Fish Cheeks.  Lessons addressed close reading strategies, organization of text, and plot development.  Today, we again examined the imagery found in “Fish Cheeks” – specifically Chunk 2 considering the description of the food served at dinner.  I asked students to focus upon the connotation that they perceived.  Students decided that these connotative adjectives gave them a creepy, disgusting image.  We had previously studied connotation affecting our emotions.

Keeping this image in mind, I passed out directions for Different Tastes

"Different Tastes"

35 minutes

Together, we reviewed the Graphic Organizer at the bottom on the worksheet, “Different Tastes.”  A short discussion of Thanksgiving Dinner took place focusing upon how we can make it sound like the best or most disgusting dinner.

Next, we specifically assessed the details in “Language Link” at the bottom of the page, addressing sentences from “Fish Cheeks” with or without adjectives.

On the board, I listed four different meals:

                All – American Meal – hamburger, French fries, and any flavor shake

                South of the Border Meal – two tamales, refried beans, and rice

                Italian Stallion Meal – lasagna, meatballs, and garlic bread

                Orient Express Meal – sweet and sour pork, egg roll, and fried rice.                       

Students selected a meal in which they will describe using two different points of view focusing upon connotative adjectives.

Next, each student organized their ideas using a “graphic organizer” like the one on the worksheet – a delicious meal and a horrible meal.  I reminded them to use adjectives as used in the “Language Link” on the worksheet.

Students then wrote their Rough Drafts for the meals.

 

Peer Feedback

20 minutes

After writing their Rough Drafts, I encouraged students to share their drafts in their small groups and provide feedback to each other.  Did the meals sound delicious?  horrible?  They shared ideas with each other as to how to improve the connotative adjectives.

Students then wrote their final copy on the reverse side of the “Different Tastes” worksheet.

 

Closure

15 minutes

As a whole class, each student selected the description that they felt displayed their feelings of the meal most appropriately and shared.