In this lesson, students are introduced to the vocabulary of film as they go through the process of creating a short original film. This unit provides instruction on key aspects of digital video filmmaking: plotting, script, storyboarding, camera work (shots, angles), and editing (transitions, title, credits, visual effects, sound effects, etc.). Once students are familiar with the techniques and terms introduced in this lesson, they are able to use their new skills to bring other content areas to life through filmmaking.
This unit is focused on figurative language, covering common core standards in language, literature for reading, and speaking and listening with the final assessment. It is designed to be used with a workshop model, where there is some form of opening for brief instruction, partner and/or independent work time, and a closing time for sharing within each lesson.
Students will complete a close reading of Ted Kooser’s poem, Abandoned Farmhouse. Students will use their knowledge about the Great Depression and the Dust Bowl to determine the setting and characters in the poem. After analyzing the author’s style, use of figurative language, and structure of the poem, students will write an ORIGINAL POEM in the spirit of Abandoned Farmhouse by using the same syntax. Using the original poem and a template as a guide, students will compose a poem that reveals who they are through the voice of important objects in their homes.
This lesson uses creatures created from students' imaginations to teach hyperbole, simile, metaphor, and alliteration in association with creative writing.
This interactive unit encourages students to evaluate the effect of the inclusion of figurative langauge in Amy Tan's nonfiction narrative essay Fish Cheeks paired with the poem Face It by Janet Wong. This lesson will assist students in understanding the power of language. Students will be compelled to write by the conclusion of this lesson.
This short lesson introduces students to the limericks of Edward Lear. By reading and analyzing his poetry, their knowledge of figurative language and other poetic devices is reinforced. The concluding activity asks them to write their own poem.
It's raining cats and dogs! Students explore figurative language through read-alouds, teacher modeling, and student-centered activities, further developing their understanding of the literal versus the metaphorical translations of idioms.
In this lesson, students review types of figurative language before examining poetry to find real examples of figurative language in use.
In this lesson, students read like a writer and analyze figurative language and the author’s word choice, meaning, and tone in Chapter 3 of Bud, Not Buddy.
In this lesson, students read the poem "An Incident in the Rose Garden" by Donald Justice, then go through a series of activities to examine the use of figurative language in the text.
This resource includes a lesson and two accompanying activities designed to assist learners with working with metaphors on a deeper level. Beginning with a quick review, the lesson directs learners to read noted poetry and analyze deeper meaning within given metaphors. As a culminating activity, learners are asked to write their own metaphors using abstract concepts while bein provided mediums for comparison.
In this lesson, students review similes and their use before practicing finding similes in a paragraph. Students then complete a handout asking them to write their own similes.
In this lesson students examine how imagery is used to represent ideas, themes, periods of history, and make cultural connections to poem, "Still I Rise." Students will reflect through written expression how resiliency is in their lives, school, and community.
Using the theme of identity, students will work through various activities to learn the characteristics of a Narrative Essay. This particular unit will/should take place prior to writing the Narrative Essay. Many of the lessons address how to identify, create, apply and analyzeheme, dialogue punctuation, figurative language and citing direct and indirect evidence.