This resource accompanies our Rethink 7th Grade ELA course. It includes ideas for use, ways to support exceptional children, ways to extend learning, digital resources and tools, tips for supporting English Language Learners and students with visual and hearing impairments. There are also ideas for offline learning.
To complete this assignment, students should have already learned the basics of figurative langauge and have practiced identifying and analyzing simile, metaphor, and personification. This lesson will allow them to take their learning to the next step to create their own examples of figurative language that they will they build into an original nature poem.
In this lesson, students will continue to analyze working conditions in the mill and how they affect Lyddie. This lesson adds a focus on word choice and figurative language, as students discuss how author Katherine Paterson’s choice of language helps the readers better understand Lyddie’s working conditions and how they affected her.
The purpose of this project is two-fold: first, to encourage students to make the reading of poetry a creative act; and, second, to help students appreciate particular literary devices in their functions as semaphores or interpretive signals. Those devices that are about the imagery of a poem (metaphor, simile, personification, description) can be thought of as magnifying glasses: we see most clearly that upon which the poet focuses our gaze. Similarly, those poetic devices that are about the sound of the poem (alliteration, consonance, enjambment, onomatopoeia, and repetition) can be thought of as volume buttons or amplifiers: we hear most clearly what the poet makes us listen to most attentively.
In this lesson, the students will read and reread the passage closely and focusing their reading through a series of questions and discussion about the text, students will be able to understand the structure and purpose of this particular soliloquy and how it delves into universal themes regarding the human condition.
In this CCSS lesson, students will explore this story through text dependent questions, academic vocabulary, and writing assignments. Printable text files included.
In designing a lesson to promote effective word choice in students' writing, the object is to start with something familiar. In this lesson, students start by discussing the associations they feel for car names from the 60s and 70s and analyze why those names were chosen. They then work in small groups on one of several possible activities, each exploring connotation in the context of car names.
In The Bear Boy, a man does not teach his son the ways of Pueblo life and how to transition into manhood. In this CCSS lesson, students will explore this story through text dependent questions, academic vocabulary, and writing assignments.
In this lesson, student use figurative language techniques to create and comprehend meaning; for example, similes, metaphors, analogies, anecdotes, and sensory language.
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.
As a way to support teachers with English Language Arts (ELA) instruction during the pandemic, the NCDPI ELA team created choice boards featuring standards-aligned ELA activities.The intended purpose of these choice boards is to provide a way for students to continue standards-based learning while schools are closed. Each activity can be adapted and modified to be completed with or without the use of digital tools. Many activities can also be repeated with different texts. These standards-based activities are meant to be a low-stress approach to reinforcing and enriching the skills learned during the 2019-2020 school year. The choice boards are to be used flexibly by teachers, parents, and students in order to meet the unique needs of each learner.Exploration activities are provided for a more self-directed or guided approach to independent learning for students. These activities and sites should be used as a way to explore concepts, topics, skills, and social and emotional competencies that interest the learner.
Echo is a nymph that likes to gossip so a spell is cast upon her to only reiterate things that she has heard. In this CCSS lesson, students will explore this story through text dependent questions, academic vocabulary, and writing assignments.
Elizabeth I is the biography of Queen Elizabeth who reigned in England for 45 years from 1558 to 1603. Milton Meltzer chronologically highlights her birth into parliament rule, her historical influence on Englandâ€™s political system and her untimely death that brought the end to a dynasty. In this CCSS lesson, students will explore this history through text dependent questions, academic vocabulary, and writing assignments.
This resource contains examples of each of the following types of figurative language: similies, metaphors, hyperbole, and personification.
This lesson provides hands-on differentiated instruction by guiding students to search for the literal definitions of figurative language using the Internet. It also guides students in understanding figurative meanings through the use of context clues and making inferences.