1. Topic-
|
| Imagery (your senses) as a form of figurative language |
| |
|
2. Content-
|
figurative language
simile
metaphor
alliteration
personification
onomatopoeia
hyperbole
idioms
imagery
sight
hearing
smell
taste
touch |
| |
|
3. Goals: Aims/Outcomes-
|
1.Learn about figurative language(purpose, types, etc.)
2.Learn how to find imagery
3.Learn how to use imagery |
| |
|
|
4. Objectives-
|
1. Discussions on figurative language
2. Participate in a 5 day imagery lab (along with other classwork)
- Write descriptions of things keen to senses
3. (Re)write own song using many examples of figurative language &
imagery [test] |
| |
|
5. Materials and Aids-
|
1.) definitions of terms for figurative language
2.) piece of writing with many figurative language examples
3.) blindfolds, paper, and list of adjectives for lab activity
4.) bowl of beads, glitter, or fuzzy balls for touch, Beethoven for
hearing, hard rock candy for taste, perfume for smell, small rocks
for sight |
| |
|
6. Procedures/Methods-
|
|
A. Introduction-
1. take pretest on figurative language
2. grade pretest, discuss each question
3. Figurative language song |
| |
|
|
B. Development-
1. Examine "" for examples of figurative language
2. Examine "" for examples of imagery |
| |
|
|
C. Practice-
1. Day 1 lab activity - bowl of small objects at each table(students
blindfolded so that only the FEEL of the objects are used) each student
has the opportunity to put their hand inside the bowl and after the
bowls have been hidden, have them take off blindfold to take time
to write a paragraph on the way the items felt to the TOUCH.
2.Day 2 - students are once again blindfolded (so they are only concentrated
on the SOUND), take time to listen to a symphony orchestra song by
Beethoven, take blindfolds off and write a paragraph on the way the
music SOUNDS.
3.Day 3- students blindfolding is optional, have a bag of prepared
rock candy, all clear but different flavored, students take time to
explore the TASTE of the candy and write a paragraph about the way
it tasted.
4.) Day 4- students blindfolding is optional, but the bottle of the
perfume must be bare, whether by tape or pulling off labels, or pouring
a small bit into a small plain spray bottle, after SMELL is dispersed,
students take time to write a paragraph on the smell.
5.) Day 5- students are NOT blindfolded, each student is given their
own rock (They may keep it if they want it) and take the time to explore
it then write a paragraph on the way it looks. acute attention to
detail visually & NOT the feel! |
| |
|
|
D. Independent Practice-
1.writing paragraphs for each set of imagery
2. worksheets in beginning on figurative language |
| |
|
|
F. Checking for understanding-
1.(re)write songs using as many examples of figurative language
as possible.
2. short test/quiz on figurative language |
| |
|
7. Evaluation-
|
1. grading of tests
2. grading & discussion of songs |
| |
|