Teacher Resource Sheet 3

The Advanced Reader Grade 6 Resource Guide:

Lesson Title: The Author’s Use of Figurative Language

UDL modified Lesson (See words in red)
Modified by Sharon Stein /

Teaching Strategies

___ Scaffolded Questioning
___ Independent Reading
__x_ Interpretation of Primary
Sources
___ Interpretation of Graphics
(maps, graphs, cartoons,
tables,…)
___ Concept Attainment
___ Grouping Strategies
___ Think-Pair-Share
___ Roundtable
___ Jigsaw
__x_ Pairs Check/Review
___ Indep/Group Project
___ Integration of Technology
___ Audio
___ Formal Writing
___ Informal Writing
___ Modeling/Demonstration
_x__Small/Large Group
___ Reading (Pre, During, Post)
___ Simulation/Act-it-Out
___ Video Clips
___ Cross-Curricular Connections
___ Other______
Unit III: Connecting the Past to the Present—Reading as a Social Scientist
Goal 1: The student will demonstrate the ability to make connections to related geography, culture, and history of China, India, and Korea.
Essential Objective(s): c. Analyze how the author’s purposeful use of language adds meaning to the text’s accuracy.
-  Figurative Language
**This lesson plan can be split over multiple periods.
Materials: Dragonwings Support Materials (Document Repository)
Reader’s Handbook page 426
Student Resource Sheet 6
Student Resource Sheet 5
Teacher Resource Sheet 4
Anticipatory Set/Context Setting:
Teacher asks:
How does the author’s word choice impact us as readers?
Give examples from Dragonwings and discuss. Then, have students respond.
Choice of response:
Written and shared in group
Share orally
Development/Procedures:
1.  Display the following phrases around the room and provide a written listing of ALL of the phrases displayed. Place the list on a computer that provides text to speech so that the list can be read electronically as needed.
-  The sun set. vs. The crimson and yellow sun dipped below the horizon like a slowly sinking ship.
-  The students walked into class and sat down. vs. The students whooshed into the classroom like a turbulent windstorm.
-  I saw the pencil on the floor. vs. The pencil skipped off the desk and onto the floor.
-  I watched her eat a hot dog. vs. The skin of the hot dog crunched and the juices flowed down her chin as she chomped into the delicious treat.
-  She is beautiful. vs. She is as beautiful as a spring rose swaying in the breeze.
2.  Discuss the differences between the two versions of example sentences and consider how the way an author uses words impacts our understanding as readers. Discuss in pairs and then share out to class by choosing two statements and drawing a picture that shows an understanding of each statement.
3.  Turn to Reader’s Handbook, page 428, Read/Discuss.
4.  List categories of figurative language: (Provide Teacher Resource Sheet 4 (Examples of Figurative Language) to students who need additional support.)
Imagery
Personification
Sensory Language
Simile/Metaphor
Ask students for input to arrive at a class definition
(Refer to Figurative Language “Bookmarks” for
Definition, Student Resource Sheet 6)
5.  Have students identify the types of figurative language in the sentences displayed in room. Create 4 or 5 groups and give each group a set of words: Imagery, Personification, Sensory Language, Simile, Metaphor. Each group receives an envelope with the statements printed on strips. Group lays out the Figurative Language words and places the strip(s) of sentences that matches under the appropriate figurative word. Check
6.  Ask students to create sentences in the same fashion as above. Display around classroom. Work in pairs to complete this assignment. Teacher creates a group that is teacher-led for students who require additional support.
7.  Explain that students will be required to “flag” examples of figurative language and note the specific type.
8.  Distribute bookmarks (Student Resource Sheet 6)
9.  Students read Chapter 1 of Dragonwings asking students to be “on the lookout” for examples of figurative language and to “flag” those examples. Provide post-it notes or adhesive tabs to allow students to “flag” examples in book.
10.  Distribute Dragonwings “Examples of Figurative Language” chart (Student Resource Sheet 5). Explain to students that they will:
-  share findings with class after assigned reading
or
-  work in groups at end of novel study to share
findings and determine best examples for
placement on chart to share with class. /

Differentiation/Strategies

___ Tiered assignments
___ Flexible grouping
___ Learning centers
___ Curriculum compacting
___ Varying questions
___ Independent Projects

Learning Modalities

_x__ Visual
__x_ Auditory
___ Tactile/Kinesthetic

Modifications

___ Adapting the skill level
___ Adapt the number of items
___ Adapt materials
___ Provide learning strategy
___ Provide audio/video/digital
access
___ Increase personal assistance

IEP Goals/Accommodations

(Based on Student IEP/504 )

______

Reading Strategies

Text
___Literary ___Informational
Before
___ Purpose
___Prior knowledge
___ Preview ___Voc./Concepts
___ Predict
During
___ Chunking
___ Self-monitoring through
clarifying questions and
notations on text
___ Reread
___ Metacognitive conversation
After
___ Summarize or paraphrase
___ Write BCRs in answer to
reading questions
___ Use rubrics
General Reading Processes
___Decoding
___Vocabulary
___Fluency
___Comprehension
___ Reading Apprenticeship®
___ Other
ASSESSMENT
_x__ Collect and Grade
___ Check for Completion
___ In-Class Check
___ Rubric
___ Checklist
___ Peer/Self Assessment
___ Journal/Learning Log
___ Portfolio
_x__ Constructed Response
___ Quiz
___ Test
___ Presentation
___ Performance Assessment
___ Informal Assessment
___ Exit Slip
___ Other
Summary/Closure:
11.  Ultimately, students will be asked to analyze their collected examples to respond to the following: prompt:
As you have been reading Dragonwings, you have been asked to “flag” examples of figurative language used so frequently by author Laurence Yep (sensory language, personification, simile/metaphor, imagery).
Explain why an author would use so many literary techniques in his writing, and explain how the author’s purposeful use of language adds meaning to the historical accuracy of the text.
Choices:
-Individual written explanation
-Work with a partner to produce a written explanation
-Create a podcast that provides your explanation
Homework/Enrichment:

Teacher Resource Sheet 4

Dragonwings – Examples of Figurative Language ****Only a few examples provided…there are MANY!
(cite page # with beginning and ending of phrase)
Imagery
Words and phrases that create pictures in the mind of the reader / Page 101 “Her hair was the strangest color golden-red – as though her head had just burst into flame.”
Personification
Giving life-like human qualities to an inanimate object / Page 7 “It would stay forever, crawling back and forth over the clouds” (kite)
Sensory Language
Words that make a connection between the ideas that they convey and the senses of touch, smell, taste, hearing, and sight / Page 22 “The air inside smelled like soap, food, and sweat”
Page 75 “We smelled opium’s strange sweet smell…like roasted peanuts”
Page 98 “I sipped the liquid and managed not to make a face at the awful, greasy taste.”
Simile
The comparison of two unlike things using like or as / Page 6 “She told me then how the string in my hand was like a leash and the kite was like a hound that I
had sent hunting …”
Page 92 “The doors were like gaping mouths.”
Metaphor
The comparison of two unlike things NOT using like or as

Student Resource Sheet 5

Dragonwings – Examples of Figurative Language
(cite page # with beginning and ending of phrase)
Foreshadowing
Phrases that give clues to final outcome of a work of fiction
Flashback
Device used to present action that occurred before the beginning of the story
Imagery
Words and phrases that create pictures in the mind of the reader
Personification
Giving life-like human qualities to an inanimate object
Sensory Language
Words that make a connection between the ideas that they convey and the senses of touch, smell, taste, hearing, and sight
Simile
The comparison of two unlike things using like or as
Metaphor
The comparison of two unlike things NOT using like or as
Examples of Figurative Language / Examples of Figurative Language / Examples of Figurative Language
Foreshadowing
Phrases that give clues to final outcome of a work of fiction / Foreshadowing
Phrases that give clues to final outcome of a work of fiction / Foreshadowing
Phrases that give clues to final outcome of a work of fiction
Flashback
Device used to present action that occurred before the beginning of the story / Flashback
Device used to present action that occurred before the beginning of the story / Flashback
Device used to present action that occurred before the beginning of the story
Imagery
Words and phrases that create pictures in the mind of the reader / Imagery
Words and phrases that create pictures in the mind of the reader / Imagery
Words and phrases that create pictures in the mind of the reader
Personification
Giving life-like human qualities to an inanimate object / Personification
Giving life-like human qualities to an inanimate object / Personification
Giving life-like human qualities to an inanimate object
Sensory Language
Words that make a connection between the ideas that they convey and the senses of touch, smell, taste, hearing, and sight / Sensory Language
Words that make a connection between the ideas that they convey and the senses of touch, smell, taste, hearing, and sight / Sensory Language
Words that make a connection between the ideas that they convey and the senses of touch, smell, taste, hearing, and sight
Simile
The comparison of two unlike things using like or as / Simile
The comparison of two unlike things using like or as / Simile
The comparison of two unlike things using like or as
Metaphor
The comparison of two unlike things NOT using like or as / Metaphor
The comparison of two unlike things NOT using like or as / Metaphor
The comparison of two unlike things NOT using like or as