You Figure—Figurative Language

Subject Area: Language Arts

Grade Level(s): 6-8

Duration of Activity: 10 days

Description of Activity:

The purpose of this lesson is to allow students to read, explore, learn, and enjoy poetry so that their appreciation for the techniques of poetry will be enhanced. Students will identify forms and define poetic terms by searching the World Wide Web, by reading aloud, and by evaluating specific poetry. They will create and illustrate tongue twisters using examples of tongue twisters as a guide. Students will put together a poetry booklet using word- processing or presentation software.

Objectives:

• Identify examples of figurative language including personification, onomatopoeia, alliteration, hyperbole, and imagery and determine when to use in writing
• Read poetry aloud as it was intended to be read
• Write poetry using at least two examples of figurative language
• Write five tongue twisters
• Find examples of poetry that use different types of figurative language and compile them into a Microsoft PowerPoint scrapbook to be turned in to the teacher for assessment.

Materials/Equipment:

• Computers with World Wide Web access
• Different poetry books
• Teacher-created Microsoft PowerPoint presentation to introduce the lesson
• Examples of the different poetic forms
• Handout 1: Poetry Reading Evaluation Form found on the World Wide Web at

  Imagery Lesson Plans and Resources http://volweb.utk.edu/Schools/bedford/harrisms/imagery2.htm

• Handout 2: List of Tongue Twisters That Illustrate Alliteration found at:

  Alliteration Lesson Plans and Resources http://volweb.utk.edu/Schools/bedford/harrisms/1allitera.htm

• Handout 3: Poetry Scrapbook Assessment Rubric

Prerequisites (skills or background needed):

• Some knowledge of how to access World Wide Web sites
• Ability to use Microsoft PowerPoint software

Procedure

Teacher Component: The teacher will

1. introduce the lesson through the use of a Microsoft PowerPoint presentation
2. give examples of all forms of figurative language along with their definitions.
3. explain what is meant by the term "tongue twister" using Handout 2: List of Tongue Twisters that Illustrate Alliteration.
4. provide a list of carefully screened Web sites that contain poetry for the students to use in completing their assignments.
5. provide poetry books and other print resources containing poetry for use by the student in completing their assignments.
6. assign times for the students to read aloud the poetry they have selected for reading.
7. explain the requirements for the Microsoft PowerPoint scrapbook that the students will compile
   • an original poem about nature which relates to the five senses
   • five original tongue twister that is illustrated with clip art or original drawings created using a paint/draw software program or scanned into digital format
   • 20 poems that illustrate the different types of figurative language. Each example of figurative language should be clearly marked.

Student Activities: The student will

1. read aloud at least three poems and be evaluated using the poetry using Handout 1: Poetry Reading Evaluation Form
2. use the World Wide Web and specific Web sites provided by the teacher as well as text resources to find poetry using poetic devices including personification, alliteration, onomatopoeia, imagery, and hyperbole.
3. create a Microsoft PowerPoint scrapbook that includes the following:
   • an original poem about nature which relates to the five senses
   • five original tongue twisters that are illustrated with clip art or original drawings created using a paint/draw software programs or scanned into digital format from hard copies. All five can be included on one slide of the presentation.
   • 20 poems that illustrate the different types of figurative language. Each example of figurative language should be clearly marked.

Accommodations:

• If presentation software is not available, word-processing or desktop publishing software could be substituted.

Extension Activities:

• Write additional original poetry using the forms of figurative language studied.
• Create and participate in poetry Scavenger Hunts using Web sites on the World Wide Web.
• Create a Microsoft Access database showing the different poetic devices, definitions and a line of poetry illustrating the device.
• Draw a cartoon about the school or a favorite sport that includes hyperbole. Color-code the hyperbole to make it apparent to the reader.

Integration:

• Language Arts
• Technology

Assessments:

1. Handout 1: Poetry Reading Evaluation Form found on the World Wide Web at

   Imagery Lesson Plans and Resources http://volweb.utk.edu/Schools/bedford/harrisms/imagery2.htm

2. Handout 3: Poetry Scrapbook Assessment Rubric

URLs:

• African American Poets Unit
  http://www.msu.edu/~miazgama/aapoets_day_two_handout.htm
• The Poetics of Robert Frost – Examples
  http://www.frostfriends.org/figurative.html
• English Poetry: Examples
  http://www.pfmb.uni-mb.si/eng/dept/eng/poetry/text/list.htm
• William Wordsworth Poems
  http://homepages.tesco.net/~andy.oddjob/wwindex.htm
• Creative Writing - Help for Creative Writers -- Creative Writing Advice
  http://fictionwriting.about.com/
• Alliteration Game
  http://volweb.utk.edu/Schools/bedford/harrisms/allitera.htm
• Personification
  http://volweb.utk.edu/Schools/bedford/harrisms/7lesson.htm
• Poetry Writing Tips
  http://www.teenlit.com/workshop/poe.htm
• Poetry Reading Evaluation Form
  http://volweb.utk.edu/Schools/bedford/harrisms/imagery2.htm

Curriculum Frameworks

Mississippi:

Sixth Grade, Seventh Grade & Eighth Grade

6. Participate cooperatively while engaging in small group activities to analyze and interpret information, to make decisions, to solve problems, and to produce a given product. (R, W, S, L, V)
   3. Analyze, evaluate, and compromise to arrive at a consensus
8. Read and use print and non-print media to experience the rhythm, energy, and pictorial qualities of language. (R,W,S,L,V)

National Educational Technology Standards (NETS):

5. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. (3, 6).
8. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems.

TerraNova:

01 Oral Comprehension (Level 10,11)
Demonstrate both literal and interpretive understanding of passages that are read aloud.

Use writing or other means to respond to literal and interpretive questions about passages that are read aloud.

Link and Feedback to Author(s):

Lela Johnson, South Delta Middle School, Anguilla, MS
Lela70tem@yahoo.com