lesson 3 literary elements: figurative language

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Materials• Student Resource Book,

pages 58–69• Formative Assessment Binder,

page U3-3 • Poster AC-1: Powerful Practices for

Comprehension• Poster AC-2: Fix-Up Strategies• Poster AC-3: Accountable Talk• Poster AC-10: Figurative Language • Poster AC-14: Fast-Action

Explanations (Claim-Evidence-Reasoning)

PreparationPlan to write the name and definitions for each type of figurative language on the board, chart paper, or shared writing paper.

OverviewIn this lesson, students will review the literary element for the unit: figurative language. Students will reengage the text to analyze the use of figurative language and then apply that understanding in describing the text.

How It FitsThis lesson builds on the comprehension practice in Lessons 1 and 2 by adding analysis of content knowledge to the same core text. Students’ ability to use figurative language will help their writing skills when they engage in formal writing activities in subsequent units.

Teacher Objective Students will understand figurative language and evaluate its use in the text.

Flexibility RecommendationsThe goal is for students to identify, analyze, and apply figurative language using the core text. It is not necessary to reread the entire text. It is more important that students have the opportunity to write about the text and apply their understanding of figurative language in the lesson’s activities or in ones you provide. As needed, modify the activities based on your students’ needs to achieve that goal.

Routines• Fast-Action Explanations

• Discussion Routines (optional)

LESSON 3 Literary Elements: Figurative Language

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Lesson 3 Overview

Formative Assessment TrackingFormative Assessment Binder, pages U3-1 to U3-10

Assess the progress of your students using the objective breakdown below. Log progress for your students on the corresponding Formative Assessment Tracking sheet in your Assessment binder, based on the listed skill levels. Formative Assessment Check-In points are listed in the lesson as a start; however, you may choose to conduct your assessment whenever reasonable during student discussion or individual work.

Content Objective 1 I can understand figurative language: similes, metaphors, personification, and idioms.

Beginning Proficient Advanced

identify and define similes, metaphors, personification,

and idioms

use similes, metaphors, personification, and idioms

in writing

evaluate the use of similes, metaphors, personification,

and idioms in a provided text

Teacher: What is a metaphor?

Student: A metaphor is when two things are compared without using “like” or “as.”

Teacher: Why might an author use a metaphor?

Student: They use metaphors to enhance the description of something or help the reader feel or understand.

Teacher: You were asked to write about the story using a simile. What did you write?

Student: I wrote “When Izzy sees the destroyed markers, she roared like a furious lion.”

Teacher: Great! Why is your sentence better than just saying that Izzy is mad?

Student: It shows much better how mad she is.

Teacher: It says the pens were “in a sea of white sneakers and order forms.” What kind of figurative language is that?

Student: That’s a metaphor comparing the pile of stuff to a sea. It makes it seem like it’s flowing everywhere, so it’s an effective description.

Content Objective 2 I can use specific evidence from the text to make a claim about it.

Beginning Proficient Advanced

find appropriate evidence for a given assertion or claim

generate an assertion or claim, including identifying

evidence

autonomously generate a claim, including identifying evidence OR generate an inference using evidence

Teacher: Izzy is clearly artistic. What evidence in the text supports this?

Student: In the story, it says her favorite pastime is art.

Teacher: How would you describe Izzy? Use evidence from the text.

Student: I think Izzy is artistic because her favorite pastime is art, and she “hoped to become a graphic novelist.”

Teacher: What character information did you put in your summary?

Student: I wrote that Izzy is artistic, based on her loving art and hoping “to become a graphic novelist.”

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Introduce figurative language.

Explain why it matters to understand figurative language.

Define and explain each type of figurative language using the examples listed.

Have students read the sentence pair and underline the stronger sentence. Discuss the type of figurative language used and the difference between the sentences.

Introduce the lesson’s objectives. Ask if students have heard of figurative language.

Student Resource Book page 58

Date:

Figurative LanguageWhat is figurative language?

Why is it important?

Figurative Language Example What It Is

simile The high jumper flew through the air like an eagle.

metaphor The classroom was a zoo.

personification Lightning danced across the sky.

idiom It’s raining cats and dogs.

How Figurative Language WorksFor each pair of sentences, underline the sentence that creates a stronger picture in your mind.

1a. The basketball player was a strong leader and good player on the basketball court.

1b. The basketball player was a king on the basketball court.

What kind of figurative language was used? (circle one)

simile metaphor personification idiom

A comparison between two unlike things using the words “like” or “as”

A comparison between two unlike things that does not use the words “like” or “as”

Describing something that is not human as acting or feeling like a human would

A cultural expression that is not literal, or has a different meaning from what the words say

Description that is not literally true

Writers use figurative language to build imagery and to give words more power. Simile, metaphor, and personification strengthen writing even outside of school.

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Lesson Objectives

I can understand figurative language: similes, metaphors, personification, and idioms.I can use specific evidence from the text to make a claim about it.

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Lesson 3: Literary Elements

ARK TIP TIP SAP SAP ISS

Activate / Assess Relevant Knowledge (ARK) 5% (2–3 min.)

Introduce that students will continue to work with the core text, “Sneakers,” but in this lesson, they will be looking at an important literary element: figurative language. Introduce the lesson’s objectives. Then elicit from students a definition of figurative language or whether they have encountered it before. Give students two example sentences to ensure familiarity. Ask students if they’ve ever read something in class or elsewhere that didn’t make sense at first because it wasn’t literally true.

Teacher Input (TIP) – Literary Elements: Figurative Language 25% (8–12 min.)

Introduce and define the concept of figurative language: descriptive language that does not convey its literal meaning. Figurative language almost always uses a comparison between two unlike things to create more powerful imagery for the reader. Students will need to identify and understand figurative language to understand the kinds of text they are reading in middle school. Tell students that those confusing nonliteral phrases they have encountered will be easier to understand once they practice identifying and using figurative language. Have students write the definition of figurative language on their SRB page.

Elicit and explain why it matters to understand figurative language, including in situations outside of school. Then, have students complete the “Why is it important” question on their SRB page. EExplain to students that there are many types of figurative language, but they will focus on the most common types: similes, metaphors, personification, and idioms. Walk students through the figurative language chart on the SRB page, writing the figurative language definitions as you do. Ask students to read the example sentences if time permits.

Tell students that they will be looking at a few examples that show how figurative language can be more effective than simpler writing. In the How Figurative Language Works section, lead students through reading each pair of sentences and underlining the one they think is more powerful, and briefly discuss why. For this first pair, identify the type of figurative language used (metaphor) and have students circle it.

TEACHING PURPOSE

The goal of this SRB page is to review and ensure familiarity with the most common types of figurative language. It is worth reviewing the terms if students lack confidence in them. However, if students demonstrate understanding, move on to the identification and application sections of the lesson.

Why It Matters

Ask students to think of song lyrics they really like. Explain to students that powerful lyrics and powerful writing often use figurative language. Explain that writers use figurative language to build imagery and give words more power. Simile, metaphor, and personification will strengthen students’ writing or spoken expression in any context, including outside of school.

E Tip: Tell students that understanding idioms is helpful for reading a text, but idioms are not always helpful for improving writing because they are often overused.

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Teacher Input (TIP) – Literary Elements: Figurative Language continued

Continue with the next two figurative language pairs on the SRB page: have students read and compare the sentences within each pair, identify the figurative language used, and then discuss the differences between the two sentences.

Quick Review Activity: Figurative Language Conduct a Quick Review activity to assess students’ understanding of the types of figurative language. The goal of the Quick Review is to provide feedback for your instruction and to accommodate the different learning styles of your students. Using the guidelines for Accountable Talk (Poster AC-3), quickly assess your students’ understanding using one of the activities listed below or another activity of your choosing based on time and/or your students’ needs.

Activity DescriptionTime

Needed

Summarize in a

Sentence

Students write a one-sentence explanation of each type of figurative language. Less

Quiz, Quiz, Trade

Partners verbally quiz each other on each type of figurative language, writing their responses in their SRBs. They trade SRBs and mark them with a check or emoji if the responses are correct.

More

Visual Doodles

Students draw a visual representation of each type of figurative language. Then they trade SRBs and guess what each other’s drawings represent.

Most

TEACHING PURPOSE

The goal of this activity is to assess students’ understanding of the different types of figurative language. Choose a Quick Review activity based on how students demonstrate their understanding of figurative language. Feel free to skip the review if students can recognize and define the different types of figurative language. Repeat or add a Quick Review activity if they struggle.

FORMATIVE ASSESSMENT CHECK-IN

I can understand figurative language: similes, metaphors, personification, and idioms.

Use the Quick Review activity responses to assess students’ understanding of each type of figurative language. Identifying and defining the types of figurative language shows Beginning skill level performance for students.

Are students struggling to remember the different types of figurative language?

Try another Quick Review activity.

Are students confusing similes and metaphors?

Model looking for like or as in the paired sentences on the SRB pages.

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Quick Review: Choose an activity and review the types of figurative language.

Formatively assess students to see if they can identify and explain the types of figurative language.

Have students read each sentence pair and underline the stronger sentence. Discuss the type of figurative language used and the difference between the sentences.


Date:

Figurative Language continued

2a. The dark tree branches over her head scared her as she hurried home that evening.

2b. The dark tree branches reached overhead like wooden claws as she hurried home that evening.



3a. “He could not believe the hunger, had never felt it this way . . . the hunger demanded food, screamed for food.” (adapted from Hatchet by Gary Paulsen)

3b. He was so hungry he couldn’t believe it.



Quick Review Activity: Figurative LanguageAs directed by your teacher, explain each type of figurative language.

1.

2.

3.

4.

Responses vary based on chosen activity.

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Student Application Activity: Students analyze figurative language.

Think-Aloud: Use Example 1 to model how you identified and analyzed figurative language and wrote a Fast-Action Explanation.

Talk through Example 2, gradually releasing responsibility to the students by eliciting the answer to each question.

Elicit what would complete each phrase in the Fast-Action Explanation chart and have students write a Fast-Action Explanation.

Elicit the benefit of identifying and understanding figurative language.

Reinforce the importance of practice.


Date:

Finding Figurative Language 1Listen as your teacher explains finding and analyzing figurative language for Example 1 and writing a Fast-Action Explanation. Then, you will follow the same process for Example 2.

Example 1:

What did you find? Write the sentence here:

“Now Saturday afternoon stretched out ahead of her like a lazy river.”What kind of figurative language is it?


What two things are being compared? 1. the afternoon 2. a lazy riverHow does it improve the description of what is happening?

It helped me feel how slow and calm the afternoon was by picturing a lazy river.

Fast-Action Explanation: The author made the story better by using a simile. (claim) In the story, it says the “afternoon stretched out ahead of her like a lazy river,” which is a simile. (evidence) The simile makes the story better by helping the reader picture the afternoon being slow and calm. (reasoning)

Example 2:


“The [pens] stood tall and loyal in their shiny bucket, waiting for Izzy to rescue them.”What kind of figurative language is it?


What two things are being compared? 1. 2.

How does it improve the description of what is happening?

Fast-Action Explanation:

Claim The author made the story better by using . . . Evidence In the story it says, “ . . . ”Reasoning This makes the story better by helping the

reader to picture . . .

Fast-Action Explanation:

Fast-Action Explanations include:Claim: a statement that can be argued

Evidence: information from the text that is proof

Reasoning: an explanation of how the evidence supports the claim

Student answers may vary.

Possible answer: The author made the story better by using personification. The story says “the [pens] stood tall and loyal in their shiny bucket, waiting for Izzy to rescue them.” This makes the story better by helping the reader picture how the pens were standing upright and how important they were to Izzy.

pens people

Student answers may vary.


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Teacher Input (TIP) – Analyzing the Text for Figurative Language 15% (5–7 min.)

Ask students to reiterate the benefit of identifying and understanding figurative language, and reinforce that this skill takes practice.

Introduce the activity: Finding Figurative Language 1. Explain that students will reread the core text, “Sneakers,” and identify and analyze examples of figurative language that appear in bold type.

To complete the activity, students will identify a sentence with the figurative language, the type of figurative language used, and the two things being compared. Then they will write one sentence explaining how the figurative language contributes to the story. Finally, they will put everything together in a Fast-Action Explanation sentence frame.

Student Application Activity: Finding Figurative Language 1 To begin, model the task using a Think-Aloud and Example 1 on the SRB page. Think aloud about the example as though you had already completed the activity. Identify the sentence with the figurative language in bold type, and then model reading the surrounding sentences for context to better understand the figurative language. While you may acknowledge that the figurative language appears in bold type, think aloud about how you would have identified the simile by noticing the word like and its comparison of two unlike things.

Note: The first page of “Sneakers” is shown on page 95 for your reference.

After modeling your responses in Example 1, explain to students that you didn’t get a chance to finish Example 2, so you’ll be completing it together as a group. Talk through the second example sentence, which is identified in the text in bold, and then elicit from students the type of figurative language it is (personification) and how they can tell. Gradually release responsibility by eliciting the other responses from students to complete the chart, rather than telling them directly. Finally, have students write a Fast-Action Explanation for Example 2.

TEACHING PURPOSE

The goal of this activity is to assess students’ ability to identify examples of figurative language and analyze their effect on the text. The examples are provided in bold and can be easily found and analyzed; therefore, the pacing for this activity is short. Spending large amounts of time reading or discussing the text on this page is not recommended. If you feel students need more time to read and apply literacy strategies to this text, consider adding that as a Skill Differentiation Activity during Lesson 4.

THINK-ALOUD

Model authentically or use the sample below.

I knew that figurative language appeared in paragraph 1, so I read the sentence that contains it and the sentences before and after it to help me understand its meaning. The sentence I found says that the “afternoon stretched out ahead of her like a lazy river.” Even if the sentence weren’t in bold, I would have noticed the word like, which would let me know that this is a simile. So, for the second question on my chart, I circled simile. I looked on either side of the word like to learn what was being compared, the afternoon and a lazy river, and I wrote those down as well. I can picture a lazy river slowly rolling along and taking its time, which makes me think that the afternoon will be slow and calm as well. By picturing the two things that are compared, I better understood how Izzy feels about the afternoon and how she looks forward to it. I wrote that as my answer for the last question.

At that point, I had all the information I needed to put together a Fast-Action Explanation, including a claim, evidence, and reasoning. I knew that my claim was that the author made the story better by including figurative language (the simile), and that the evidence was the quote of the simile I found. My reasoning was that the simile contributed to the reader’s understanding because the reader could picture how the afternoon is like a lazy river: slow and calm.

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Teacher Input (TIP) – Analyzing the Text for Figurative Language continued

The SRB provides a copy of the first page of “Sneakers” for students to use as they complete Example 2 on SRB page 60. Use this copy as a reference during instruction.

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Date:

1 “Hi guys, how are your dog shoes?” Izzy breezed into the living room with a big smile. Her eighth-grade soccer team had won its morning game. Now Saturday afternoon stretched out ahead of her like a lazy river, with plenty of time for her other favorite pastime: art. Izzy hoped to become a graphic novelist. Each weekend she worked on her comic strip for the school newspaper.

2 “Dog-walking shoes,” corrected her 11-year-old brother, Sam. He and his friends Hugo and Ella sat on the floor together coloring white sneakers.

3 Sam had come up with the idea to sell custom-decorated “dog-walking” shoes to raise money for the Main Street Animal Shelter. Izzy admired Sam’s love of animals. She admired his creative fundraising idea too.

4 That is, until she spied the markers they were using.5 “Sam! Who said you could use my pens?” she shouted. Gran had given

Izzy special drawing pens. The collection of a hundred pens came in a shiny chrome bucket that Izzy kept on her desk. She loved them.

6 “You should have asked my permission,” she said angrily, “which I wouldn’t have given you, by the way. Gran gave those pens to me for my art.”

7 A dozen of Izzy’s prized pens were swimming loose in a sea of white sneakers and order forms. The rest stood tall and loyal in their shiny bucket, waiting for Izzy to rescue them.

8 “You weren’t here, so how could I ask?” Sam said. He kept right on coloring. “All our pens ran out of ink. I didn’t think you’d mind,” he added with a shrug.

SneakersBy J. H. Diehl • Illustrated by Monika Róża Wiśniewska Part 1

Find the figurative language on this page and complete the charts on page 60.

When annotating and summarizing fiction, I look for1.

2.

a.

b.

c.

and

3.




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Circulate to monitor students on performance.

Ensure students are working independently before sharing.

Formatively assess students on understanding figurative language (Beginning level).

Review responses.

Student Application Activity: Have students complete these two charts on their own, and then share their answer to the last question in each chart with a partner. (Think-Write-Pair-Share)


Date:

Finding Figurative Language 2 Find examples of figurative language on the second page of “Sneakers.” After you’ve gathered the information and completed the first chart, share your answer to the last question with a partner. Repeat for the second chart.


What kind of figurative language is it?










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Student Active Participation (SAP) – Analyzing Figurative Language 20% (6–9 min.)

Student Application Activity: Finding Figurative Language 2Explain to students that they will now apply their understanding of figurative language by analyzing examples from the text, which appear in bold type. Have students find the examples of figurative language in bold type on the second page of the story. Once they’ve gathered the information, they should complete the charts. Tell students that they should share their answer to the last question in each chart (How does it improve the description of what is happening?) with a partner. TCirculate among students and use questions to check progress and understanding. Remind students that they will only benefit if they individually try to identify the type of figurative language and what is being compared before talking to a partner. Tell them they can refer to their work on SRB page 60 as a reference.

This is a good Formative Assessment Check-In point for content objective 1: students’ ability to identify types of figurative language (Beginning skill level). Record students’ skill level on the Formative Assessment Tracking sheet.

When students are finished, review their responses as a group and instruct them to adjust their answers as needed.

T Timing: If you have a shorter class length (30 minutes) or are behind in terms of pacing, instruct students to complete just one of the two charts to ensure you have time for Finding Figurative Language 3 on SRB page 64 (TLM page 100).



Use the Student Application Activity responses in which they identify figurative language types to assess students’ understanding of each type of figurative language. Identifying and defining the types of figurative language shows Beginning skill level performance for students.

Are students generally choosing the incorrect type of figurative language?

Ask students to explain their rationale by talking through their responses with their own Think-Aloud. If they seem to lack understanding of the types of figurative language, review SRB pages 58–59.

Are students confusing similes and metaphors?

Model looking for like or as in the example sentences on SRB pages 58–59.

D Discussion Point: If students are confused or would benefit from further discussion, review student responses to the activity with a Discussion Routine of your choosing. Note that your lesson timing will be affected; ensure you have time for student reflection at the end of the lesson.



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Student Active Participation (SAP) – Analyzing Figurative Language continued

Refer to the second page of the core text “Sneakers” when talking through the Finding Figurative Language 2 activity on SRB page 62 and when monitoring students as they complete the activity. E

E Tip: If students ask why the use of sarcasm by Sam in paragraph 14 isn’t bolded, discuss that it can be considered figurative language because what he says is not literally true. If students do not notice it and if time permits, you may choose to point it out in order to promote discussion and engage students’ critical thinking about figurative language.

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Date:

Sneakers (continued)

Find the figurative language on this page and complete the charts on page 62.

9 “Didn’t think I’d mind?” She laughed like she’d just heard the biggest lie ever. “That’s why you conveniently stole them while I was gone.”

10 Sam glared at Izzy. “No one stole your pens,” he said, his voice rising. “We’re supposed to deliver sixteen pairs of shoes next weekend. We didn’t want to lose time. See?” He held up the shoe he had been working on, right in front of Izzy. She batted it away.

11 “Hey, why don’t we stop for now?” said Hugo, looking awkwardly at Sam.12 “Yeah, we can come back next week,” agreed Ella. They quickly left.13 Sam stared at the half-finished sneakers in disbelief. He had been having

fun with his friends, laughing and coloring. Now they would never want to work on a project with him again. Izzy had ruined everything.

14 “You’re so selfish!” Sam shouted. “You don’t care about the animals in the shelter. You don’t care about my friends. All you care about is yourself. Myyyy pens are soooo special because I’m soooo talented. Every pen I have is precious. Every line I draw is genius,” he said, mocking her voice.

15 Izzy ignored him. She swooped in to collect the loose pens.16 Watching her, Sam felt his anger gather in him like a thundercloud. When

Izzy started fitting pens back into the bucket, Sam kicked it out from under her hand. Then he ran down the hall to his bedroom and slammed the door. I’ll get Izzy back for this, Sam told himself. I just need a plan.

17 Izzy, meanwhile, had similar thoughts as she gathered up the scattered pens. She’d show Sam what happens when he borrows her things without asking! She shoved two pairs of the white sneakers under the couch. Wait till Mom finds these, she thought.

18 Mom had a good sense of humor, but she was strict about keeping the apartment tidy. Her rule was that Izzy and Sam could keep their bedrooms however messy they wanted. But the living room, kitchen, and patio had to be clean. Izzy knew Sam would clean up before Mom got home from her errands. But he always did just enough to stay out of trouble. He would never look under the couch. Mom would.

19 With her prank ready, Izzy decided to color her comic strip while she waited for Mom to return. She worked at the kitchen table, her favorite place to draw. After a while, she returned her pens to her bedroom desk, grabbed her sketch pad and pencils, and went out to the patio to sketch.




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Circulate to monitor student performance.

Ensure students are working independently before sharing.

Formatively assess student performance on both objectives.

Student Application Activity: Have students find the figurative language in the excerpt, then identify/explain the use of figurative language.


Date:

Finding Figurative Language 3Below is a paragraph from Part 2 of the story, “Sneakers.” Find the figurative language used in this paragraph and complete the chart below.

Sam went to his room and flopped on his bed. He thought he’d fooled her—until he discovered a ball of white shoelaces, tangled like spaghetti, lying on his pillow. Then he panicked. Izzy must be pranking me back, he thought. How long before she figures out that I wrecked her pens?






He thought he’d fooled her—until he discovered a ball of white shoelaces, tangled like spaghetti, lying on his pillow.

Comparing the ball of shoelaces to spaghetti helps the reader picture how messy and tangled they are.

shoelaces spaghetti


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Student Active Participation (SAP) – Analyzing the Text for Figurative Language continued

Student Application Activity: Finding Figurative Language 3Now students will identify an example of figurative language on their own without relying on the bold type. Explain that students will read an excerpt from the third page of “Sneakers” that contains a type of figurative language. Students will write the sentence that includes the figurative language and identify the type of figurative language and the things being compared. Then they will explain the effect the figurative language has on the story.

As students complete the activity, circulate to formatively assess their work. Use either their responses to your questions or their written answers to assess their understanding of figurative language and/or their use of textual support. E

E Tip: If students are struggling with figurative language, it may be more effective to complete this activity as a group instead of moving on to the “Use Figurative Language to Describe the Story” activity on SRB pages 65–68. If you do skip that activity, you will not be able to assess student performance on content objective 1 beyond a Beginning level. In that case, consider completing the activity during Lesson 4.



Use student responses to the second question (What kind of figurative language is it?) to assess their understanding of figurative language.

I can use specific evidence from the text to make a claim about it.

Use student responses to the first, third, and last questions to assess their use of textual support.

Are students choosing the incorrect type of figurative language?

Ask students to explain their rationale by talking through their responses with their own Think-Aloud. If they struggle with the types of figurative language, review SRB pages 58–59.

Are students struggling to identify what is being compared?

Model looking on either side of like in the simile to help find the two things being compared.

Are students struggling to explain the impact of the simile?

Tell students to picture what’s being compared in the simile and describe how they would feel if they saw it in real life. You can then ask them to think about what is happening at this point in the story to help them understand how the simile affects a reader.

Discussion Point: If students are confused or would benefit from further discussion, review student responses to the activity with a Discussion Routine of your choosing. Note that your lesson timing will be affected; ensure you have time for student reflection at the end of the lesson.

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Student Active Participation (SAP) – Describing with Figurative Language 25% (8–12 min.)

Student Application Activity: Use Figurative Language to Describe the StoryNow students have the opportunity to use their own figurative language to describe the conflict in the story, “Sneakers.” Ask students if they have ever used figurative language in their own writing, and elicit the benefit of using figurative language when they communicate.

Explain the directions for the activity: students will read through Part 2 of “Sneakers” and identify instances of conflict between Sam and Izzy. Then they will note the sentence they found that shows the conflict and describe what’s happening using their own figurative language.

Model the task using a Think-Aloud and the example on the SRB page. Think aloud as though you’ve already completed the activity. Talk through your thought process of identifying the sentences that show a conflict, writing them and the paragraph number in the chart, and then deciding which type of figurative language you wanted to use. Model that you first considered what you wanted to compare the conflict to, and then think through writing the sentence, noting the appropriate words that ensure your sentence qualified as the type of figurative language you chose.

Have students complete the activity, and circulate to formatively assess their use of figurative language. If they successfully use figurative language in their own writing, they are demonstrating a Proficient skill level.

Note that SRB pages 66–68 include the final three pages of “Sneakers” for students to use for this Student Application Activity. Those pages are not reproduced in this TLM. There are many possible sentences that show conflict, and students’ figurative language sentences will vary. Two sample answers are shown for your reference.

THINK-ALOUD

Model authentically or use the sample below.

I read in paragraph 21 that Sam snuck into Izzy’s room and grabbed her pens, which definitely sounded like part of the conflict to me: it was part of Sam’s prank to get Izzy back. I wrote the sentences that included that information in my chart, along with the paragraph number. I wanted to use a simile, which meant I needed to use like or as. Then I had to decide what I wanted to compare Sam to in my sentence: I pictured him sneaking around like a cartoon villain and there is my sentence! I wrote the sentence to describe him, making sure to use like or as so that it was a simile.



Use students’ choice of figurative language and their descriptive sentences to assess their understanding of each type of figurative language. Identifying and defining the types of figurative language shows Beginning level performance.

Are students not writing sentences with their chosen type of figurative language?

Review the definitions and types of figurative language on SRB page 58.

Are students struggling to think of a descriptive sentence?

Have students think of an adjective they would want to use and then brainstorm people, animals, or things that could be described that way.

Note: This activity will allow you to assess students through the Proficient skill level for this objective. Successfully using figurative language in their own writing demonstrates a Proficient skill level.

D Discussion Point: If students are confused or would benefit from further discussion, review student responses to the activity with a Discussion Routine of your choosing. Note that your lesson timing will be affected; ensure you have time for student reflection at the end of the lesson.

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Circulate to monitor student performance.

Formatively assess students’ figurative language skill (through Proficient level).

Student Application Activity: Have students find examples of conflict in the story, and then write their own creative sentence that uses figurative language.


Date:

Use Figurative Language to Describe the StoryDescribe the story using your own figurative language. For the next three pages, reread Part 2 of the story and find examples of the conflict between Izzy and Sam. Once you have found an example, write down the sentence or sentences that show the conflict. Then describe the conflict using your own figurative language. You may draw the event using your figurative language if you wish.

Example:

Sentences:

“Sam snuck into Izzy’s room. Her precious pens stood ready for her next drawing. He grabbed a handful, hurried to the kitchen, and dropped them under the chair where Izzy always sat.”

Paragraph: 21 I will use this type of figurative language: simileDescribe the conflict using figurative language:

Sam grinned like a cartoon villain as he tossed the pens on the floor.

Sentences:

Paragraph: I will use this type of figurative language:

Describe the conflict using figurative language:

Sentences:

Paragraph: I will use this type of figurative language:

Describe the conflict using figurative language:

Be prepared to share your written description with the group!

Possible answers:

“He couldn’t afford to get in an argument over pranks and have Mom find out about the broken pens. . . . Not if he wanted to deliver the shoes on time—and make money for the shelter.”

“She placed the pens on the coffee table and put her feet up, right in his view. Sam kept his eyes on the video game he was playing. He’s just pretending not to notice, she thought.”

Sam knew if he got into trouble about the pranks, he would be throwing his plans into the trash.

The sneakers on Izzy’s feet were begging for Sam’s attention, but he just kept watching his video game.

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metaphor

personification




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Identifying Student Success (ISS) – Metacognitive Reflection 10% (3–5 min.)

Elicit from students what they learned today and reinforce the lesson’s objectives:

• I can understand figurative language: similes, metaphors, personification, and idioms.

• I can use specific evidence from the text to make a claim about it.

Then use a whole-group confidence check to assess general comfort and confidence with the material:

• Students can raise their hands with a number of fingers out that corresponds with their confidence (“Fist to Five”),

• Students can give you a thumbs-up, thumbs-sideways, or thumbs-down, or

• Students can give you a facial expression that reflects how confident they feel.

Finally, instruct students to complete their reflection for today’s lesson, answering each element of the Reflection sheet with a few words. Complete sentences are acceptable, time permitting, but this is a quick reflection activity, so a few written words for each entry is also acceptable. EWhile students are completing their Reflection sheets, you may use the time to shore up any missing Formative Assessment Tracking in your Assessment binder for this lesson’s two objectives. Add any appropriate comments about your students’ performance to aid in planning subsequent lessons. You can use students’ Reflection sheet responses to inform your assessment by spot checking them or gathering and reviewing them after students leave. You may want to consider the group-wide confidence check when completing your Formative Assessment Tracking as well.

If you skipped any activities, make a note at the bottom of your Formative Assessment Tracking sheet or on a sticky note that you can leave in your TLM or Assessment binder.

E Tip: Students do not need to write complete sentences in their reflection. Encourage them to use short phrases with specific examples.



I can use specific evidence from the text to make a claim about it.

Lesson Objectives


PLANNING FOR LESSON 4

After this lesson ends, take time to prepare your chosen activities for Lesson 4: Skill Differentiation. See pages 106–109 for information on how to choose appropriate activities for your students based on your Formative Assessment Tracking.

In Lesson 4,Students will

1. Work on Vocabulary Notebook. 2. Annotate a text (or review unit core text).3. Use the text to practice an assigned skill.4. Complete Reflection sheet.

Teachers will

1. Organize materials for assigned activities and texts.

2. Assign activities and texts to students. 3. Circulate with students to assist and assess.4. Formatively assess students on assigned activity

skills.

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Complete any remaining Formative Assessment Tracking in your Assessment binder for this lesson’s objectives.

If possible, note skipped activities at the bottom of your Formative Assessment Tracking sheet or on a sticky note.

Elicit the lesson’s objectives from students.

Employ a whole-group confidence check to assess general comfort and confidence with the material.

Direct students to complete the reflection task.


Date:

Reflection – What I Learned TodayAnswer the following in a few words.

Today my objectives

were:

I learned how to:

I can use this in my other classes by:

I feel Lost Unsure Okay Sort of Confident Confident

about what I learned.

I still wonder:




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lesson 3 literary elements: figurative language

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