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Grade 6 Lesson 3
Item Page
Lesson Plan
Page 2
Student Activity Handout 1 (Descriptive and Figurative Language Handout)
Page 5
Student Activity Handout 2 (12 Cool Things about Marlins Stadium Article)
Page 7
Student Activity Handout 3 (Connotation and Denotation)
Page 10
PowerPoint Presentation (Go to View->Full Screen)
Page 11
Marlins Think Tank: Sixth Grade Language Arts Lesson Plan #3
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OBJECTIVE. What is your objective?
KEY POINTS. What knowledge and skills are embedded in the objective?
Student will be able to:
1. RL.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. (figurative and connotative language)
1. A simile is the comparison of two unlike
things using like or as. 2. A metaphor is the comparison of two unlike
things not using like or as. 3. Personification is giving human qualities to
an inanimate object (something that does not have life).
4. Tone is the author’s attitude toward a subject in the text.
5. Denotation is the dictionary definition of a word.
6. Connotation is the cultural perspective of the definition of a word. For example, “home” connotes warmth, comfort, and love.
ASSESSMENT. Describe, briefly, what students will do to show you that they have mastered (or made progress toward) the objective.
Students will be able to identify the figurative and connotative language present in the article “12 Cool Things about Marlins Stadium” Article and will explain the function of descriptive and figurative language in making literature more engaging. They will also identify the function of denotative and connotative meanings in a short piece by Maya Angelou.
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OPENING (10 min.) How will you communicate what is about to happen? How will you communicate how it will happen?
How will you communicate its importance? How will you communicate connections to previous lessons?
How will you engage students and capture their interest?
MATERIALS.
Finish these sentences:
1) I am as hungry as a ___________________________. 2) I am as mad as a _______________________. 3) My sheets are soft like _______________________. 4) My heart is beating like a _______________________. 5) The wind sighed, “______________________.” 6) The chair whined, “________________________.”
When you are done, compare your answers with a partner! After students have written for five minutes, the teacher will begin: Let’s share some of your ideas! (Calls on hands) Beautiful! Does anyone know what you just created? That’s right! You created similes, metaphors, and examples of personification. Our Do Now was all about SIMILE, METAPHOR, and PERSONIFICATION. These are examples of descriptive and figurative language, which are incredibly important in developing interesting writing! Today you are going to learn how to find the descriptive and figurative language of a piece of writing. You are also going to learn how to use a tool to compare and contrast, which is important in analyzing characters and relationships in and between texts.
PowerPoint Student Notebooks
INTRODUCTION OF NEW MATERIAL (20 min.) How will you explain/demonstrate all knowledge/skills required of the objective, so that students begin to
actively internalize key points?
Which potential misunderstandings do you anticipate? How will you proactively mitigate them? How will
students interact with the material?
Students will complete the “Marlins Think Tank: Sixth Grade Descriptive and Figurative Language Practice” handout, while the teacher reads the following from the PowerPoint:
A simile is a comparison of two unlike things using the words like or as.
Let’s read the examples as a class, before you create your own!
A metaphor occurs when an author compares two unlike things, but does not use like or as. It is a direct comparison.
For example, “Her home is a prison.” We are comparing the home to a prison, without like or as.
Personification is giving human qualities to an inanimate object (something that does not have life).
For example: The rain kissed the girl; The toaster slapped the bread red; Her backpack pulled her down.
After each definition is given, students will be given a series of practice questions for which they will create their own similes, metaphors, and examples of personification. Students will likely only need about five minutes to write down definitions; they may use the remaining fifteen minutes to create their own examples. If there is time to spare, students may share their answers whole-group.
PowerPoint “Marlins Think Tank: Sixth Grade Descriptive and Figurative Language Practice” handout
GUIDED PRACTICE (15 min.) How will students practice all knowledge/skills required of the objective, with your support, such that they
continue to internalize the key points? How will you ensure that students have multiple opportunities to practice, with exercises scaffolded from
easy to hard?
Let’s read the “12 Cool Things About Marlins Stadium” article. As we read, look at the chart on the “Marlins Think Tank: Sixth Grade Descriptive and Figurative Language Practice” sheet. First, give the definition of the literary device. Then, locate examples of the literary device in the article. If there isn’t something present in the poem, simply write “not present.”
PowerPoint “Marlins Think Tank: Sixth Grade Descriptive and Figurative Language Practice” handout “12 Cool Things About Marlins Stadium” article
INDEPENDENT PRACTICE (10 min.) How will students independently practice the knowledge and skills required of the objective, such that they
solidify their internalization of the key points prior to the lesson assessment?
Now you will have the opportunity to identify connotative and denotative meanings. The denotation of a word is the formal meaning of a word. It is the dictionary definition of a word. The connotation of a word is the emotional or cultural associations that people make when they read or hear a word. The connotation of a word may be different for each person, depending on his/her environment, culture, and language. What is the denotation of home? That’s right: the place where someone lives. What is the connotation of home? That’s right: home connotes warmth, comfort, and love. To practice connotation and denotation, read the short piece by Maya Angelou and respond to the questions that follow. Additionally, underline any examples of simile, metaphor, and personification that you find.
Lesson Assessment: Once students have had an opportunity to practice independently, how will
they attempt to demonstrate mastery of the knowledge/skills required of the objective?
Teachers will utilize the exit slips (the independent practice) and the “12 Cool Things About Marlins Stadium” charts to determine if students mastered the objective: identifying descriptive and figurative language, and identifying connotative and denotative meanings.
CLOSING (5 min.) How will students summarize and state the significance of what they learned?
Today we covered two very important topics: descriptive and figurative language, and connotation and denotation. You need to turn in your Connotation and Denotation Exit Slip, along with your “Marlins Think Tank: Sixth Grade Descriptive and Figurative Language” practice sheet. Great job today!
Finding Literary Devices in the “12 Cool Things About Marlins Stadium” Article Directions: 1. Give the definition of the literary device. 2. Locate an example of the literary device in the “12 Cool Things About Marlins Stadium” article. If there isn’t something present in the article, simply write “not present.”
Literary Device Definition Example (write the actual verse here)
From I Know Why the Caged Bird Sings, Maya Angelou:
The mourners on the front benches sat in a blue-serge, black-crepe-dress gloom. A funeral hymn made its way around the church tediously but successfully. It eased into the heart of every gay thought, into the care of each happy memory. Shattering the light and hopeful: "On the other side of Jordan, there is a peace for the weary, there is a peace for me." The inevitable destination of all living things seemed but a short step away. I had never considered before that dying, death, dead, passed away, were words and phrases that might be even faintly connected with me.
But on that onerous day, oppressed beyond relief, my own mortality was borne in upon me on sluggish tides of doom.
No sooner had the mournful song run its course than the minister took to the altar and delivered a sermon that in my state gave little comfort. Its subject was, "Thou art my good and faithful servant with whom I am well pleased." His voice enweaved itself through the somber vapors left by the dirge
1. In a monotonous
tone he warned the listeners that "this day might be your last," and the best insurance against dying a sinner was to "make yourself right with God" so that on the fateful day He would say, "Thou art my good and faithful servant with whom I am well pleased." . . .
1. In paragraph 3, the author uses the word vapors to imply that: a. The church where the funeral is being held is humid. b. The music of the dirge has drifted through the church. c. The people in the church are crying. d. The sounds of the sermon have drifted through the church.
2. In paragraph 1, the author utilizes the phrase “Shattering the light” to describe: a. The funeral’s nighttime setting. b. The hymn’s ability to ruin hope. c. How the Author is affected by the gloom of the mourners. d. The inevitability of death.
3. How does understanding Angelou’s use of connotations help us understand the passage?