Welcome

Why

    After reading the first three weeks of journal writing, I found that students were having a hard time painting a picture with their writing.  They were often telling just facts of what happened without giving the readers any details or connection to their writing. I wanted to help them by highlighting several forms of figurative language they could use in their journals. Here are some examples of their writing before this lesson. At the end of the reflection you can see how students revised their sentences.

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• I stretched the cotton over my cut. 

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• We aimed its ear and caught it's head and it fell right down to the ground and slowly died while it was injured.

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• We gathered wood. 

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How

Introduction:

1. Write the following examples of figurative language on the board. Most of these examples are from the book Raven's Gift, by: Don Rearden. We had already read the book, so the students were familiar with the sentences and the writer's style. 

• It swishes like the beating of the wings of great birds in the air.

• Her eyes stared back at him as white as the wisps of snow covering the thin river ice beneath her.

• "Haw! Haw! Let's go home, pups. Hike!"

• Her angry words were bullets to him.

 

2. Have students discuss what makes these sentences good and what they have in common. Have them share out and make a class list of the attributes of these sentences.   

 

Lesson:

1. "So we looked at all of these sentences.  And we found that they help to paint a picture for the reader.  Remember good writers paint pictures with their words.  In these examples the author is using some forms of figurative language.  We are going to talk about 3 forms today, and see if we can find them in these sentences.  The 3 forms are Onomatopeia, simile, and metaphor." Write the 3 words on the board.

 

2. "Our first form of figurative language is Onomatopeia. Everyone say the word it is kind of fun to say.  What do you think it means? Onomatopeias are words that look like they sound." (Write definition under word on the board.)  "For example, If I wrote 'He zipped past me.' (write the sentence on the board) "What would be the onomatopeia?" (zipped)  "Great, let's look at our sentences from Raven's Gift, do you see any examples of Onomatopeia?"  You want students to point out swishes in example one and haw in example 3. Once they have found them write under the definition on the board. "Now with your group I want you to write two sentences that have examples of onomatopeias". Give students time to collaborate, and then share their examples with the class. 

 

3. "Now we are going to move on to similies and metaphors.  They are very similar. Let's start with similes. Similes compare two unrelated things using like or as." (Write definition on the board.)  "Some examples would be 'She was as cold as ice.' or 'She swims like a fish." (write examples under definition) "Now let's look at our examples from the book.  Where do you see examples of similes?" (You want them to find in example 1 'It swishes like the beating of wings' and in example 2 'Her eyes stared back at him as white as the wisps of snow')  Once they have found them add them to your list. "Now with your group I want you to write two sentences that have examples of similies". Give students time to collaborate, and then share their examples with the class. 

 

4."Now we are going to move on to metaphors.  Remember similes and metaphors are very similar.  Similes compare two unrelated things using like or as.  Metaphors a compare two things that share a common characteristic." (Write definition on the board.)  "Some examples would be 'His heart was broken.' or 'It is raining cats and dogs." (write examples under definition) "Now let's look at our examples from the book.  Where do you see examples of similes?" (You want them to find in example 4 'angry words were bullets')  Once they have found it add it to your list. "Now with your group I want you to write two sentences that have examples of metaphors". Give students time to collaborate, and then share their examples with the class. 

 

Activity: 

1. Now that students have had a chance to practice with some figurative language, have them go back to their journals and try to find places where they can write an example of each of the three types of figurative language into their own writing. 

 

Closure:

1. Exit ticket: What is one example of figurative language you used in your writing today?

 

 

 

 

Results and Reflection

    I found that students enjoyed this lesson, and they had fun adding to their papers.  However, they struggled with always remembering to add descriptions to their writing. I think that with more practice the students will get better at this skill.  It is a hard skill to teach for most students, not just ELL students. However the following examples are great examples of how the students were able to add what they learned to their own writing.

 

•  I stretched the cotton as flat as paper so it would fit perfectly over my cut like a moose covered in fur.

• We aimed at the moose's ear and caught it's head. Pow! It fell right down to the ground and slowly died because it was injured.

• We are beavers gathering wood.