You are on page 1of 15

July 10, 2014

Figurative Language:
Poetry Unit
Adapted from:
Shelly Moses
San Diego Jewish Academy
Presented By:
Kasie Walters
Topic: Poetry
Grade Level: 6-8
Content: Language Arts
Standards: Common Core
*RSIT 6-12, Craft and Structure 4.
*RSL 6-12, Range of Reading and
Level of Text Complexity 10.
By the end of the year, read and comprehend
literature, including stories, dramas, and poems, in
the grades 68 text complexity band proficiently,
with scaffolding as needed at the high end of the
*RSL 6-12, Integration
of Knowledge and Ideas 7.
Compare and contrast a written story, drama, or
poem to its audio, filmed, staged, or multimedia
version, analyzing the effects of techniques unique
to each medium
*ISTE 6A: Understand and use
technology systems
*ISTE 2D: Contribute to project teams
to solve problems
July 10, 2014
Activity Objectives
*I can identify literary terms in
*I am learning how to use literary
terms properly in the current
context (i.e. poetry).
*I can use the interactive white
board appropriately to accomplish
my tasks.
*I can collaborate with my peers to
define literary terms.
July 10, 2014
Figurative Language:
Authors use many types of figurative language
in order to help the reader visualize and
understand what they are writing
These are some types
of figurative language
we are addressing
July 10, 2014
comparing two nouns that are not alike
It's raining cats and dogs!
Life is a rollercoaster.
July 10, 2014
using the words "like" or "as" to
compare two nouns that are not alike
As sick as a
Lovely like a rose.
July 10, 2014
Sort the similes and metaphors.
*Phrases with "..." can be clicked to view the entire phrase.
July 10, 2014
the repetition of the same sound at
the beginning of words in a line of
poetry or in a sentence
Peter Piper picked a
peck of pickled peppers.
July 10, 2014
when a word sounds like the
sound it is describing
July 10, 2014
Sort the phrases.
The class divides into two groups. Two students representing
their group will compete against each other. The student who
sorts the phrases correctly the quickest will win a point. The
group with the most points win.
*Make sure the check your answers by selecting "check"
*To reset the game for the next set of students, select "reset"
July 10, 2014
an exaggeration that is not meant
to be taken seriously
We had to wait
There is enough food
to feed an army.
July 10, 2014
Write some examples of hyperbole.
July 10, 2014
describing human qualities in
something that is not a person
My computer died.
The sun is peeking through the clouds.
July 10, 2014
Finish these sentences using the
technique of personification.
After a hard day of work, the shovel _____________.
The cloud was ______________ and began to rain.
The ocean decided to _________________________.
The sun _____________________ on my shoulders.
The hammer hit the nail ______________________.
July 10, 2014
Let's see what you remember...
*Place the correct literary term next to the
*Before "checking" the answers, make sure the
class agrees.
July 10, 2014
This IWB lesson is intended for a poetry unit in grades 6-8; however, the terms can be
modified for upper grades. For example, for a Shakespeare unit in the secondary classroom, an
introductory lesson to literary terms before reading Shakespeare can be beneficial. This lesson
is intended to be an introductory lesson to a poetry unit. Therefore, the content is beginning
poetry. This lesson is aligned because there are two standards that apply: FIrst, comparing and
contrasting a poem to its audio, filmed, staged, or multimedia version, analyzing the effects of
techniques unique to each medium. In other words, the students will be exposed to multiple
forms of poetry and will demonstrate an understanding of the effects of the techniques (use of
literary devices). Also, the students, by the end of the unit, "will read and comprehend poems in
the grades 6-8 text complexity band proficiently". With an introductory lesson to the poetry unit,
students will be able to decipher through poetry with a foundational understanding. Lastly, the
technology standards are: the students understand and use technology systems. With the use of
the SMART board, students are using a technology system to assist with literary terms. Also,
students are contributing to project teams to solve problems. The formative assessment sections
in the lesson have the students work in groups or as an entire class to categorize/ write correct
examples of literary terms.
The IWB was an appropriate use of technology because students can learn through games
and interaction. The games also provide immediate feedback for all students. Students can fix
their mistakes with help from their peers or can fix their own answers because the lesson
immediately reveals the answers when needed. This is also appropriate because it can be
useful for students with disabilities. For example, for students who have reading and writing
disabilities, they can see, in a graphic organizer kind of way, the differences between two literary
terms. Also, instead of writing the terms or examples, the students can click and drag.
Furthermore, the section that does require writing, the feature "recognize" can determine what
the word is from what was written and assist students in spelling for example. Overall, being
able to get up and actually interact with the lesson helps students be more engaged and more
willing to participate. I also find this appropriate for the teachers' sake because while students
are interacting with the lesson, the teacher could be providing extra support to students who
need it.