TAG Strategy Lesson - Metaphorical Expression

Stephanie Beckles

Title: Eleanor Roosevelt

Subject: Reading / Social Studies
Grade Level: 3rd grade
Duration: 60 minutes
Type of Lesson: Metaphorical Expression

Standards and Elements:

TAG - Creative Thinking & Creative Problem Solving Skills #7:
The student uses analogies, metaphors, and/or models to explain complex concepts.
ELA - ELAGSE3RL3 Describe characters in a story (e.g. their traits, motivations, or feelings) and explain
how their actions contribute to the sequence of events.
ELAGSE3RL5 Refer to parts of stories, dramas, and poems when writing or speaking about a text,
using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
ELAGSE3RL9 Compare and contrast the themes, settings, and plots of stories written by the same
author about the same or similar characters.
Social Studies - SS3H2 The student will discuss the life of Eleanor Roosevelt and her efforts to expand
peoples rights and freedoms in a democracy.
SS3G2 The student will describe the cultural and geographic systems associated with Eleanor
Roosevelt.

Suggested Vocabulary: theme, characters, traits, setting, plot

Summary: Students will have the opportunity to develop new insights and provide explanations of the
character traits, motivations, and feelings of Eleanor Roosevelt.

Enduring Understanding: At the end of this lesson the students will have made judgements that are
evaluative, interpretive, and supported by text evidence. Students will also show that cause and effect
relationships are one way events in a persons life may be related.

Essential Questions: How do events in a persons life make them change? How do character traits,
feelings, and motivations contribute to the sequence of events?

Evidence of Learning:

What the students should KNOW: Students should be able to describe how a characters feelings,
motivations, and character traits contribute to their life. Students should be able to compare and
contrast themes, settings and plots in different articles about Eleanor Roosevelt.

What the students should BE ABLE TO DO: Students should use a direct analogy to explain the
character traits, motivations, and feelings of Eleanor Roosevelt. Students should use an analogies,
metaphors, and/or models to explain complex concepts.

Procedure:

Hook: Use a carousel brainstorming activity for students to inspect questions at each station (e.g. How
is Georgia like the planet Mars? How is creativity like snow?) After the mind-stretching activity, review
with students what a direct analogy is.

Background Information: 1) Give students the article Eleanor Roosevelt (1884-1962) First Lady of the
World (The Mailbox Companion June/July 2003) and Eleanor Roosevelt minibook.

2) Give students the graphic organizer for them to show character, events, and feelings/reactions/
motivations.
3) Have students pair up to compare their notes and discuss.

Model Metaphorical Thinking: Model comparing Mom to a rose. Students will brainstorm ways
they are alike and different. This will be recorded on a class venn diagram.

Student analogies: Students will identify the similarities and differences of Eleanor Roosevelt and a
kiwifruit. In groups of 3-4, students will record on a venn diagram how Eleanor Roosevelt and a kiwifruit
are alike and different.

Synthesis Activity: Students will generate another direct analogy by completing the sentence Eleanor
Roosevelt is like ___________. Students will then give three to five reasons why Eleanor Roosevelt is
like their object, and illustrate.

Summarizing Activity: Exit Ticket - How do you think Eleanor Roosevelts thoughts, feelings, and
character traits contributed to the sequence of events? Do you think these thoughts, feelings and traits
helped or hindered her as she faced challenges in her job as First Lady?

Assessment: Evaluate the direct analogy that each student generates. How many reasons did they give for
their analogy?

Resources:

Text - Eleanor Roosevelt (1884-1962) First Lady of the World, and Eleanor Roosevelt Minibook
Technology - Use the Interactive Whiteboard to display the class venn diagram, and instructions
for each step of the lesson.
Handouts - 1) Mental stretcher question charts
2) Character Traits graphic organizer
3) Venn Diagram comparing Eleanor Roosevelt and a kiwifruit

Differentiation: Allow extended time for students that need longer to work through the process and come
up with a direct analogy.

Character Trait Graphic Organizer

As you read the texts, make notes for the events and characters involved, and their related
feelings, reactions, and motivations.

Events

Character

Feelings,
Reactions,
Motivations

Eleanor Roosevelt
Kiwifruit

Direct Analogy Venn Diagram

TAG-Metaphorical Expression

Student Work Samples

Eleanor Roosevelt - Metaphorical Expression

TAG Reflection
I found that the use of the metaphorical expression strategy was useful in encouraging my
students to think outside the box rather than just take information at face value.
At the beginning of the lesson, my students were very engaged with the carousel
brainstorming activity. We have not done this type of activity before, however several of my
students noted that it is something they do during TAG class. I found this interesting, as it
gives me an insight into the types of activities that they find engaging and because of this they
tend to remember the activity, rather than just do and forget.
We had already studied Eleanor Roosevelt in our Reading/Social Studies class, so the content
of what I was asking them to do was not difficult. They were able to make an immediate
connection to what was being asked of them, it was just looking at it in a different way.
After discussing how to fill in the information on the graphic organizer and completing the
class activity, they students did very well completing their own analogies and synthesis
activities.
I did note that the majority of my students were giving physical characteristics when doing
the analogies, for example: Eleanor Roosevelt is like a butterfly I should have done a better
job of encouraging them to think beyond the physical, for example: Eleanor Roosevelt is like a
breathe of fresh air This was probably due to the fact that I gave a physical example in my
modeling of the process, and this is something to note and improve on in the future.
Overall, I really enjoyed teaching this lesson, and found it especially valuable being able to
integrate both Reading and Social Studies. I like that way that the strategy pushes my
students to think outside the box and dig deeper into their knowledge.