Figurative LanguageSimile, Metaphor

Samantha DeRose10/20/08

Target Audience / Length of Time

• High School Language Arts Grade 12 Advanced Placement

• 45 Minutes

Objectives

• Students will be able to– understand simile / metaphor supporting writer’s

message– identify simile / metaphor– analyze figurative language in AP essay

Outcomes, Evaluation, Assessment

• Outcome– Well-written essay– Confident oral interpretation

• Evaluation– Student participation– Discussions– Group activities– Journals

• Assessment – test, quiz, paper, project

Sense and Meaning

• Asked to recall nicknames

• Asked to describe person close to student using figurative language

Prime Time 1• Power Point presentation

– Simile and Metaphor defined– Song

• Online short film set to poem• Novel excerpt analyzed for figurative language

Down Time

• Journal– Socrates quote– Brainstorming Buddies – pairs discuss quote– Individuals write in journals

Prime Time 2– Voluntarily act out lines from Shakespeare’s plays

• “Juliet is the sun” (Romeo and Juliet, Act II sc. ii)

• “Life’s but a walking shadow” (Macbeth, Act V, sc. v)

• “Death lies upon her like an untimely frost” (Romeo and Juliet, Act IV, sc. v.)

– Verbalize real-life comparisons to a rose– Asked how similes and metaphors are used in

daily life / music / literature

Learning StylesConcrete Sequential• Counting lines in poetry• Counting number of times figurative language is used

Abstract Sequential• Evaluating excerpt from novel•Discussing quote

Concrete Random•Writing Journal•Acting out lines

Abstract Random•Listening to poems, music•Listening to buddies•Watching actors•Focusing on tasks

Multiple IntelligencesVerbal Linguistic

Small Group Discussion

Mathematic

Counting number of times writer uses figurative language

Musical

Listen to song, identify figurative language

VisualSpatial

View Power Point set to song and video clip identifying figurative lang.

BodilyKinesthetic

Acts out figurative language – excerpt from play

Interpersonal

Buddy Brainstorming for Journal Socrates Quote

Intrapersonal

Journal – Respond to Socrates quote

Naturalistic

Smell, touch, see a rose –make comparison

Existential

Socrates quote “Envy is the ulcer of the soul” – Journal response

Technology

• Power Point – demonstrating figurative language

• Audio/Visual Clip – Author’s reading

Neurons & Sensory InputSensory Cells send messages to brainas students see visuals, hear sounds, smell items, touch objects during lesson.

Integration occurs - neurons (sensory cells) interpretinput to make sense

Cerebral Lobes & Limbic System

Works CitedBloomberg, Robert. “Naming of the Parts.” Film, 1971.

Chudler, Eric H. http://faculty.washington.edu/chudler/lobe.html , Neuroscience for Kids, Online Resource, 2008. Retrieved from Internet for project October, 2008.

Cristini, A., Blocher, Donna, (?)Evelyn (2008). “Linking the Brain, Mind, Teaching, and Learning. Brainy Bits.” Class notes, Fall semester.

Gardner, Howard (1999) Intelligence Reframed. Multiple intelligences for the 21st century, New York: Basic Books.

Google Images

Microsoft Clip Art

Santo, Susan A. http://www.usd.edu/~ssanto/gregorc.html , Gregorc Learning Styles, Online Resource, December, 2007. Retrieved from Internet for project October, 2008.

Shakespeare, William. “Romeo and Juliet,” “Macbeth,”

Sousa, David A. How the Brain Learns. 2nd Edition, Thousand Oaks, California: Corwin Press, Inc., 2001.

Train. Drops of Jupiter. Sony, 2001.