6 TH GRADE READING WEEK 3
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1 1 6 TH GRADE READING WEEK 3
2 2 STRAND: LITERATURE AND MEDIA Content Standard IIII: Students will use literature and media to develop an understanding of people, societies, and the self Benchmark III-B: Identify ideas and make connections among literary works Skill: 1 Describe the author s use of various techniques (e.g., appeal of characters, logic and credibility of plots and setting, use of figurative language, emotional impact) to influence readers perspectives Why did the author choose this type of figurative language? What makes this type of figurative language effective? Teach students this rap on Figurative language: Chorus Sometimes what you mean is not exactly what you say That s figurative language, using words in different ways Personification, alliteration, assonance, hyperbole Onomatopoeia, metaphor, and simile Verse I When Sally seems to sit somewhere separate from Sonia, Or Caleb calls Chris cause he s coming to California It s called alliteration: that s what occurs When you got the same sound at the start of every word But when you ve got a vowel sound that keeps sounding the same That s a figure called assonance, yeah, that s its name It s what I m trying to define by providing this example But I cannot deny that assonance can be a handful Chorus Verse II A simile is something that you use to compare Two unrelated things with an element that s shared My mind is like an ocean; it s as smooth as jazz But it s only a simile if it uses like or as A metaphor is similar, but watch out! Be careful cause you ve got to leave like and as out My mind is an ocean; my words are a river, So keep your ears open as I continue to deliver Chorus
3 3 Verse III Now if the sun s smiling down, or the boat hugged the shore That s personification, nothing less, nothing more But with a buzz or a ding or a hiss or a roar That s onomatopoeia that we re using for sure Hyperbole: man, that s like a million times harder! Take something true, then exaggerate it way farther Now you ve heard this song from beginning to the finish Now you ve got some tools to draw your literary image. STRATEGY 2 By searching for text outside of the fictional short story or novel, students are able to see how frequently they read figurative language each day. Our society is bombarded with advertising text everywhere from internet pop-ups, to the back stops of baseball fields, to the scrolling marquee across the bottom of local news. The copy of advertising becomes a great resource for teaching the analysis of figurative language. Once a teacher introduces students to finding figurative language in advertising, students will be amazed at how often figurative language is used in their favorite magazines, radio and TV commercials, etc. With their interests heightened, the teacher has opened the door to the beginning of figurative language analysis. Give students a variety of magazines from which to choose so that they may explore advertisements and cut them out. Explain to students that figurative language is not just used in fictional text. In fact, it is used frequently in the copy of advertisements. Have students find a pre-determined number of examples of figurative language in the copy of advertising text. Student Activity: L - Label (What type of figurative language did you find?) I - Identify (Quote the actual figurative language written in the text.) S - So what? (So what s the big deal with this language?) What makes this language effective in this ad? Why not choose a different type of figurative language?/ Why wouldn t something else work better? Who is the intended audience? What effect would this figurative language have on the audience? Is this an appropriate effect? What is the author s overall purpose of this ad? How does using the device help or hurt the author s overall purpose? T - Talk (Share your analysis with the others in the class in order to model analytical thinking.) STRATEGY 3 Teach the meanings of figurative language. Let the students brainstorm possible sayings for figurative language. Take a look at the list below and have students brainstorm a context for
4 4 which the phrases could be used. For instance: When I want to use 'Bells and whistles' I could be referring to the new computer I just bought which has lots of memory, a DVD burner, an amazing video card, a wireless keyboard and a mouse. Therefore, I could say 'My new computer has all the bells and whistles'. STUDENT ACTIVITY Use the list below, or let students brainstorm a list of figures of speech. Let them identify what the possible meanings of the phrases could be. Figures of Speech Phrases: At the drop of a hat. Axe to grind. Back to square one. Bells and whistles. Bed of roses. Burn the midnight oil. Clean sweep. Chew the fat. Cold feet. Coast is clear. Down in the dumps. Ears are burning. Forty winks. Full of beans. Give me a break. Give my right arm. In a nutshell/pickle. In the bag. It's Greek to me. Final straw. Let the cat out of the bag. Long shot. Mum's the word. On the ball. Out on a limb. Pass the buck. Pay through the nose. Read between the lines. Saved by the bell. Spill the beans. Take a rain check. Through the grapevine. True colors. Under the weather. Up my sleeve.
5 5 Upset the apple cart. Walking on eggshells. Read Maria Paints the Hills and answer the following questions: The author organized events in the story mainly by A presenting events in order of importance B starting in the present and flashing back to the past C having each character give an account of what happens D telling events in the order that they occur How are the characters in this story realistic? Use details from the story to support your answer. Read Join the Leonardtown Middle School Drama Club! and answer the following question: List two reasons the author most likely wrote the flyer. Be sure to write your response in your answer document. Read Sixth-Grade Band Plays at Children s Hospital and answer the following question:
6 6
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