SIMILE METAPHOR HYPERBOLE ALLITERATION ONOMATOPOEIA PERSONIFICATION IDIOM OXYMORON

Transcription

1 FIGURATIVE LANGUAGE SIMILE METAPHOR HYPERBOLE ALLITERATION ONOMATOPOEIA PERSONIFICATION IDIOM OXYMORON

2 TEACHER RESOURCES

3 About this Resource Overview Skills Addressed About Doodle Notes This Doodle and Do resource is designed to help students understand 8 types of figurative language. First, students will complete highly engaging Doodle Notes about each type of figurative language. They ll learn about each type, review examples, and create examples of their own. Next, they ll complete a fun writing activity for each type of figurative language. They ll create silly similes with spinners, make metaphor matches, assemble personification cubes, participate in an alliteration tongue twister challenge, give sentences a hyperbole makeover, fill-in onomatopoeia Wacky Libs, match and doodle idioms, and play oxymoron bingo. This mini-unit is not only effective in helping students understand different types of figurative language, it s also super engaging and fun! Students will Develop an understanding of figurative language, word relationships, and nuances in word meaning Explain the meaning and note effectiveness of similes, metaphors, hyperbole, personification, alliteration, onomatopoeia, idiom and oxymoron Interpret figures of speech Write creatively using figurative language in response to writing prompts Work collaboratively and imaginatively Students will color, doodle, and/or embellish the note pages as they learn about the different types of figurative language. Doodle notes cause a connection between the right and left hemisphere of the brain. This leads to an increase in learning, focus, and retention. The doodles on the note pages help students to connect images with information and significantly increases their ability to remember what they have learned. There are two versions of doodle notes provided in this resource. One has all the information filled in. The other version has blanks where students can fill in guided notes. Just choose the version of guided notes that you would like students to complete in class. About the Do Activities This resource includes a fun activity where students can practice and showcase their learning of each type of figurative language. You ll note that each type of figurative language has its own section in this resource. It includes a detailed lesson plan for the doodle notes and activity and the materials that students will need to practice creating, interpreting, and writing figurative language. Also, a cover page is included in this section of the resource in case you d like to compile students notes and activities into a single packet. Copyright Brain Waves Instruction 2018

4 LESSON PLAN Figurative Language - Overview FIGURATIVE LANGUAGE Materials / Set-Up Class set of Figurative Language Doodle Notes (either the filled in version or the guided notes version depending on what is best for your students) Colored pencils Scissors Glue Teacher copy of the doodle notes to use as a model for students If you use the guided notes version of the doodle notes with students, use the filled-in version for the KEY. Before students learn about similes, metaphors, hyperbole, personification, onomatopoeia, alliteration, idiom, and oxymoron, you ll want to review information about figurative language. Doodle Notes Distribute the Figurative Language doodle notes. As you review the notes for Figurative Language, you ll want to encourage students to color, doodle, and/or embellish the note pages as they work through them. The more they interact with the notes, the better for retention of the material. Project or display a blank copy that you complete as a model while you discuss the lesson material. Lead students through each section of the notes. Review what figurative language is, types of figurative language, and how to understand figurative language. Students should complete, color, and doodle their pages as you explain the skills. FYI: To save time, you might have students color their notes when/if they finish an activity quickly or for homework as an additional review of the material. Looking for more Doodle and Do resources? JUST CLICK HERE

5 FIGURATIVE LANGUAGE Name

6 More Doodle and Do Pair This Resource with These Favorites You might also like

7 DOODLE NOTES (all filled in)

8 Similes Metaphors Alliteration Hyperbole Personification Onomatopoeia Idiom Oxymoron

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12 AN IDIOM IS A PHRASE WHERE THE MEANING IS NOT LITERAL. INSTEAD, IT HAS A HIDDEN (OR FIGURATIVE) MEANING.

13 DOODLE NOTES (guided notes format) * Use the Filled-In version of the notes (on the previous pages) for KEYS

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19 SIMILE

20 LESSON PLAN SIMILE Simile Doodle Notes and Activity Materials / Set-Up Doodle Notes Class set of Simile/Metaphor Doodle Notes (either the filled in version or the guided notes version depending on what is best for your students) ½ class set of Simile Spinners worksheet Class set of Simile Writing worksheets (2) Paperclips (1/2 class set) Colored pencils/crayons Scissors Teacher copy of the doodle notes to use as a model for students Teacher Keys Distribute the Simile/Metaphor doodle notes. Explain to students that they will be completing the top-half of the doodle notes page about similes. As you review the notes for Simile, you ll want to encourage students to color, doodle, and/or embellish the notes as they work through them. Review the notes for simile. Note the definition and review the examples. Have students circle the words like and as in the examples to highlight the key characteristic of similes. Then, in the more examples box, have students write 2 original similes. Give students an opportunity to share their examples. Have students color in their doodle notes and even doodle illustrations for their similes in class or as an extension activity. Students will be creating fun similes during this activity. First, they ll create similes with simile spinners. Then, they ll respond to a writing prompt and include a simile in their response. Activity Have students get with a partner. Distribute the Simile Spinner worksheet to each partnership. Have each student cut out a spinner. Then, demonstrate how students will be creating spinners. To do so, they ll need to place a paperclip over the tip of a pen or pencil. Then, they ll need to place the pen or pencil tip (with the paperclip) in the center of the spinner. This will make it so the paperclip can be spun around the words. (See picture on next page.)

21 LESSON PLAN SIMILE Simile Doodle Notes and Activity Once students understand how to make the spinners, pass out the first Simile Writing worksheet. Show students where they should record the nouns that they spin on each of their turns. Give students a chance to spin the spinners and collect words. (It s OK if they spin the same word on multiple turns.) After students have finished spinning, explain how to turn their two words into a simile. Remind students that a simile compares two things using like or as. You may want to provide a few examples: o The boy was like a statue. He didn t move for fear that the bee would sting him. o The kite was as wild as a dragon. It zigged and zagged in the air. o The monkey was like a cricket. It made noises all through the night. o The baby was as sweet as lemonade. o My pencil was as straight as a building. Activity Cont. Give students a chance to write their similes. Then, have students share them with their partners or with the class. Next, hand out the second Simile Writing worksheet. Have students select their favorite simile and write it in the box. Then, have students review the prompts and select one. Give students a chance to write in response to the prompt. Remind them that they need to include their simile in their writing. Encourage them to add MORE similes! As students finish, you may want to give them a chance to share their writing with a partner, small group, or class. You might even have the listeners identify the simile in the reader s passage. Discuss how this type of figurative language might be effective in a piece of writing.

22 SIMILE SPINNERS DIRECTIONS 1. Cut out each simile spinner. 2. Then, place a paperclip under the tip of your pen or pencil. 3. Next, place the pencil or pen tip and the paperclip in the center of spinner. 4. With a partner, take turns spinning each paperclip on the spinner. 5. Record the words that your paperclip stops at on the Simile Writing worksheet. BABY BOY CRICKET LEMONADE

23 SIMILE Writing Spin each spinner 4 times. Record the nouns that you spin each time. Then, combine the nouns to create a simile. 1. Simile: SPINNER 1 SPINNER 2 2. Simile: SPINNER 1 SPINNER 2 3. Simile: SPINNER 1 SPINNER 2 4. Simile: SPINNER 1 SPINNER 2

24 Review the similes that you created. Select one of your favorite similes that you brainstormed and write it in the box. SIMILE Writing Now select a story starter from the choices below. Incorporate the simile you created into your writing. Bonus! Try to include at least one or two MORE similes in your response. It was just an ordinary day. Then, I felt a giant pair of hands on my shoulders. I had the most unbelievable dream! The funniest thing happened to me at school today! Suddenly, there was a loud knock at the door.

25 METAPHOR

26 LESSON PLAN METAPHOR Metaphor Doodle Notes and Activity Materials / Set-Up Doodle Notes Class set of Simile/Metaphor Doodle Notes (students will likely have already filled in the simile portion with you) Class set of Metaphor Match-Up worksheets (2) Teacher clues for Metaphor Match-Up Colored pencils/crayons Teacher copy of the doodle notes to use as a model for students Distribute or have students take out the Simile/Metaphor doodle notes. Explain to students that they will be completing the bottom-half of the doodle notes page about metaphors. As you review the notes for Metaphor, you ll want to encourage students to color, doodle, and/or embellish the notes as they work through them. Review the notes for metaphor. Note the definition and review the examples. Have students note that metaphors do not include the words like or as when comparisons are made. Then, in the more examples box, have students write 2 original metaphors. Give students an opportunity to share their examples. Have students color in their doodle notes and even doodle illustrations for their metaphors in class or as an extension activity. Students will be creating metaphors during this activity. First, they ll brainstorm ideas based on clues given by you. Then, they ll match the ideas to create and write metaphors. Activity Distribute the Metaphor Match-Up page with the chart. Explain to students that you will be giving them clues for words or ideas that they can write in each box. For instance, in box #1 they will need to write a season. They might write autumn. Give students clues for each box. Then, explain to students that they are are going to match-up the words to make six different metaphors. They can do so in two ways: 1. You can instruct students to draw lines to connect the boxes and ideas based on the directions on the bottom of the teacher key. --- OR You can have students review their words and ideas and make their own matches.

27 LESSON PLAN METAPHOR Metaphor Doodle Notes and Activity Activity Cont. Once students have made 6 metaphor matches, pass out the Metaphor Match-Up worksheet with the lined shapes. Have students write six metaphors that compare the matches that they made. You may want to encourage them to write an additional sentence that expands on the metaphor. Example: Happiness is a kangaroo. I can feel joy bouncing around my body. As students finish writing their metaphors, have them share them with a partner, small group, or the class. For an extension, you might have students write their metaphor sentence or sentences on a large index card. Then, you can display them in the classroom. Discuss how this type of figurative language might be effective in a piece of writing.

28 METAPHOR Match-Up

29 TEACHER METAPHOR Match-Up Write a season Type of weather Write a feeling or emotion A room in a house A famous person A mode of transportation Another word for sadness Choose one: hands, feet, eyes, ears A type of profession A zoo animal A valuable gift A scary place After students have filled in their charts. Have them draw lines between these boxes: 1 to 8 2 to 10 3 to 11 4 to 12 5 to 9 6 to 7

30 METAPHOR Match-Up

31 PERSONIFICATION

32 LESSON PLAN PERSONIFICATION Personification Doodle Notes and Activity Materials / Set-Up Doodle Notes Class set of doodle notes Personification Class set of Personification worksheets (2) Scissors Glue Colored pencils/crayons Teacher copy of the doodle notes to use as a model for students Distribute the Personification doodle notes. Explain to students that they will be completing the top-half of the doodle notes page about personification. As you review the notes for Personification you ll want to encourage students to color, doodle, and/or embellish the notes as they work through them. Review the notes for personification. Note the definition and review the examples. Then, in the more examples box, have students write 2 sentences with personification. Have them personify shoes and sunshine. Give students an opportunity to share their examples. Have students color in their doodle notes as an extension activity. Students will be writing 6 personification sentences during this activity. First, they ll brainstorm verbs. Then, they ll combine the verbs with nouns that they brainstorm to create examples of personification. Activity Distribute the Personification page with the speech bubble. Have students get with a partner. With their partner, have students brainstorm 7 verbs that only humans can do. You ll want to stress the human-factor. Therefore, they should avoid words like run since animals can also do this, and stick with verbs like giggle, dance, and draw. After partnerships have a list of verbs, have them share 3 of them with the class. As students listen, encourage them to add verbs to their list. Next, review the directions for the bottom portion of the worksheet. Students will need to write an animal or object on each line. Then, they ll need to personify the object or animal that they wrote. For instance, if they wrote squirrel, then they might pick a word from their brainstorm like dance, and write a sentence like The squirrel danced across the tree branch in search of an acorn.

33 LESSON PLAN personification Personification Doodle Notes and Activity Activity Cont. Give students a chance to practice writing personification sentences with the 6 items. Then, pass out the Personification cube worksheet. Have students write a personification sentence from their chart in each square shape. Then, have students cut out the entire shape and fold along all of the lines. Have them add glue along the tabs and form a cube shape. Once students have their personification cubes, you might have them share them with a partner or small group. Have students roll each other's cubes and discuss the personification statements that their peers created. Discuss how this type of figurative language might be effective in a piece of writing. FYI: When assembling the cubes, tape also works well.

34 personification You re going to personify six objects, but first you ll need to brainstorm a list of at least 7 verbs to describe things that humans can do. Write an item on each line in the left column. Then, use verbs from your brainstorm above to personify the item you wrote. Write 6 sentences with personification in the right column. An animal: A household object: A kind of sporting equipment: Something found outdoors: A mode of transportation: Something found at school:

35 Personification CUBE Write a personification sentence in each box. Then cut out the entire shape. Fold along each line. Add glue to the tabs. Stick the tabs to the squares to form a cube. Copyright 2016 Brain Waves Instruction

36 ONOMATOPOEIA

37 LESSON PLAN onomatopoeia Onomatopoeia Doodle Notes and Activity Materials / Set-Up Doodle Notes Class set of Onomatopoeia doodle notes Class set of Onomatopoeia Wacky Libs Words worksheet Class set of Onomatopoeia Wacky Libs My Pet worksheet Colored pencils / crayons Teacher copy of the doodle notes to use as a model for students Distribute or have students take out the Onomatopoeia doodle notes. Explain to students that they will be completing the bottom-half of the doodle notes page about onomatopoeia. As you review the notes for Onomatopoeia, you ll want to encourage students to color, doodle, and/or embellish the notes as they work through them. Review the notes for onomatopoeia. Note the definition and review the examples. Then, in the more examples box, have students write 5 more examples of onomatopoeia. Give students an opportunity to share their examples. Have students color in their doodle notes as an extension activity. Students will be practicing onomatopoeia as they complete a Mad- Libs-inspired activity. Activity Pass out the Onomatopoeia Wacky Libs - Words worksheet to students (not the worksheet with the passage). Explain to students that they will be completing a Mad Libs-inspired activity. You may want to share the following background information about Mad Libs: The game, Mad Libs, is a template word game. In the game, one player prompts another for a list of words to substitute into a story. Then, the completed story is read aloud. The altered story is often comical and nonsensical. The game was first invented in Since its origin, more than 100 million copies of the books have sold. Note that to effectively play the game, students need a solid understanding of different parts of speech. Review adjectives, verbs (past tense) and nouns with students. Of course, they ll be expected to provide a lot of onomatopoeic words.

38 LESSON PLAN onomatopoeia Onomatopoeia Doodle Notes and Activity Activity Cont. Have students pick a partner. Instruct partnerships to go back and forth asking each other to offer up a word for each category on the list. Partners will record one another s answers on their worksheet. For instance, partner one might say big for an adjective, and partner two would write it down. When partner two says wild for an adjective, partner one will write it down. When students have filled in each category, distribute the Wacky Libs My Pet worksheet with the blanks. Have students read the story aloud filling in the blanks with the words their partner volunteered. Then, have the other partner read the passage. As a closure, discuss some of the onomatopoeia words that students brainstormed for the passage. Discuss how this type of figurative language might be effective in a piece of writing.

39 onomatopoeia Wacky Libs - Words Adjective Color Body Part (plural) Onomatopoeia cat sound Onomatopoeia sound of fast movement Noun Piece of Furniture Verb (past tense) Onomatopoeia sound of something landing Onomatopoeia sound of relief Adjective Onomatopoeia bird sound Onomatopoeia dog sound Onomatopoeia snake sound Onomatopoeia frog sound Onomatopoeia pig sound Onomatopoeia cat sound Onomatopoeia bag sound Onomatopoeia movement sound Adjective Onomatopoeia clock sound Onomatopoeia sleeping sound Onomatopoeia laughing sound

40 onomatopoeia Wacky Libs My Pet My cat is pretty! She s a Siamese cat which means that she has almond-shaped eyes and large. Her is also quite loud. We named her, because she moves so fast. The very first day that she came into our ONOMATOPOEIA COLOR ADJECTIVE she did an amazing trick. She climbed to the top of our tallest and into the air. FURNITURE You won t believe it, but she did a flip in the air! She landed with a.! Right then and there, we knew ONOMATOPOEIA that we had a special cat. Not only can she do tricks, she also has hearing. She can hear a bird, a dog, a snake, a frog, or a pig ONOMATOPOEIA from miles away. That s why she is always so alert. ONOMATOPOEIA ONOMATOPOEIA ONOMATOPOEIA ONOMATOPOEIA If you want to hear her just shake a bag of cat treats. Once she hears the of the treat bag,, she s at your feet begging for treats. My favorite ONOMATOPOEIA NOUN ADJECTIVE ONOMATOPOEIA ONOMATOPOEIA part about my cat is when the clock to nine o clock. That s when she curls up next to me for the night. Soon, we re both asleep. I don t even mind that she makes sounds when she sleeps.! ONOMATOPOEIA ADJECTIVE VERB (PAST TENSE) ONOMATOPOEIA BODY PART ONOMATOPOEIA ONOMATOPOEIA ONOMATOPOEIA

41 SAMPLE onomatopoeia Wacky Libs My cat is pretty spectacular! She s a Siamese cat which means that she has blue almond-shaped eyes and large ears. Her meow is also quite loud. We named her Vroom, because she moves so fast. The very first day that she came into our house she did an amazing trick. She climbed to the top of our tallest bookshelf and jumped into the air. You won t believe it, but she did a flip in the air! She landed with a thump. Phew! Right then and there, we knew that we had a special cat. Not only can she do tricks, she also has incredible hearing. She can hear a bird tweet, a dog bark, a snake hiss, a frog ribbit or pig oink from miles away. That s why she is always so alert. If you want to hear her purr just shake a bag of cat treats. Once she hears the rustle of the treat bag, whoosh, she s at your feet begging for treats. My favorite part about my great cat is when the clock tic-tocks to nine o clock. That s when she curls up next to me for the night. Soon, we re both asleep. I don t even mind that she makes zzzzz sounds while she sleeps. Haha!

42 ALLITERATION

43 LESSON PLAN ALLITERATION Alliteration Doodle Notes and Activity Materials / Set-Up Doodle Notes Class set of doodle notes Alliteration Class set of Alliteration Challenge worksheet Colored pencils / crayons Teacher copy of the doodle notes to use as a model for students Distribute or have students take out the Alliteration doodle notes. Explain to students that they will be completing the top-half of the doodle notes page about alliteration. As you review the notes for Alliteration, you ll want to encourage students to color, doodle, and/or embellish the notes as they work through them. Review the notes for alliteration. Note the definition and review the examples. You might even have students share some common tongue twisters. Then, in the more examples box, have students write alliteration sentences for the letters l and k. Give students an opportunity to share their examples. Have students color in their doodle notes as an extension activity. Students will be writing sentences filled with alliteration. Then, they ll challenge a partner to read their alliteration sentences without making any mistakes (tongue-twister-style). Activity Pass out the Alliteration Challenge worksheet to students. Have students write a sentence or two filled with six T words. Then, have students write a sentence or two filled with eight S words in the next box. Finally, have students write a sentence or two filled with ten R words, in the last box. Once students have written their alliteration sentences, explain that they will be challenging their partner to an alliteration contest. Here s how it works: Partners will exchange papers. Then, each partner will read the sentences in the T box once, twice, then three times through. If the partner doesn t make any mistakes, he or she gets a checkmark in one of the boxes to the right. To make this extra fun, encourage students to read fast. Students can work through and repeat the process with the S box, or you might have students switch partners.

44 LESSON PLAN ALLITERATION Alliteration Doodle Notes and Activity Activity Cont. Then, finally, have students work with a partner (same or new) to complete the last box. Once the class has finished challenging their different partner(s), have students share out the results. You might have a student that created a particularly challenging set of alliteration sentences challenge you or the entire class. Discuss how this type of figurative language might be effective in a piece of writing.

45 ALLITERATION Challenge Write a sentence or sentences filled with alliteration in each box. Note the number of words that need to start with each letter in the box. Then, have an alliteration challenge with a partner. Have your partner read the challenges you created once, twice, and then three times in a row. If your partner reads the sentence(s) without making a mistake, check the box. Tally the number of checkmarks to record your partner s final score. T S 6 words 8 words PARTNER 1 time 2 times 3 times TOTAL SUCCESSES PARTNER 1 time 2 times 3 times TOTAL SUCCESSES 10 words R PARTNER 1 time 2 times 3 times TOTAL SUCCESSES

46 HYPERBOLE

47 LESSON PLAN HYPERBOLE Hyperbole Doodle Notes and Activity Materials / Set-Up Doodle Notes Class set of doodle notes Hyperbole Class set of Hyperbole worksheets: Hyperbole Makeover interactive shape, Hyperbole Makeover, and Hyperbole Writing Scissors Glue Colored pencils / Crayons Teacher copy of the doodle notes to use as a model for students Distribute or have students take out the Hyperbole doodle notes. Explain to students that they will be completing the bottom-half of the doodle notes page about hyperbole. As you review the notes for Hyperbole, you ll want to encourage students to color, doodle, and/or embellish the notes as they work through them. Review the notes for hyperbole. Note the definition and review the examples. You might even have students share common examples like, That is going to take forever. Then, in the more examples box, have students finish the sentences with hyperbole. Give students an opportunity to share their examples. Have students color in their doodle notes as an extension activity. Students will be giving simple sentences a makeover with hyperbole. They ll create an interactive shape and then write six examples. Then, they ll select two examples of hyperbole to integrate into writing prompts. Activity Pass out the Hyperbole Makeover Interactive Shape worksheet to students. Have students cut out the shape and fold along the dotted lines. Then, pass out the Hyperbole Makeover worksheet. Have students add glue under the words Hyperbole Makeover on the foldable and stick it over the words glue here. Next have students transform each simple sentence into one with hyperbole. They should write the new sentences under each flap. As students finish, you might want to give students a chance to share their writing with a partner, small group, or the class.

48 LESSON PLAN HYPERBOLE Hyperbole Doodle Notes and Activity Activity Cont. Then, pass out the Hyperbole Writing worksheet. Review the two prompts on the worksheet. Have students review the hyperbole sentences that they wrote and select one to include in each prompt. Give students a chance to write in response to the prompts. You might encourage them to make up new hyperbole statements as they write. When students are finished, have them share their writing with another student. Finally, discuss how this type of figurative language might be effective in a piece of writing.

49 HYPERBOLE Makeover HYPERBOLE MAKEOVER DIRECTIONS 1. Cut out the interactive shape. Cut along the solid lines. 2. Fold along the dotted lines. 3. Add glue under the words Hyperbole Makeover. 4. Glue the shape to the other Hyperbole Makeover worksheet. BEFORE The house is big. BEFORE The line was long. BEFORE The party was loud. BEFORE My room is clean. BEFORE The movie was boring. BEFORE My mom was mad.

50 GLUE HERE Hyperbole Makeover Glue the interactive shape below. Then, give each sentence a makeover by including hyperbole. Write the new, improved sentence under each flap. AFTER AFTER AFTER AFTER AFTER AFTER

51 Hyperbole Writing Select two hyperbole sentences from the Hyperbole Makeover and incorporate them into the writing prompts below. It was a night unlike any other. Just when I thought my day couldn t get any better, it did.

52 IDIOM

53 LESSON PLAN IDIOM Idiom Doodle Notes and Activity Materials / Set-Up Doodle Notes Class set of Idiom doodle notes Class set of Idioms matching worksheet Class set of Idioms doodle worksheet One set of 6 idiom cards for each group of 4 (cut apart) Scissors and glue Colored pencils / crayons Teacher copy of the doodle notes to use as a model for students Distribute or have students take out the Idiom doodle notes. Explain to students that they will be completing the top-half of the doodle notes page about idioms. As you review the notes for Idiom, you ll want to encourage students to color, doodle, and/or embellish the notes as they work through them. Review the notes for idiom. Note the definition and review the examples. Discuss how idioms mean something different than what the words portray. You might point out that idioms are often used in everyday conversation and they exist in every language. Then, in the more examples box, have students write 2 more idioms. Give students an opportunity to share their examples. Have students color in their doodle notes as an extension activity. Students will be practicing idioms by completing a matching and doodle activity. Activity MATCHING: Pass out the Idioms matching worksheet to students. Explain to students that they will need to match the idioms in the chart with their meanings. Have students cut out the meanings at the bottom of the worksheet. Then, have them place the meanings next to the idioms. You might review the meanings before students glue them on the chart. For an added twist, you could turn this activity into a race.

54 IDIOM Idiom Doodle Notes and Activity DOODLING LESSON PLAN Activity Cont. Divide students into groups of four. Give each group a set of the six idiom cards. (Before class, you ll want to prepare a set of these cards for each group.) Explain to students that they will be doodling some idioms. Instead of doodling their figurative meaning, students will need to doodle the idiom s literal meaning. (This will make for some silly doodles.) In their small groups, have students review the idiom cards and select 4 that they would like to doodle (discarding 2 cards). Then, have each group member take one card. Once students each have an idiom card, have them start to doodle the literal meaning of the idiom. They ll also need to write the idiom and its meaning below their sketches. As students finish their first doodle, have them pass their card to another group member and repeat the doodling process. Have students repeat the pass and doodle process until they have completed 4 idiom doodles. Then, give students a chance to share their sketches and work with their group. You might have group members select the funniest doodles to share with the class.

55 IDIOMS Cut out the idiom meanings at the bottom of this page. Match and then glue each meaning next to the idiom in the chart. IDIOM FIGURATIVE MEANING A piece of cake Let the cat out of the bag IN HOT WATER Walking on eggshells HOLD YOUR HORSES ALL EARS THROW IN THE TOWEL Break a leg BE IN TROUBLE SLOW DOWN BEING CAUTIOUS PAYING ATTENTION GIVE UP EASY TO DO GOOD LUCK REVEAL A SECRET

56 Saved by the bell Ants in your pants Fish out of water RAINING CATS & DOGS Two peas in a pod Butterflies in your stomach Saved by the bell Ants in your pants RAINING CATS & DOGS Two peas in a pod Fish out Butterflies in of water your stomach

57 IDIOMS Doodle a LITERAL illustration for each idiom. Write the idiom and its FIGURATIVE meaning below each sketch. Meaning Meaning Meaning Meaning

58 OXYMORON

59 OXYMORON Oxymoron Doodle Notes and Activity Materials / Set-Up LESSON PLAN Class set of Oxymoron doodle notes Class set of Oxymoron worksheet Class set of Bingo board One set of the oxymoron cards (for BINGO) Colored pencils / crayons / highlighters Teacher copy of the doodle notes to use as a model for students Doodle Notes Distribute or have students take out the Oxymoron doodle notes. Explain to students that they will be completing the bottom-half of the doodle notes page about oxymorons. As you review the notes for Oxymoron, you ll want to encourage students to color, doodle, and/or embellish the notes as they work through them. Review the notes for oxymoron. Note the definition and review the examples. Then, in the more examples box, have students write 2 more oxymorons. Give students an opportunity to share their examples. Have students color in their doodle notes as an extension activity. Students will be practicing oxymorons by creating original figures of speech and playing bingo. Activity ORIGINAL OXYMORONS: Pass out the Oxymorons worksheet to students. Explain to students that they will need write 6 original oxymorons. Remind students that each pair of words should be opposites. Give students a chance to create each oxymoron. Then, have students share their creations with a partner. Finally, have students share out some of the oxymorons that they created. OXYMORON BINGO: Before playing Bingo, students will need to identify 24 oxymorons in a list. Give them a chance to review the list and select oxymorons. You might have them circle each oxymoron, color in the box, or highlight the examples. When they are finished, they will NOT have selected: big mansion, quiet lamb, hot sun and first leader.

60 LESSON PLAN OXYMORON Oxymoron Doodle Notes and Activity OXYMORON BINGO CONT. Activity Cont. Once students have identified all 24 oxymorons, pass out the Bingo boards to students. Instruct students to randomly write each oxymoron in different squares on the board. (This way, students will all have unique boards.) Then, explain to students that you will be calling out different oxymorons. When they hear an oxymoron, they should place an x over it on their bingo card or highlight the oxymoron. Their goal is to get five oxymorons in a row horizontally, vertically, or diagonally. Begin playing Bingo until someone calls out Bingo! You might give the winning student a prize like a homework pass, school supply, or even a piece of candy. If you d like to play more than once, you can have students create bingo chips with scrap pieces of paper.

61 TEACHER Cut out the oxymorons. Place them in a bag or basket. Select one at a time when playing BINGO with students. Old news Never again Freezer burn Minor crisis Bad luck Restless sleep Act naturally Silent scream Alone together Jumbo shrimp Small crowd Student teacher Top floor Love hate Working vacation Wise fool Single pair Still moving Good grief Toll free Pretty ugly Original copy Near miss Seriously funny Awfully nice Clearly confused Sweet sorrow Crash landing

62 oxymoron Make an oxymoron in each box below. laugh baby tall whisper mess nice Identify 24 oxymorons in the list below. Old news Never again Freezer burn Minor crisis Bad luck Restless sleep Hot sun Silent scream Big mansion Jumbo shrimp Small crowd Student teacher Top floor Quiet lamb Working vacation Wise fool Single pair Still moving Good grief First leader Pretty ugly Original copy Near miss Seriously funny Awfully nice Clearly confused Sweet sorrow Crash landing Toll free Act naturally Love hate Alone together Then, fill the BINGO board with the 24 oxymorons. Write each oxymoron wherever you would like on the BINGO board.

63 B I N G O free Copyright 2016 Brain Waves Instruction

64 BONUS RESOURCES! DAILY DOODLE VOCABULARY Did you know that when students are exposed to new words, they become strong readers and writers? So, why not help students learn new words every day! An easy way to do just that is with Daily Doodle Vocabulary! On the next two pages, you ll find a complete week of warm-up words and a writing prompt. Enjoy! Check out the version for GRADES 3-5 HERE and GRADES 6 8 HERE. Both include 160 vocabulary tasks, 40 paragraphwriting tasks, answer keys, a glossary and index! THIS OR THAT ELA WARM-UPS These warm-ups are all about CHOICE! Students can choose to do the This or the That activity. Not only do they review and teach critical ELA skills, they re also incredibly engaging and motivating. Check out the two sample pages and give them a try! The version for grades 3-5 and the version for grades 6-8 include grading options, 20 tasks, answer guides, and a setup guide!

65 Name 1. RICKETY Rickety (adjective): Not strong or stable The old stairs were rickety and unsafe. List 3 things that can be described as rickety: CAULDRON Cauldron (noun): A large pot The witch stirred her potion in the black cauldron over the fire. Which of these words can be used to describe a cauldron? - Happy - Cast iron - Black - Quick - Large - Soft 3. PETRIFY Petrify (verb): To make someone very afraid My brother petrified me when he hid in my closet. Describe a time when you were petrified.

66 4. OMINOUS Ominous (adjective): Suggesting that something bad is going to happen in the future. The gathering black clouds looked ominous for our picnic. Which of the following are ominous SIGNS? - A rainbow - Dark clouds - A cold chill in the air - Laughter - Crossing a black cat WRITE A PARAGRAPH Review the words that you learned. Then, write a paragraph that includes each word. Be sure to show the meaning of the words in the sentences that you write.

67 WORD MEANING IN CONTEXT When readers encounter words that they do not know, they can use context clues to help them determine the word s meaning. That means that they use the words and phrases around the unknown word to help find its meaning. Clues include examples, synonyms, or antonyms around the unknown word. Example: The rotary phone is now obsolete. Everyone uses a cellular phone today. (Obsolete or means outdated. The mention of an old fashioned device with a new device gives clues to its meaning.) That This Use context clues to define each of the nonsense words. 1. The lion growled and his morlacious teeth glimmered in the sun. 2. The smuppler slithered through the grass, rattling his tail. 3. My grocery cart knocked into the aisle and the cans came garushing down. 4. After a long day playing outside, the little boy felt zentle. 5. People watched in trungle as the eagle soared above them. 6. After I get out the box, milk, spoon, and a bowl I m ready to eat my sloothe. 7. Each morning Charlie grabs his backpack and goes outside to wait for the peng. 8. My mother yells up for me to make my strez each morning. 9. Sarah s zang is so adorable. He wags his tail constantly. 10. When I found out that I won the contest I felt so yumby. NAME Use context clues to fill in the missing words or phrases in the paragraph. Dear Eliza, This is to remind you to get to early on Friday night because we re coming for at 7:00. Be sure to pack your and for swimming. Also, bring a like cupcakes or brownies. Jane is bringing hotdogs and Sam is bringing the to put them in. I m going to bring and for the hotdogs, too. Amy is packing all the in the cooler with ice. Oh, and you might need your to play baseball. We might even get to play Frisbee along the waves on the. It s going to be so! See you, Sara MORE TIME? Complete the other activity for a BONUS!

68 NAME SEQUENCE This Sequencing refers to the order in which events occur. Writers use transition words to indicate the sequence of events. FOR EXAMPLE FIRST, SECOND, or NEXT, LAST, TODAY, MEANWHILE, LATER, BEFORE That Put the mixed up sentences below in the correct order. Number them At noon, Mary discovered that she had forgotten her lunch at home. She missed the bus because she spilled her cereal all over her clothes and had to change them. At two o clock, science class turned into disaster when Mary s experiment didn t work. Then, at recess after lunch her two best friends started ignoring her. Everything seemed to be going wrong for Mary today. During this morning s music class, her teacher thought she was talking during instruction and gave her a detention. Finally, Mary went to bed. She couldn t wait for it to be tomorrow! Her mom dropped her off at school, but in her rush to get to the entrance, she tripped and fell. After recess, her teacher surprised the class with a pop quiz. Mary is pretty sure she missed all the questions. Dinner would have been a high point of the day if her mother hadn't burned it. When the bell finally rang at the end of the day, Mary had to serve her detention. Sketch a cartoon that shows a sequence of events. Add captions with clue words on the lines MORE TIME? Complete the other activity for a BONUS!

69 READING UNITS CLICK HERE WRITING UNITS CLICK HERE DOODLE & DO CLICK HERE POETRY CLICK HERE FAVORITES CLICK HERE

70 CREDITS THANKS for your PURCHASE GREAT NEWS! Brain Waves Instruction has a newsletter! It s filled with exclusive FREE resources, samples, tips, and tricks for teachers just like you. Sign up and receive 5 Creative Writing Lessons instantly! Then, prepare to be spoiled! CLICK HERE FEEDBACK What did you think of this resource? Be sure to leave feedback and earn TpT credits for sharing your thoughts! If you have ideas for ways to improve this resource, please send an to brainwavesinstruction@gmail.com. LET S CONNECT If you take pictures of these activities, I d love to see them! Just tag or me! Follow these for all the latest news! Copyright Brain Waves Instruction. All rights reserved. Permission is granted to copy pages specifically designed for student or teacher use by the original purchaser or licensee. The reproduction of any other part of this product is strictly prohibited. Copying any part of this product and/or placing it on the Internet in any form (even a personal/classroom website) is strictly forbidden. Doing so is a violation of the Digital Millennium Copyright Act (DMCA). This work is not to be copied, sold, or distributed. Posting this work on the internet (even a classroom, school or district website) is strictly prohibited. If you wish to share this with others, please purchase an additional license. Little Blue Garden Art with Jenny K DigiMajigs Pink Pueblo Little Blue Garden The Paper Pegasus Nedti Taka Tatu Ashley Doodles KHDigi Ink n Little Things TheDigiRainbow KG Fonts Tessa Maguire My Clipart Store April Hovjacky Fudgy Brownies Mad Clips Factory KPM Doodles A Perfect Blend Little Panda Digitals Misty Miller Surfing to Success Hello Literacy Vivera Design Paula Kim Studios Jax and Jake Graphics from the Pond Namely Original Designs Erin Bradley Designs The Meek Boutique