Standards: RL.5.4.
Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. L.5.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figurative language, including similes and metaphors, in context. Recognize and explain the meaning of common idioms, adages, and proverbs. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Objectives: SWBAT identify figurative language within the interactive read aloud SWBAT discuss with partners or small groups their interpretation of the Figurative Language within the interactive read aloud text and their individual reading text. SWBAT construct understanding of what the author says through Figurative Language. SWBAT work collaboratively with a partner to break down the meaning of passages in their independent books. SWBAT present their books to a partner expressing their knowledge and understanding of the book. Procedure: 1. Interactive Read Aloud of Owl Moon by Jane Yolen a. Explain to students that authors use figurative language to express meaning in a non direct way. b. Give the example of its raining cats and dogs. Ask students what this really means? What type of event is being described when you say it rains cats and dogs? Why cats and dogs? What is the connection? c. While we read, have student record in their readers notebooks the similes, metaphors, and personification that they hear/ see. d. After, have students go to their notebooks and share what they found a small group around them. e. Turn small group discussions into whole group discussion by having students share some of the similes, metaphors, and personification that they heard/saw. f. Refer to the text and indicate the passage the student(s) has identified. Ask students what their passage means or what the author was trying to say through it. Use turn and talk and whole group discussion. 2. Independent practice- students return to the graphic organizer of the Figurative language they found and recorded in their independent read. a. Students go back to their worksheets and interpret at least one metaphor, simile, and personification quote. b. Once students have interpreted on their own what they believe the passage means, they are to share their ideas with a partner.
c. Students should first introduce the book and then share their interpretation of the figurative language they found in text. (Teachers will model this step) d. Partners are to listen attentively and then give their inference of the figurative language. 3. Closing: Come back together discuss did you come to a new realization about a passage based on your discussion with your partner. Assessments Students contributed similes, metaphors, and personifications they recognized in the read aloud text. Students recorded accurate forms of figurative language in their journals. Students interpreted at least one simile, one metaphor, and one personification passage from their independent reading text accurately and with understanding. Students collaborated to create fuller meaning of their texts- both students shared ideas and discussion was on topic.
