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Show Don't Tell - Figurative Language

Show Don't Tell - Rotation Week

Jennifer Cobia

on 12 March 2014

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Transcript of Show Don't Tell - Figurative Language

Template by Missing Link
Images from Shutterstock.com
Quick Review of Each Term
Write down one thing that you learned about writing that you did not know before.
Exit Slip (Notecard)
Consider tone a subset of voice.
If voice is the personality of a story, then tone is the mood.
A writer could describe their voice as funny, but the mood of their writing might be dark or biting or silly or sarcastic.
Using Figurative Language to make writing more interesting
SHOW! Don't Tell.
Rate your each student's
ability to do each of the following. .(5 = Excellent, 4 = Kind of Good, 3 = You need more practice, 2 = Struggling, 1 = You do not have any knowledge and you’ve never heard of this) (3 min)
Writer Idol:
Word Choice 5 - 4 – 3 – 2 - 1
Information 5 - 4 – 3 – 2 - 1
Elaboration 5 - 4 - 3 -2 - 1
Tone 5 – 4 – 3 – 2 – 1
Voice 5 – 4 – 3 – 2 – 1
– What is the author discussing?

– Refers to a writer’s ability to explain, describe, or provide details about a topic. (Depth of Knowledge)
5 W’s – Who, What, Where, When, Why, and How

– Refers to the author’s attitude towards the topic or the author’s mood.

– Refers to the author’s personality. (Is he playful?, Is he exciting? Is he depressing?)
like the sun in the sky—can accomplish many things: comfort or sunburn, thirst or relaxation. The words you choose to include in your writing have profound impact on your reader.
Sensory Images
– phrases that appeal to the 5 senses
Words that describe nouns
Word Play
– personification, alliteration, onomatopoeia, effective similes and metaphors
Difference Between
American Writer Idol
Read Both Passages (6 min)Rate each author’s usage of the following: On the line provided give a brief explanation as why you rated it the way you did.

Word Choice 5 - 4 – 3 – 2 – 1 _______________________________
Information 5 - 4 – 3 – 2 – 1 _______________________________
Elaboration 5 - 4 - 3 -2 - 1 ________________________________
Tone 5 – 4 – 3 – 2 – 1 ______________________________________
Voice 5 – 4 – 3 – 2 – 1 ______________________________________

Word Choice 5 - 4 – 3 – 2 – 1 _______________________________
Information 5 - 4 – 3 – 2 – 1 _______________________________
Elaboration 5 - 4 - 3 -2 - 1 ________________________________
Tone 5 – 4 – 3 – 2 – 1 ______________________________________
Voice 5 – 4 – 3 – 2 – 1 ______________________________________
Judges Tally the Scores
Word choice –
Information –
Elaboration –
Tone –
Voice -
Paragraph 1 = _________________

Word choice –
Information –
Elaboration –
Tone –
Voice -
Paragraph 2 = ___________________
Students close your eyes (2min)
As I play the video listen for distinct sounds.
(play video) Unplug cord from pc so that students cannot see video.

What sounds did you hear?

What do you think is taking place in the video? Where do you think we are?
SHOW Don’t Tell
Now what did you hear/see 5senses and 5W's
Figurative Language Aids in elaboration and makes writing more interesting
– figure of speech that uses the words like or as to make comparisons;
– figure of speech that implies comparisons;
– figure of speech that applies human characteristics to nonhuman objects
– intentionally exaggerated figure of speech
– repetition of initial sounds, e.g., picked a peck of pickled peppers
– the use of a word whose sound suggests its meaning (e.g., buzz.).
Use the colored pencils and highlighters at each station to highlight each of the following. (5 min.)
Underline a
Underline a
Underline an example of
Underline the
in RED
with a Yellow highlighter

Let’s highlight the Figurative LanguageParagraph #1
I love the feel of the air as it blazes through my hair while I plummet toward Earth at 100 miles per second!!! SWOOSH!!!! Every inch of my skin is tingling. I can taste the sweet air as it fills my cheeks. The clouds respectfully part ways as I pass. I am a swift, stealth 747 Jet soaring into the sunset. No! I am a bird! Yes, a bird, the most elegant bald eagle veering across the landscape, unbarred by mechanics. Alas, my eyes behold the breathtaking landscape! A smile tickles my lips. The lush, green pastures travel for miles and miles. They are interrupted every so often by slithering paved roads. Like an enormous diamond, the lake sparkles! Tall forests stand guard in the distance. Then suddenly, my parachute erupts like a volcano and jerks me back into the air with the ferocity of a saber toothed tiger! As my parachute calms and slowly cradles me to the ground, I once again feast upon the breathtaking landscape.
Let’s highlight the Figurative Language Paragraph #2
I love to skydive. I like the way the wind blows through my hair. I feel like a bird flying through the sky. The landscape looks really beautiful from the sky. I can see the big lake. Then my parachute pulls me back into the sky. For I moment I can’t see anything. As my parachute slowly takes me to the ground, I begin to see the landscape again. Skydiving is exciting.
We can conclude…
Which of the paragraphs is more interesting to read?

Writer 1 SHOWED us that he was excited with his words and imagery, while writer 2 simply told us that he was excited.

Figurative Language, word choice, and imagery helped the writer 1 to elaborate more. They gave us more information about the subject of the piece. We were able to ascertain (figure out) writer 1’s voice and tone.

Rotation #1
Rotation #2
Rotation 3
Rotation #4
Do Now:
A Dream Deferred

With your partner, locate an example of a
similie, metaphor, personification, alliteration, onomatopeoia, and hyperbole.

Draw a line and an arrow to label them. You may write on the paper.
Full transcript