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C.H.A.T.S. Unit on Figurative Language

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by

Richie Musser

on 4 December 2013

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Transcript of C.H.A.T.S. Unit on Figurative Language

Lesson 5: Idioms
C.H.A.T.S. Unit on Figurative Language
Culminating Assessment: PowToon!
Core Components
Whole Group, Guided Group,
and Reading Workshop

Read Aloud and Media
(Media Literacy

Anchor Posters

Web 2.0 tools/
Culminating Assessment
Lesson 1: Alliteration and Onomatopoeia
TPTS:
Quick Draw
-Onomatopoeia Comic Creator
Quick Write
-Alliteration Tongue Twisters
Quick Write
-Learning/ Vocabulary Log
Lesson 3: Similes and Metaphors
TPTS:
Similes
-Creating smiles with Similes
Selected Response Hold Up
-Socrative Room
306430
Lesson 2: Hyperbole
TPTS:
Think/ Pair/ Share
-Completed during Read aloud
Thumbs Up/ Thumbs Down
-Exaggeration Examples
Quick Write
-Learning/ Vocabulary Log

Lesson 4: Personification
TPTS:
Charades
-Acting like Idioms
Quick Write
-Learning/ Vocabulary Log
Quick Write
-Culminating Project
TPTS:
Think/ Pair/ Share
-Completed during Read aloud
Quick Write
-Personification Cartoon Strip
http://m.socrative.com/student/#joinRoom
306430
Foundation
Need for figurative language

Build confidence through the lessons

Increasing the amount of text
(Atwell, Serafini, Calkins, Allington, Rasinski)

Scaffolding

Reflection on Learning
I can distinguish between literal language (it means exactly what it says) and figurative language (sometimes what you say is not exactly what you mean)
How does the author’s use of figurative language
enhance the meaning of the text?

How did the text make you feel? How did the author use language to make you feel this way?

What kinds of images/ pictures where in your mind while reading?

How can you imitate this author’s style of writing/ use of language?
Goal:
Essential Questions:
Full transcript