Anthem, Chapter 1 questions
1. Using a web, describe the society in which Anthem is set. Some areas to consider are the political structure, degree of technology, social relationship, quality of life and education.
2. Would you want to live in this society? Explain why or why not.
3. In this chapter, Equality states that it is very unusual for men to reach the age of 45. Offer several possible explanations as to why life expectancy is so short in his society.
4. Clearly, Ayn Rand intended Equality to stand out from his “brothers.” Explain how she accomplishes this by contrasting Equality’s physical qualities and character traits to those of his fellow men through a Venn Diagram.
5. Why does the Council of Vocations assign Equality 7-2521 the job of street sweeper? Is it due to error, incompetence, or a more sinister motivation? Explain.
6. When does this novel take place—in the past, the present, or the future? How do you know?
7. How would your teachers react if you had Equality’s “curse”? Why do Equality’s teachers disapprove of his quick mind?
8. At this point in the novel, does Equality accept the moral teachings of his society? If so, why doesn’t he feel shame or remorse when he knows that he’s committing a crime? Find textual evidence to support your answer.
9. Would you want to be friends with someone like Equality 7-2521? Write a letter to him explaining your reasons why or why not?
Tuesday, September 22, 2009
Language Arts: Anthem by Ayn Rand
Date: September 7, 2009
Teacher: Mr. West
Subject: 6th Language Arts
Anthem
Standards:
Increase fluency, comprehension and insight through meaningful and comprehensive reading instruction.
What we will learn (objectives):
Develop analytical and interpretive skills in literature
To explore new vocabulary words
What we will read or study (content):
Anthem by Ayn Rand
How we will study it (process):
General education teacher will give introduction to the story and using different literary elements (such as metaphor and simile, characterization), students will read the book in class. Students will also be assigned a book and be called by that number, instead of their name for the duration of the novel.
For each chapter: General education teacher will lead students through the reading. Gifted education teacher will monitor and coach, as needed. At the beginning of each chapter, students will receive a list of questions to complete by the end of the chapter. At the end of each chapter, the gifted ed teacher will allow the students 1 – 2 days to complete the chapter activities, as well as lead the chapter discussion. Students will also need to complete a vocab web for each chapter.
See below for Chapters 1 and 2. Additional Chapter questions will be posted.
How we will know we learned something (product):
Chapter questions
Culminating Product
End of novel quiz
Who will score/grade what?:
To be determined
How will we differentiate content/process/product (if applicable):
Content: Anthem
Process: Read in class, complete chapter packets
Product: Culminating product to be determined. Will be posted as class completes the novel.
Homework:
To be determined
What will we do at our next meeting?
Discuss best way to complete the next novel. What worked well, what could be impr
Teacher: Mr. West
Subject: 6th Language Arts
Anthem
Standards:
Increase fluency, comprehension and insight through meaningful and comprehensive reading instruction.
What we will learn (objectives):
Develop analytical and interpretive skills in literature
To explore new vocabulary words
What we will read or study (content):
Anthem by Ayn Rand
How we will study it (process):
General education teacher will give introduction to the story and using different literary elements (such as metaphor and simile, characterization), students will read the book in class. Students will also be assigned a book and be called by that number, instead of their name for the duration of the novel.
For each chapter: General education teacher will lead students through the reading. Gifted education teacher will monitor and coach, as needed. At the beginning of each chapter, students will receive a list of questions to complete by the end of the chapter. At the end of each chapter, the gifted ed teacher will allow the students 1 – 2 days to complete the chapter activities, as well as lead the chapter discussion. Students will also need to complete a vocab web for each chapter.
See below for Chapters 1 and 2. Additional Chapter questions will be posted.
How we will know we learned something (product):
Chapter questions
Culminating Product
End of novel quiz
Who will score/grade what?:
To be determined
How will we differentiate content/process/product (if applicable):
Content: Anthem
Process: Read in class, complete chapter packets
Product: Culminating product to be determined. Will be posted as class completes the novel.
Homework:
To be determined
What will we do at our next meeting?
Discuss best way to complete the next novel. What worked well, what could be impr
Social Studies: Mapmaker,Mapmaker, Make Me a Map!
Date: September 11, 2009
Teacher: Mr. Cavanaugh
Subject: 6th Social Studies
Maps: Mapmaker, Mapmaker, Make Me a Map!
Standards:
Draw complex and accurate maps from memory and interpret them to answer questions about the location of physical features.
What we will learn (objectives):
1. Write a journal entry defining what a map is, what different maps show, and how they do so; discuss the aspects of life affected by or relying on maps.
2. Read and discuss "Envy, Conquest, Revenge: It’s All in the Maps."
3. Work in small groups to analyze the historic, political, geographic, and social information provided in maps from the 16th to early 19th centuries.
4. Create their own maps of an area decided upon by the individual students.
What we will read or study (content):
"Envy, Conquest, Revenge: It’s All in the Maps." from: http://www.nytimes.com/learning/teachers/featured_articles/19990115friday.html
a variety of books containing easily-read color copies of maps from the 16th through 19th centuries OR maps obtained from the Discovery and Exploration section of The Library of Congress American Memory Project’s exhibition "Map Collections: 1597-1988" (http://memory.loc.gov/ammem/gmdhtml/gmdhome.html)
How we will study it (process):
The gifted ed teacher will have the students complete the Do-Now: In their journals, students will respond to the following questions (written on the board prior to class): What is a map?
What do different maps show, and how do they do so?
Students will then share their answers, and the gifted ed teacher will jot down responses on the board. Then, discuss the aspects of life affected by or relying on maps (e.g., economics, politics, travel, and communication).
As a class, students will read and discuss "Envy, Conquest, Revenge: It’s All in the Maps." Use the following questions as a discussion guide. Both gifted ed and general ed teachers will monitor and facilitate discussion, as necessary. Students will receive a copy as well to jot their answers down:
a. According to the first two paragraphs of the article, what types of things can be illustrated through maps, and why are these things important as a way to follow historical changes?
b. What types of maps can be found in the new map exhibit at the New York Public Library? How are these maps similar to each other?
c. What technical changes in how maps are made are detailed in the article, and what is their relevance to how maps are read and understood?
d. What historical information is found in the maps in this exhibit?
e. What topographical changes can be traced through comparing various maps?
f. How do maps demonstrate the view of the world and what countries or regions are significant in the world at different points in time?
g. What political changes can be traced through the maps in this exhibit?
h. How does the journalist feel about this exhibit, and how do you know through her description of the map exhibit?
Divide students into several small groups of three to four members each. Give each group a map from the late 16th to early 19th centuries. If possible, maps should be in full color from books found in your classroom or the school library. Maps can also be printed from The Library of Congress American Memory Project’s exhibition titled "Map Collections: 1597-1988" (http://memory.loc.gov/ammem/gmdhtml/gmdhome.html), particularly from the Discovery and Exploration section. Both gifted ed and general ed will monitor.
Students in each group carefully look at the map that they have been assigned, and the group answers the following questions about their map on a piece of paper. (Students should have access to global and United States history textbooks and other resources.)
--What is the title of your map, and what does it tell you about the map?
--When was this map made? What significant historical events were happening around this time in the countries on which the map focuses?
--What symbols are found on this map, and what do they mean?
--What other information, as discussed in the article, are found on this map? (latitude, longitude, compass roses, rhumb lines, boundaries, demarcations showing expedition routes, use of color)
--What does this map tell you about the perception of the world at the time in which this map was created?
If time allows, students will be able to look at the other groups maps and answers. Both gifted ed and general ed teachers will be monitoring and answering questions.
As final check-in, have students discuss what should be included in their maps.
Students will then complete a map of the east side of the school. The general education teacher will take the students on a data walk to take notes, and students will have 2 days in class to complete the map, with the due date the following class period. Gifted ed teacher will help monitor and coach, as needed.
Vocabulary:
empires, comprehensible, nautical, territories, surveyed, dominant, wresting, relinquishing, cartographers, portolan, vellum, projection, alluded, scope, geometric, antiquarian, elasticity, topography, deltas, tributary, skirmishes, retaliate, metamorphosis, succinct, shoals
How we will know we learned something (product):
"Envy, Conquest, Revenge: It’s All in the Maps" Discussion Questions
Group Map Activity: maps could be color-copied and displayed, along with the groups’ responses, on a bulletin board or other area of the classroom.
Individual Maps
Who will score/grade what?:
to be determined
How will we differentiate content/process/product (if applicable):
Content: New York Times article: "Envy, Conquest, Revenge: It’s All in the Maps"
Process: class discussion of article, as well as Group Map activity
Product: Individual Map
Possible Extension:
Each student will create a map of anything that he/she wishes. The only parameters that students must follow is that the map must include symbols and a key. Encourage students to use color in their maps. If time allows, students can brainstorm different maps that they could create. In a future class, ask students to compare their maps to find similarities and differences in the ways the maps were drawn, the areas that students chose to map, and symbols used.
Further Questions for Discussion:
--What are the different elements one could find on a map?
--What different kinds of maps exist, how are they used differently, and who uses them?
--What important historical information could a map provide?
--What can a map indicate about the perception of the world at the time in which the map was created?
--In what ways do maps affect our daily lives?
--In what ways have maps changed over the course of time?
--How can a map be viewed as a piece of art?
--What mathematical knowledge is necessary in understanding how to read a map?
Homework:
Complete map project if not completed in class
What will we do at our next meeting?
Discuss how lesson went and the next chapter in the book.
Retrieved and modified September 2, 2009 from: http://www.nytimes.com/learning/teachers/lessons/19990115friday.html?searchpv=learning_lessons
Name:
Date:
Class:
"Envy, Conquest, Revenge: It’s All in the Maps" Discussion Questions
As we read the article, jot down your answers for a class discussion.
1. According to the first two paragraphs of the article, what types of things can be illustrated through maps, and why are these things important as a way to follow historical changes?
2. What types of maps can be found in the new map exhibit at the New York Public Library? How are these maps similar to each other?
3. What technical changes in how maps are made are detailed in the article, and what is their relevance to how maps are read and understood?
4. What historical information is found in the maps in this exhibit?
5. What topographical changes can be traced through comparing various maps?
6. How do maps demonstrate the view of the world and what countries or regions are significant in the world at different points in time?
7. What political changes can be traced through the maps in this exhibit?
8. How does the journalist feel about this exhibit, and how do you know through her description of the map exhibit?
Name:
Date:
Class:
Name:
Name:
Name:
Name:
Group Map Activity
Your team has been assigned a map. After studying your assigned map carefully, answer the questions. You may use other resources, such as the textbook and atlas, in the room to help you.
1. What is the title of your map, and what does it tell you about the map?
2. When was this map made? What significant historical events were happening around this time in the countries on which the map focuses?
3. What symbols are found on this map, and what do they mean?
4. What other information, as discussed in the article, are found on this map? (latitude, longitude, compass roses, rhumb lines, boundaries, demarcations showing expedition routes, use of color)
5. What does this map tell you about the perception of the world at the time in which this map was created?
If time allows, you will have an opportunity to look at the other groups maps and answers.
Teacher: Mr. Cavanaugh
Subject: 6th Social Studies
Maps: Mapmaker, Mapmaker, Make Me a Map!
Standards:
Draw complex and accurate maps from memory and interpret them to answer questions about the location of physical features.
What we will learn (objectives):
1. Write a journal entry defining what a map is, what different maps show, and how they do so; discuss the aspects of life affected by or relying on maps.
2. Read and discuss "Envy, Conquest, Revenge: It’s All in the Maps."
3. Work in small groups to analyze the historic, political, geographic, and social information provided in maps from the 16th to early 19th centuries.
4. Create their own maps of an area decided upon by the individual students.
What we will read or study (content):
"Envy, Conquest, Revenge: It’s All in the Maps." from: http://www.nytimes.com/learning/teachers/featured_articles/19990115friday.html
a variety of books containing easily-read color copies of maps from the 16th through 19th centuries OR maps obtained from the Discovery and Exploration section of The Library of Congress American Memory Project’s exhibition "Map Collections: 1597-1988" (http://memory.loc.gov/ammem/gmdhtml/gmdhome.html)
How we will study it (process):
The gifted ed teacher will have the students complete the Do-Now: In their journals, students will respond to the following questions (written on the board prior to class): What is a map?
What do different maps show, and how do they do so?
Students will then share their answers, and the gifted ed teacher will jot down responses on the board. Then, discuss the aspects of life affected by or relying on maps (e.g., economics, politics, travel, and communication).
As a class, students will read and discuss "Envy, Conquest, Revenge: It’s All in the Maps." Use the following questions as a discussion guide. Both gifted ed and general ed teachers will monitor and facilitate discussion, as necessary. Students will receive a copy as well to jot their answers down:
a. According to the first two paragraphs of the article, what types of things can be illustrated through maps, and why are these things important as a way to follow historical changes?
b. What types of maps can be found in the new map exhibit at the New York Public Library? How are these maps similar to each other?
c. What technical changes in how maps are made are detailed in the article, and what is their relevance to how maps are read and understood?
d. What historical information is found in the maps in this exhibit?
e. What topographical changes can be traced through comparing various maps?
f. How do maps demonstrate the view of the world and what countries or regions are significant in the world at different points in time?
g. What political changes can be traced through the maps in this exhibit?
h. How does the journalist feel about this exhibit, and how do you know through her description of the map exhibit?
Divide students into several small groups of three to four members each. Give each group a map from the late 16th to early 19th centuries. If possible, maps should be in full color from books found in your classroom or the school library. Maps can also be printed from The Library of Congress American Memory Project’s exhibition titled "Map Collections: 1597-1988" (http://memory.loc.gov/ammem/gmdhtml/gmdhome.html), particularly from the Discovery and Exploration section. Both gifted ed and general ed will monitor.
Students in each group carefully look at the map that they have been assigned, and the group answers the following questions about their map on a piece of paper. (Students should have access to global and United States history textbooks and other resources.)
--What is the title of your map, and what does it tell you about the map?
--When was this map made? What significant historical events were happening around this time in the countries on which the map focuses?
--What symbols are found on this map, and what do they mean?
--What other information, as discussed in the article, are found on this map? (latitude, longitude, compass roses, rhumb lines, boundaries, demarcations showing expedition routes, use of color)
--What does this map tell you about the perception of the world at the time in which this map was created?
If time allows, students will be able to look at the other groups maps and answers. Both gifted ed and general ed teachers will be monitoring and answering questions.
As final check-in, have students discuss what should be included in their maps.
Students will then complete a map of the east side of the school. The general education teacher will take the students on a data walk to take notes, and students will have 2 days in class to complete the map, with the due date the following class period. Gifted ed teacher will help monitor and coach, as needed.
Vocabulary:
empires, comprehensible, nautical, territories, surveyed, dominant, wresting, relinquishing, cartographers, portolan, vellum, projection, alluded, scope, geometric, antiquarian, elasticity, topography, deltas, tributary, skirmishes, retaliate, metamorphosis, succinct, shoals
How we will know we learned something (product):
"Envy, Conquest, Revenge: It’s All in the Maps" Discussion Questions
Group Map Activity: maps could be color-copied and displayed, along with the groups’ responses, on a bulletin board or other area of the classroom.
Individual Maps
Who will score/grade what?:
to be determined
How will we differentiate content/process/product (if applicable):
Content: New York Times article: "Envy, Conquest, Revenge: It’s All in the Maps"
Process: class discussion of article, as well as Group Map activity
Product: Individual Map
Possible Extension:
Each student will create a map of anything that he/she wishes. The only parameters that students must follow is that the map must include symbols and a key. Encourage students to use color in their maps. If time allows, students can brainstorm different maps that they could create. In a future class, ask students to compare their maps to find similarities and differences in the ways the maps were drawn, the areas that students chose to map, and symbols used.
Further Questions for Discussion:
--What are the different elements one could find on a map?
--What different kinds of maps exist, how are they used differently, and who uses them?
--What important historical information could a map provide?
--What can a map indicate about the perception of the world at the time in which the map was created?
--In what ways do maps affect our daily lives?
--In what ways have maps changed over the course of time?
--How can a map be viewed as a piece of art?
--What mathematical knowledge is necessary in understanding how to read a map?
Homework:
Complete map project if not completed in class
What will we do at our next meeting?
Discuss how lesson went and the next chapter in the book.
Retrieved and modified September 2, 2009 from: http://www.nytimes.com/learning/teachers/lessons/19990115friday.html?searchpv=learning_lessons
Name:
Date:
Class:
"Envy, Conquest, Revenge: It’s All in the Maps" Discussion Questions
As we read the article, jot down your answers for a class discussion.
1. According to the first two paragraphs of the article, what types of things can be illustrated through maps, and why are these things important as a way to follow historical changes?
2. What types of maps can be found in the new map exhibit at the New York Public Library? How are these maps similar to each other?
3. What technical changes in how maps are made are detailed in the article, and what is their relevance to how maps are read and understood?
4. What historical information is found in the maps in this exhibit?
5. What topographical changes can be traced through comparing various maps?
6. How do maps demonstrate the view of the world and what countries or regions are significant in the world at different points in time?
7. What political changes can be traced through the maps in this exhibit?
8. How does the journalist feel about this exhibit, and how do you know through her description of the map exhibit?
Name:
Date:
Class:
Name:
Name:
Name:
Name:
Group Map Activity
Your team has been assigned a map. After studying your assigned map carefully, answer the questions. You may use other resources, such as the textbook and atlas, in the room to help you.
1. What is the title of your map, and what does it tell you about the map?
2. When was this map made? What significant historical events were happening around this time in the countries on which the map focuses?
3. What symbols are found on this map, and what do they mean?
4. What other information, as discussed in the article, are found on this map? (latitude, longitude, compass roses, rhumb lines, boundaries, demarcations showing expedition routes, use of color)
5. What does this map tell you about the perception of the world at the time in which this map was created?
If time allows, you will have an opportunity to look at the other groups maps and answers.
Language Arts: Metaphors and Similes
Date: September 10, 2009
Teacher: Mr. West
Subject: 6th Language Arts
Metaphors and Similes
Standards:
Identify and interpret figurative language in an oral selection.
Discuss and analyze the effects on texts of literary devices, such as figurative language, dialogue and flashbacks
Use of figurative language
What we will learn (objectives):
Metaphors and similes are two forms of figurative language that writers use to describe and compare people or things. Students will recognize and distinguish between the two forms and will begin to use them to enhance their own writing.
How we will study it (process):
Day 1:
Journal: What does "Proud as a Peacock" mean?
The gifted ed teacher will tell the students that they will be learning about two tools writers use to make their meaning clear. The two are metaphor and simile. We will start with simile.
The gifted ed teacher will write the definition of simile on the board and students will copy into their notebook.
Simile: A figure of speech in which things are compared using the words "like" or "as", a comparison between two unlike things that have something in common. Tell students that similes usually have the word like and as found in the sentence that compares two things.
Share several examples: The surface of the water looked as smooth as glass; The bird was like a plane flying up in the air; He ran as fast as a cheetah; As hungry as a bear. Ask students for other examples and write on the board. Have students copy examples in their notebook under the definition. Read the Poem Predictable by Bruce Lansky. Ask students to list the similes.
As practice, have students complete "Ugly as a Mud Fence" worksheet. Do the first one or two together as a class. Answer any questions as needed. Both gifted ed and general teacher will be monitoring and assisting as needed. Come back together as a class and review answers. Have students complete "Sharp as a Lark" for homework.
Day 2:
Journal: Create similes that compare the following:
traffic cop and tea kettle
miner and gopher
airline pilot and an elevator
lion tame and musician
Collect homework. Ask if there were any questions regarding the homework. Ask students to give the definition of a simile, followed by 1 -2 examples.
Gifted ed teacher will tell students we are now moving onto metaphors. Write definition on the board.
Metaphor: A figure of speech in which things are compared by stating that one thing is another. Metaphors never use as or like.
Share several examples: Patty was a raging tiger when she lost her lunch money; During the night the forest was a dark, frightening battlefield. Ask students for other examples and write on the board. Students will copy examples in their notebook under the definition. Share these questions with the students when making the comparisons: What does it look like? What does it sound like? What does it feel like? What does it do? Think of texture, color, scent. Read several examples written by other students - ask if the poems answer any of the above listed questions. Ask what the picture could look like if one were to draw one.
As practice, have students complete "Flying Females" worksheet. Read instructions together and work on the first one in class. Come back together as a class and review drawings. Do the next one the same. Have students complete the last 3 independently. Before end of class, come back together to share. As homework, have students complete "Some metaphors I've heard."
Day 3:
Journal: Write about one of the metaphors you heard yesterday. Explain where, when, why, and what it means.
Collect homework. Ask if there were any questions with the homework. Ask students to share any metaphors they heard.
Have class review definition of metaphor and simile.
Have students count off by twos. Give each students two index cards. The ones write the word "simile" on one side of the card and on the other write an example. The twos do the same with metaphors. Students write their names on the card. Collect the cards and shuffle. Give each student two cards and have them check for correct examples. The students who checked now write their names under the first name. Both gifted ed and general ed teacher will be monitoring and assisting as needed.
Collect the cards and briefly check. As a review game, have a "starter" and first player. Read the example and the first of the two to get it right (simile or metaphor) moves to the next player. All students will participate. Class must remain quiet so all can hear the sentence or example. Play until all students have had an opportunity to stand.
Share some additional poems, simile and metaphor and have students comment. As final assessment, have students write either their own simile poem or create their own metaphor poster.
Students will choose their own topic and create either a simile poem - written or typed neatly, or a metaphor poem/poster, written neatly.
How we will know we learned something (product):
Ugly as a Mud Fence worksheet
Sharp as a Lark worksheet
Flying Females
Some Metaphors I've Heard
Class Index Cards
Similes Poem or Metaphor Poster
Who will score/grade what?:
to be determined
How will we differentiate content/process/product (if applicable):
Content: Use of Language Lessons for Creative Learners
Process: n/a
Product: create own poem or poster
Homework:
Sharp as a Lark worksheet
Some Metaphors I've Heard
Simile Poem or Metaphor Poster
What will we do at our next meeting?
Reflect on lesson and how to improve for next time.
Retrieved and modified September 10, 2009 from:
www.mce.k12tn.net/reading39/poetry/poetic_devices.htm
http://lesson-plans-materials.suite101.com/article.cfm/figurative_language_lesson_plan
http://hubpages.com/hub/simile-and-metaphors
http://www.poetryteachers.com/poetclass/lessons/teachsimiles.html
http://www.lessonplanspage.com/LAFruitPoetryUsingSimiliesMetaphorsIdea37.htm
Word Play, by R.E.Myers
Teacher: Mr. West
Subject: 6th Language Arts
Metaphors and Similes
Standards:
Identify and interpret figurative language in an oral selection.
Discuss and analyze the effects on texts of literary devices, such as figurative language, dialogue and flashbacks
Use of figurative language
What we will learn (objectives):
Metaphors and similes are two forms of figurative language that writers use to describe and compare people or things. Students will recognize and distinguish between the two forms and will begin to use them to enhance their own writing.
How we will study it (process):
Day 1:
Journal: What does "Proud as a Peacock" mean?
The gifted ed teacher will tell the students that they will be learning about two tools writers use to make their meaning clear. The two are metaphor and simile. We will start with simile.
The gifted ed teacher will write the definition of simile on the board and students will copy into their notebook.
Simile: A figure of speech in which things are compared using the words "like" or "as", a comparison between two unlike things that have something in common. Tell students that similes usually have the word like and as found in the sentence that compares two things.
Share several examples: The surface of the water looked as smooth as glass; The bird was like a plane flying up in the air; He ran as fast as a cheetah; As hungry as a bear. Ask students for other examples and write on the board. Have students copy examples in their notebook under the definition. Read the Poem Predictable by Bruce Lansky. Ask students to list the similes.
As practice, have students complete "Ugly as a Mud Fence" worksheet. Do the first one or two together as a class. Answer any questions as needed. Both gifted ed and general teacher will be monitoring and assisting as needed. Come back together as a class and review answers. Have students complete "Sharp as a Lark" for homework.
Day 2:
Journal: Create similes that compare the following:
traffic cop and tea kettle
miner and gopher
airline pilot and an elevator
lion tame and musician
Collect homework. Ask if there were any questions regarding the homework. Ask students to give the definition of a simile, followed by 1 -2 examples.
Gifted ed teacher will tell students we are now moving onto metaphors. Write definition on the board.
Metaphor: A figure of speech in which things are compared by stating that one thing is another. Metaphors never use as or like.
Share several examples: Patty was a raging tiger when she lost her lunch money; During the night the forest was a dark, frightening battlefield. Ask students for other examples and write on the board. Students will copy examples in their notebook under the definition. Share these questions with the students when making the comparisons: What does it look like? What does it sound like? What does it feel like? What does it do? Think of texture, color, scent. Read several examples written by other students - ask if the poems answer any of the above listed questions. Ask what the picture could look like if one were to draw one.
As practice, have students complete "Flying Females" worksheet. Read instructions together and work on the first one in class. Come back together as a class and review drawings. Do the next one the same. Have students complete the last 3 independently. Before end of class, come back together to share. As homework, have students complete "Some metaphors I've heard."
Day 3:
Journal: Write about one of the metaphors you heard yesterday. Explain where, when, why, and what it means.
Collect homework. Ask if there were any questions with the homework. Ask students to share any metaphors they heard.
Have class review definition of metaphor and simile.
Have students count off by twos. Give each students two index cards. The ones write the word "simile" on one side of the card and on the other write an example. The twos do the same with metaphors. Students write their names on the card. Collect the cards and shuffle. Give each student two cards and have them check for correct examples. The students who checked now write their names under the first name. Both gifted ed and general ed teacher will be monitoring and assisting as needed.
Collect the cards and briefly check. As a review game, have a "starter" and first player. Read the example and the first of the two to get it right (simile or metaphor) moves to the next player. All students will participate. Class must remain quiet so all can hear the sentence or example. Play until all students have had an opportunity to stand.
Share some additional poems, simile and metaphor and have students comment. As final assessment, have students write either their own simile poem or create their own metaphor poster.
Students will choose their own topic and create either a simile poem - written or typed neatly, or a metaphor poem/poster, written neatly.
How we will know we learned something (product):
Ugly as a Mud Fence worksheet
Sharp as a Lark worksheet
Flying Females
Some Metaphors I've Heard
Class Index Cards
Similes Poem or Metaphor Poster
Who will score/grade what?:
to be determined
How will we differentiate content/process/product (if applicable):
Content: Use of Language Lessons for Creative Learners
Process: n/a
Product: create own poem or poster
Homework:
Sharp as a Lark worksheet
Some Metaphors I've Heard
Simile Poem or Metaphor Poster
What will we do at our next meeting?
Reflect on lesson and how to improve for next time.
Retrieved and modified September 10, 2009 from:
www.mce.k12tn.net/reading39/poetry/poetic_devices.htm
http://lesson-plans-materials.suite101.com/article.cfm/figurative_language_lesson_plan
http://hubpages.com/hub/simile-and-metaphors
http://www.poetryteachers.com/poetclass/lessons/teachsimiles.html
http://www.lessonplanspage.com/LAFruitPoetryUsingSimiliesMetaphorsIdea37.htm
Word Play, by R.E.Myers
Monday, September 21, 2009
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