Lesson Plan : Greek Mythology
Teacher Name: | Karen Potwin |
Grade: | Grade 4 |
Subject: | Literature Activities |
Topic: | |
Content: | |
Goals: | The student will develop strategies to comprehend text that is read and heard. |
Objectives: | The student will identify figurative language in poetry and compare with narrative examples. The student will identify adjectives and compare them on a scale of intensity. The student will write their own figurative phrases. |
Materials: | Poem: "Take Two" by Pie Corbett. Large copy the whole class can see and pieces of paper with parts of the poem to give to students. Graphic organizer of large boxes showing each part of the poem with space underneath to write down in plain speech what the figurative phrase means. Large photocopy of a weather forecast |
Introduction: | Show the class the weather forecast from a local or national newspaper enlarged so they can all see. Describe the language used. It is plain, direct, and clear. Explain you are now going to read a poem about the weather. |
Development: | Read "Take Two". Break the poem into smaller chunks for discussion. Discuss the first line as a whole class 'a bruise of wind'. Now give out smaller chunks on paper to pairs to discuss the meaning. Share ideas and annotate the graphic organizer with students descriptions. Now discuss the difference between the poem and the weather forecast. Explain how figurative language creates a particular impression or mood using metaphors. |
Practice: | Write a list of adjectives on the board (glacial, freezing, frosty, cold, chilly, tepid, warm, hot, sweltering, scorching, but mix up the order). Tell the students they are going to give a weather forecast starting with the coldest and going to the hottest. Start with the sentence 'Today the weather is glacial.' and go around the group until all the words have been used up making sure that the intensity of the heat increases. Discuss how the students knew what order to put them in. |
Accommodations: | |
Checking For Understanding: | The student should be able to point to the adjectives used in his or her composition. Ask if they have chosen the correct adjective to describe the intensity of the heat they want the reader to feel. If not is there another word they could use. The student should be able to describe the metaphor used to represent the weather image they were thinking of. |
Closure: | Allow students to display their poems on the wall (put the names on the back so each poem is anonymous). Have the class walk around reading each other's poetry and then decide which ones had the most powerful images. |
Evaluation: | |
Teacher Reflections: |
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