Lesson 1: Figurative Language
Once in a Blue Moon
- Learning Goal
- Identify and describe figurative language and its meaning.
- Approximately 50 minutes
- Necessary Materials
- Provided: Example Chart for Direct Teaching and Guided Practice, Independent Practice Worksheet
Not Provided: Once in a Blue Moon by Nicola Morgan, chart paper, markers
will explain the meaning of figurative language (words and phrases that do not mean exactly what they say). People use figurative language as a way to better describe something. Figurative language helps people make clearer images in their head about the topic. I will model how to identify figurative language in Once in a Blue Moon by Nicola Morgan. For example, the first page says that Aunt Floydie was “as old as the hills.” When I think about how long hills have been around I know it’s a very long time, because they never seem to change. I therefore know that Aunt Floydie was very old. She probably isn’t really as old as the hills but the author is trying to tell us she is very old. The author does this to make the story more exciting and so we have a good picture in our heads of how old Aunt Floydie is. I will chart the figurative language used in the first five pages of the book and the meaning of each phrase. (See example Direct Teaching and Guided Practice Teacher Chart in Teacher and Student Materials below.)
Ask: How did I identify figurative language and its meaning? Students should respond that you read the story and paid attention to words and phrases that do not mean exactly what they say. Then you thought about what the true meaning was based on the words.
will continue to chart figurative language and its meaning in the book Once in a Blue Moon, stopping after the page that reads, “The party was in full swing.”
will listen as I finish reading Once in a Blue Moon. You will write down one figurative language phrase from the book, its meaning and an illustration of its meaning (see Student Independent Practice below). Note: Figurative language should be introduced as the “umbrella” concept covering personification (Lesson 2) and idioms (Lesson 3).
TIP: Support students with the Independent Practice by giving it to them before reading the end of the book or by providing students the book to use while completing the Independent Practice.
Build Student Vocabulary continued
|Tier 2 Word: continued|
|Contextualize the word as it is used in the story||The party continued until the cows came home.|
|Explain the meaning student-friendly definition)||Continue means to carry on or keep going. When the party continued, it means that the party kept going. The party did not stop.|
|Students repeat the word||Say the word continued with me: continued.|
|Teacher gives examples of the word in other contexts||Even though I get tired, I continue doing the dishes until they are done. Tonight I will continue reading where I left off. My favorite television show will continue after the commercial break. I will continue to search for sneakers until I find the perfect pair.|
|Students provide examples||What is something that you continue to do, even though it is hard or you are told not to? Start by saying, “I continue to _________ ___________.”|
|Students repeat the word again.||What word are we talking about? continue|
|Additional Vocabulary Words||edge, jolly|
Pause while reading page 8. Explain to your students that a mayor is the head of a city or town government. Mayors are elected by the people of a city or town, and they work with city or town councils (groups) of elected leaders to write the laws of a city or town. Introduce your city's (or town's) mayor to your students.
Texts & Materials
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