If You Hopped Like a Frog | 990L
- Learning Goal
- Identify and describe metaphors.
- Approximately 50 minutes
- Necessary Materials
Provided: Direct Teaching Passage, Direct Teaching Passage Answer Key, Example Chart for Direct Teaching and Guided Practice, Independent Practice Worksheet
Not Provided: If You Hopped Like a Frog by David M. Schwartz, chart paper, markers
will explain the meaning of metaphors (figurative language that compares two unlike objects but does not use the words “like”, “than”, or “as”). Metaphors compare two things by stating that one “is” the other. For example, “My sister is a bear in the morning” compares the sister to a bear by saying she has qualities of a bear. I will give examples of metaphors and identify the objects being compared and their meaning. Examples: “The snow is a blanket.” “The bread is a rock.” “The river is a desert.” I will read the passage “The Surprise Party II” (included in Books and Passages) aloud. I will identify the metaphors in the passage and explain their meaning. For example, in the first sentence the author says Grace is “a loud mouth.” She does not use the words “as” or “like” but she is comparing Grace to a loud mouth. We know Grace is a person, not a mouth. The author must be trying to tell us that Grace talks too much and has a hard time keeping secrets.
Ask: How did I identify a metaphor in the story and how did I know the real meaning? Students should respond that you looked for sentences that described something or someone by saying they are something else. Then you thought about the comparison and what meaning the author was trying to give the reader.
will reread If You Hopped Like a Frog, identifying the metaphors in the book. (Direct Teaching and Guided Practice Example Chart is provided below in Teacher and Student Materials.) Note: There are two metaphors in the book. Challenge students to identify them as you reread the text aloud. The metaphors are “If you had the brain of a brachiosaurus” and “If you had eagle eyes.”
will identify metaphors in the passage, what they compare and their meaning. (Student Independent Practice is provided below.)
Build Student Vocabulary charge
|Tier 2 Word: charge|
|Contextualize the word as it is used in the story||“If you scurried like a spider you could charge down an entire football field in just two seconds!”|
|Explain the meaning student-friendly definition)||To charge means to rush forward. If you charged down a football field, it means that you rushed down the football field.|
|Students repeat the word||Say the word charge with me: charge|
|Teacher gives examples of the word in other contexts||I charged around the apartment because I was late for work. I charged to catch the bus.|
|Students provide examples||When would you charge? Start by saying, “I would charge __________________________.”|
|Students repeat the word again.||What word are we talking about? charge|
|Additional Vocabulary Words||mighty, torch|
Pause while reading page 2 and explain that ants can lift up to 20 times their body weight! Their muscles are not stronger than humans, but they have less body mass (the amount of space a body takes up), so they can lift more. Also, if a human could run as fast as ants, he or she could keep up with a racehorse. Ants may be small, but they have fast and strong bodies for their size.
Texts & Materials
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