LESSON THREE: Go Free or Die
Students explain examples of sensory details and figurative language within the context of fiction, nonfiction, and poetry using the book Go Free or Die by J. Ferris. As they read the book, they compare and contrast text information.
R2B Explain examples of sensory details and figurative language within the context of poetry and prose.
R3B Explain examples of sensory details and figurative language within the context of nonfiction text.
R1I Identify and explain connections between text ideas-information and relationships in various fiction and nonfiction works (compare, contrast, and analyze), text ideas and own experiences, text ideas and the world by demonstrating an awareness that literature reflects a culture and historic time frame.
§ Sources of literature
o Overhead, Chalkboard, Whiteboard
o What Am I? sacks from Lesson Two
§ Handouts provided
o Figurative Language and Sensory Detail Chart
o Compare/Contrast Chart
§ Words to know
o figurative language
o graphic organizer
o sensory details
FORMATIVE ASSESSMENT Assessment Scoring Guide
Students are assessed throughout the lesson by observation and participation. Students demonstrate an understanding of figurative language and sensory details.
Use of a Word Wall
A Word Wall is an organized collection of words displayed in large letters on a wall or other display area in the classroom. It is tool of learning, not just a display. Word Walls are designed to promote group learning and is shared by the class.
§ support the teaching of important principles about words and how they work
§ foster reading and writing
§ provide reference support for students during their reading and writing
§ promote independence on the part of students as they work with words in reading and writing
§ provide a visual map to help students remember connections between words and the characteristics that will help them form categories
§ develop a growing vocabulary that becomes part of reading and writing
§ Add words gradually, five a week.
§ Make words accessible by placing them where every student can see them.
§ Write words in big, black letters; use a variety of background colors so the most often confused words (there, their; what, when) are different colors.
§ Limit addition of words to common words which students use frequently in writing.
§ Practice words by chanting and writing.
§ Have a variety of activities to provide practice so words are read and spelled instantly and automatically.
§ Make sure that Word Wall words are spelled correctly in any writing students complete.
Was it hard to guess what was in the sack using just one sensory detail? Explain.
How are sensory words different than figurative words?
Examples of figurative language can be found on pages 9, 11, and 17 of Go Free or Die.
Example of sensory details can be found on pages 9, 11, 14, 17, and 18 of Go Free or Die.