LESSON TWO: Digging Deep for Figurative Language (Hyperbole)

LESSON DESCRIPTION

Students identify and explain figurative language (emphasize hyperbole) in poetry and prose and in nonfiction.

GRADE-LEVEL EXPECTATIONS ADDRESSED

o               R2B  Identify and explain figurative language (emphasize hyperbole) in poetry and prose.

o               R3B  Identify and explain figurative language (emphasize hyperbole) in nonfiction.

LESSON MATERIALS

§         Sources of literature 

o        “Father William” by Lewis Carroll  

                                                http://www.poetry-archive.com/c/father_william.html

o         “The Cowboy’s Home on Wheels” by LeeAnn Blankenship (from MAP Released Items Eighth Grade Year 2006)

               dese.mo.gov/divimprove/assess/Released_Items/ComArts/2006/08caRIs06MO.pdf

o        “The Prize” by Meridee Jones Cecil (from MAP released Items Sixth Grade 2006) dese.mo.gov/divimprove/assess/Released_Items/ComArts/2006/06caRIs06MO.pdf

o        “Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out” by Shel Silverstein

                                                http://www-tnswep.ra.utk.edu/activitiesPDFs/eg-w1.pdf

o        “The Secret of Oak Island Money Pit” by Sharon Barry (from MAP Intermediate Released Items 2001)

www.coe.missouri.edu/~map/mapcd/resources/comarts/ca7released2001.pdf

§         Supplies

o        Overhead

o        Transparencies

o        Transparency markers

o        Scoring Guide for Lesson Two Formative Assessment

§         Handouts provided

o        Common hyperboles

o        “Father Willam” by Lewis Carroll

o        “The Cowboy’s Home on Wheels” by LeeAnn Blankenship

o        "The Prize" by Meridee Jones Cecil

o        “Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out” by Shel Silverstein

o        “The Secret of Oak Island Money Pit” by Sharon Barry

§         Words to know

o        figurative language

o        hyperbole

FORMATIVE ASSESSMENT

Using a piece of poetry rich in hyperbole, students identify examples of hyperbole.  They also insert hyperbole into a prose selection.  Students read “Sara Cynthia Sylvia Stout Would Not Take the Garbage Out” by Shel Silverstein and complete a graphic organizer to identify and give the purpose of at least four hyperboles from the poem.  Then, each student reads a nonfiction piece and inserts at least two hyperboles in appropriate places.  Students read “The Oak Island Money Pit” by Sharon Barry from MAP Intermediate Released Items 2001.  Write the paragraph/paragraphs and underline the inserted hyperboles.  Consult the provided handout called An Incomplete List of Common Hyperboles.  Scoring guide provided.

LEARNING ACTIVITIES

1.           Ask students, “If you don’t eat as soon as you get home, will you really starve to death? If you have to run one more lap in basketball practice, will your legs really fall off?” Point out that exaggerations such as these are used everyday and are called hyperboles. As a group generate a working definition for hyperbole and ask one student to write it on the board. Ask each student to share with a partner an example of a hyperbole they’ve heard recently. Point out that hyperbole may be used to create a special effect or mood. Often a humorous mood is created by the use of hyperbole.

Further explain hyperbole by giving several examples such as “hungry enough to eat a horse,”

“told you a million times,” “laughed my head off,” etc. Ask why hyperboles are used in speaking and writing. Use the Idea Exchange strategy to have each student give an example of when they have used hyperbole in speaking with friends, parents, or teachers.

2.        Put a transparency of the poem “Father William” by Lewis Carroll on the overhead. Students read the poem silently. Then, choose one student to read the poem out loud to the class. Ask the following questions to generate thinking and use as a basis for discussing the use of hyperbole in the poem.

3.        Point out to students: The poet creates an odd character in an old man who can turn somersaults and tries to sell his son his own healing ointment. Also, the author uses hyperbole to add humor to the poem. Stress the idea that hyperbole is found more often in works of fiction; however, it is also found in nonfiction. Authors use hyperbole in nonfiction for the same reasons it is used in fiction---to add emphasis or create mood.

4.        Students read the nonfiction work, The Cowboy’s Home on Wheels, by Lee Ann Blankenship. (From MAP Released Items, Grade 8, 2006.)  Students work in groups of four to answer several questions related to the use of hyperbole as used in the article.  As students are working, rotate among groups to check for understanding and provide guidance/clarification as needed. When finished, use a strategy called Stir-the Class (Billmeyer 2003) to ask representatives from each group to share ideas and answers.

5.        Students read “The Prize” by Meridee Jones Cecil.  Working individually and using notebook paper, students identify two examples of hyperbole in the fiction selection, explain what makes these hyperboles and what effect each has on the overall text.  Students share answers using a Give 1 Get 1 (Billmeyer 2003) strategy. Prior to moving on to the formative assessment in Step 6, students should have a thorough understanding of hyperbole.