Metaphor Be With You Lesson & Assignment
Introduction:
This lesson is designed to explore the importance of metaphors (an everyday art form) by creating a conceptual metaphor for a character (Short Fiction Unit). By incorporating both a textual and a visual metaphor for their chosen character, the students should be able to demonstrate both creative and critical thinking skills.
Content Area and Grade
English-Language Arts 9
Objectives: The student should be able to:
Curricular Outcomes:
This lesson covers the following Alberta Education standards for ELA 9:
2.1 Construct Meaning from Text & Context
Relative Advantages:
Timeline:
This lesson will require two 56 minute periods.
Materials:
Links provided below:
Teaching Metaphors with Videos (Sections A & C)
Visual Metaphor Slide Show (Section B)
Metaphors & Similes Graphic Organizer
Metaphor Be With You Exit Slip (Google form)
Metaphor Be With You Assignment & Rubric
Adjectives for Character Sketches
Grouping Strategies:
The students will pair up for the first two learning activities (Day 1) and the peer editing session at the end of the final lesson (Day 2). Both computer labs have 30 work stations, which is more than enough for either ELA 9 class (one class has 28 students, the other has 26). If desired, the students could be paired according to their abilities and needs (Sections A & C).
Adaptations for Students with Special Needs:
ESL / ELL students could complete Section C before starting the lesson / assignment. The activities found in Section C are more accessible. The videos and on-line games permit students to explore the concepts at any time.
The graphic organizer will also help reinforce the concepts. According to Marzano, students are more likely to adopt an academic vocabulary if they can restate the information in their own words or play games.
Learning Activities:
Day 1
Activity 1: The students will complete Sections A and B (view the Teaching Metaphor with Videos and the Visual Metaphor Slide Show) with a partner. During and/or after the viewing activities, the students will complete the Metaphors & Similes Graphic Organizer with their partner.
Activity 2: Each student will submit an “Exit Slip” using the Google form provided. This activity will completed individually.
Day 2
The teacher will review important concepts (based on students’ exit slips). After which, the Metaphor Be With You assignment will be introduced. Student exemplars will also be provided (Student Share Drive).
Activity 1: Students will create a conceptual metaphor for their chosen character. They may use any of the following presentation applications: Google Presentation, PowerPoint, Prezi, or MSWord document.
The students will: A) Develop a written metaphor (one sentence long). B) Locate an appropriate visual image to reinforce the metaphor. C) Write a thoughtful paragraph (complete with connections and supporting details) that explains their choice in metaphor.
Activity 2: Once the assignment is sone the students will pair up with their partner. Together they will peer edit each other’s assignment before handing it in for assessment.
Assessment:
The Metaphor Be With You Exit Slip (Google form) will be used to assess student understanding before the students complete the actual assignment. Any material that needs to be clarified or reviewed again will completed at this point.
The Metaphor Be With You Assignment Rubric will be used to evaluate the students’ presentations.
Resources:
Marzano’s 6 Step Process to Learn Academic Vocabulary
Roblyer, M., & Doering, A. H. (2012). Hypermedia Tools for 21st Century Teaching: Integrating Educational Technology into Teaching (6th ed., pp. 170 - 197). Boston: Pearson
Introduction:
This lesson is designed to explore the importance of metaphors (an everyday art form) by creating a conceptual metaphor for a character (Short Fiction Unit). By incorporating both a textual and a visual metaphor for their chosen character, the students should be able to demonstrate both creative and critical thinking skills.
Content Area and Grade
English-Language Arts 9
Objectives: The student should be able to:
- Identify what a metaphor is; identify the differences between a metaphor and a simile (review)
- Explain why metaphors are important / necessary
- Assess a character’s traits (review)
- Create/develop a metaphor for a chosen character
- Connect the character metaphor to a visual image
- Defend choice in metaphor (with examples from the story)
- Utilize computer applications to present conceptual metaphor
- Search the Internet for visual images (for their metaphor)
- Cite image (include link to url address)
Curricular Outcomes:
This lesson covers the following Alberta Education standards for ELA 9:
2.1 Construct Meaning from Text & Context
- 2.1.1 Discern & analyze content
- 2.1.2 Understand & interpret content
- 2.1.3 Engage prior knowledge
- 2.2.2 Relate elements, devices, techniques to created effects
- 4.1.3 Develop content
- 4.1.4 Use production, publication, and presentation strategies and technologies
- 4.2.1 Enhance thought and understanding and support and detail
- 4.2.4 Edit text for matters of correctness
- 5.2.1 Cooperate with others
- 5.2.2 Work in groups
Relative Advantages:
- Reviews prior knowledge (metaphors & similes)
- Develops creative and critical thinking skills
- Utilizes presentation strategies and integrates technologies
- Fosters and strengthens community
Timeline:
This lesson will require two 56 minute periods.
Materials:
Links provided below:
Teaching Metaphors with Videos (Sections A & C)
Visual Metaphor Slide Show (Section B)
Metaphors & Similes Graphic Organizer
Metaphor Be With You Exit Slip (Google form)
Metaphor Be With You Assignment & Rubric
Adjectives for Character Sketches
Grouping Strategies:
The students will pair up for the first two learning activities (Day 1) and the peer editing session at the end of the final lesson (Day 2). Both computer labs have 30 work stations, which is more than enough for either ELA 9 class (one class has 28 students, the other has 26). If desired, the students could be paired according to their abilities and needs (Sections A & C).
Adaptations for Students with Special Needs:
ESL / ELL students could complete Section C before starting the lesson / assignment. The activities found in Section C are more accessible. The videos and on-line games permit students to explore the concepts at any time.
The graphic organizer will also help reinforce the concepts. According to Marzano, students are more likely to adopt an academic vocabulary if they can restate the information in their own words or play games.
Learning Activities:
Day 1
Activity 1: The students will complete Sections A and B (view the Teaching Metaphor with Videos and the Visual Metaphor Slide Show) with a partner. During and/or after the viewing activities, the students will complete the Metaphors & Similes Graphic Organizer with their partner.
Activity 2: Each student will submit an “Exit Slip” using the Google form provided. This activity will completed individually.
Day 2
The teacher will review important concepts (based on students’ exit slips). After which, the Metaphor Be With You assignment will be introduced. Student exemplars will also be provided (Student Share Drive).
Activity 1: Students will create a conceptual metaphor for their chosen character. They may use any of the following presentation applications: Google Presentation, PowerPoint, Prezi, or MSWord document.
The students will: A) Develop a written metaphor (one sentence long). B) Locate an appropriate visual image to reinforce the metaphor. C) Write a thoughtful paragraph (complete with connections and supporting details) that explains their choice in metaphor.
Activity 2: Once the assignment is sone the students will pair up with their partner. Together they will peer edit each other’s assignment before handing it in for assessment.
Assessment:
The Metaphor Be With You Exit Slip (Google form) will be used to assess student understanding before the students complete the actual assignment. Any material that needs to be clarified or reviewed again will completed at this point.
The Metaphor Be With You Assignment Rubric will be used to evaluate the students’ presentations.
Resources:
Marzano’s 6 Step Process to Learn Academic Vocabulary
Roblyer, M., & Doering, A. H. (2012). Hypermedia Tools for 21st Century Teaching: Integrating Educational Technology into Teaching (6th ed., pp. 170 - 197). Boston: Pearson