I. Curricular Framework

Concept:

Comparisons

Essential Question:

How do similies add meaning to literature?

Bridge:

Compare and Contrast

Content:

Similes

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: Create an experience for learners to connect what they know about communicating happiness.

Activity: After brainstorming happy events and how we look and feel when we're happy, learners will dress a black/white stick figure to represent happiness. (Students will use fru-fru decorations such as feathers, glitter, balloons, doilies, etc.)

Assessment: Participation and enjoyment of brainstorming and activity.

2. Attend: Attending to the Connection

Objective: The learners will analyze the difference between figure with/without fru-fru.

Activity: The learners will discuss plain figure using words to describe it. Then, learners will discuss fru-fru dressed figure using words and phrases with "like" or "as" in them. Learners will be challenged to explain why they choose the comparisons they did.

Assessment: The learners participation in discussion and ability to express what they felt like.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: The learners will express through illustrations, images seen in their minds from passages read to them.

Activity: After listening to passage A being read (no figurative language included) the learner will illustrate image seen in mind's eye. Learner will repeat activity with passage B (figurative language included). Upon completion of two illustrations, learner will compare through discussion.

Assessment: Display illustrations. Clear contrast should be seen between illustrations.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: Learner will differentiate between example/non-examples using similes.

Activity: Teacher will define similes as a method of comparison using like or as. Learners will understand similes as a form of figurative language used to better communicate with others.

Assessment: Learners will use thumbs up/down to indicate similes/no similes in sentences read.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: Learners will identify examples of similes in the novels being read.

Activity: In their novel groups, the learners will identify similes in the novels and list them on chart paper.

Assessment: Learners will work cooperatively within their groups.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: Learners will match objects being compared.

Activity: Learners will take turns reading card given (word on card represents first object). Learner with matching card will respond verbally. The two learners will then use the comparison on the cards in a sentence using like or as.

Assessment: Sentences written using similes.

7. Refine: Refining the Extension

Objective: Learners will embellish works in progress with similes.

Activity: Learners will review works in progress and choose a piece to which comparisons (similes) could be added. Learners will continue writing progress with peer conferences/revision. The learner will complete piece.

Assessment: Peer conference/revision

8. Perform: Creative Manifestation of Material Learned

Objective: Learners will share their writing.

Activity: Learners will participate in Young Author's Day. Visitors, including family, friends, teachers, classmates, and people from the community will come to school and listen to authors read their published pieces.

Assessment: Quality of published work and enjoyment of sharing it.

Assessment, Phase Five,Performance, Creative Use of Material Learned: