I SHAMPOO C: Figurative Language
Students will be able to identify nine of the main types of figurative language tools.
- Use sticky notes to poll the class using the following prompt: Name at least five types of figurative language.
- Have students volunteer to share their thoughts.
- Create a class list for students to observe and add to.
- Tell students that figurative language consists of words and phrases used by a writer to convey non-literal (not real) meaning of words; it makes writing come alive.
- Explain to students that in this lesson, they will create a flippable graphic organizer to learn an easy acronym that will help them learn, understand, and identify some of the main types of figurative language.
Explicit Instruction/Teacher Modeling(5 minutes)
- Have students cut and glue the I SHAMPOO C cutouts on a sheet of paper.
- Have them cut on the dotted lines to make the flaps.
- Have one student read the definition for idiom from the I SHAMPOO C information sheet.
- Next, have another student summarize what the previous student just read.
- Have students write at least two examples of an idiom below the definition.
- Advise students they should try to use an example that is not listed on the information sheet.
Guided Practice/Interactive Modeling(15 minutes)
- Have students work in pairs or small groups and use the I SHAMPOO C sheets to finish the flippable according to the instructions they received.
- Students will summarize the definition and provide an example for each of the remaining letters (figurative language types).
- Remind students to work with their partner or group to complete this assignment.
Independent Working Time(15 minutes)
- On the back of their I SHAMPOO C cutouts, have students use each type of figurative language in a sentence and underline the part that demonstrates the example under the tab for each.
- Enrichment: Allow advanced students to research additional types of figurative language and create a product of their choice that includes the definition, an example, and a sentence.
- Support: Have struggling students complete the flippable with you or a partner.
- Have students write I SHAMPOO C on a notecard and identify what each letter in the acronym stands for, including a definition and example.
- They should turn it in as an exit ticket before leaving class so that you can gauge their levels of understanding.
Review and Closing(10 minutes)
- Recap today’s lesson
- Have students explain in their own words what they learned today and discuss how they can use it in class.
- Allow students to ask questions that they still have.