During the lesson, keep the focus on identifying and interpreting the use of personification in fiction text.

• Observe students while they work in small groups, and record anecdotal notes and information about students’ participation and their knowledge of personification.
• Use the following checklist to evaluate students’ understanding:
  • Student can define personification.
  • Student can identify examples of personification in text.
  • Student can create personification statements.
  • Student can explain why an author uses personification.

Focus question: How do authors use personification to enhance their writing?

Say, “Today you are going to listen to a story called The Giving Tree. Think about the title and predict what this story might be about.” Have students share their predictions. Then read aloud the book.

Say, “Think about the tree in the story. What qualities did the author give the tree that made it seem like a person?” Guide students to see that the tree has human qualities, feelings, actions, and characteristics.

Part 1

Say, “When authors give human qualities to an object or an animal, such as the tree in the story, they are using figurative language called personification.” Write the word personification on the board/interactive whiteboard.

Then say, “Authors also use personification in their writing to add interest, fun, drama, excitement, detail, and description. As readers, we need to interpret the meaning or purpose of the personification.” Write this sentence on the board/interactive whiteboard:

The flowers danced about the lawn.

Discuss the possible purpose or meaning of this phrase. (The author wanted to indicate joy. The author wanted to show the spring breeze through a visual image.)

Have students discuss the following examples with a partner:

• The wind whipped wildly and howled at the moon.
• The snow wrapped the tree in a white blanket.

Then discuss the examples as a group. Ask, “What object is personified in each example?” (wind, snow) “What is the purpose of the personification?” (The first example helps the reader visualize and hear the wind. The second example helps the reader imagine the scene.)

Have small groups read the books listed in the Materials section or other similar books. Provide copies of the Personification Organizer (L-5-4-2_Personification Organizer.docx).

Say, “As you read the books, fill in the personification organizer by identifying examples of personification and explaining how the personification impacted the text (why the author used it).”

Allow students time to share their findings with the class and interpret the meaning of the personification examples.

Part 2

Distribute Mix-and-Match Personification activity cards to each student (L-5-4-2_Mix and Match Personification.docx) and have small groups complete the activity. Say, “Match each object to an appropriate verb.” Review students’ answers, noting that more than one match may be possible. Possible answers include the following:

• alarm clock and yelled
• frost and painted
• garbage disposal and digested
• rain and danced
• pillow and welcomed
• tall grass and brushed
• attic and shared

Ask, “How can these pairs of words be used in personification statements?” Have students brainstorm some ideas. Write students’ ideas on chart paper. (Example: The frost painted designs on the window.) Discuss with students why an author might use this phrase. (to create a visual image; to help the reader identify with feelings)

Have small groups create personification statements or phrases with the remainder of the mix-and-match personification activity cards. Have students provide possible interpretations of the phrases.

After students complete and share their statements and interpretations, write the following example on chart paper. Have students identify the personification statements, which are underlined, interpret the meaning of the personification, and explain how it adds to the reader’s understanding of the paragraph:

It was a dreary Sunday when I was awakened by the alarm clock yelling at me from across my room. The frost had painted designs on the glass, and the wind whistled through the crack of the window. Winter had pounced upon us without any warning.

Have students work in small groups to write paragraphs that include four examples of personification. Students may use examples from the personification statements or make up their own examples. Have students read their paragraphs and ask others to identify and interpret the examples of personification.

Extension:

• Students who need additional practice may make their own mix-and-match personification cards. Tell students to use inanimate objects and vivid verbs and then match them to create personification statements. Students might work with a partner and exchange mix-and-match cards to use for statements.
• Students who are ready to move beyond the standard may create original poems that use personification and explain the purpose of the personification. See Related Resources at the end of this lesson for examples of poetry books with personification.