• During the lesson, focus on students’ ability to identify and interpret the use of similes, metaphors, personification, and alliteration. Observe the groups at the workstations and note which students appear to be having difficulty identifying figurative language. Provide assistance as needed.
• Ask students to record their favorite example of one type of figurative language and to explain briefly why it is effective. Collect these for a quick check of possible problem areas and strengths.
• Use the following checklist to evaluate students’ understanding:
  • Student correctly identifies a simile and explains its use.
  • Student correctly identifies a metaphor and explains its use.
  • Student correctly identifies personification and describes the effects of its use.
  • Student correctly identifies alliteration and describes the effects of its use.
• At the end of the lesson, have students complete an Exit Ticket assessment (L-6-1-3_Exit Ticket.doc) to demonstrate their understanding of simile, metaphor, personification, and alliteration.

Focus Question: How do authors use figurative language to make reading more interesting and meaningful?

To prepare for the activity, set up four sheets of chart paper and divide them into four sections by drawing a horizontal line across the center of the paper and a vertical line going down the center of the paper. Write one of the following titles on each section of the chart paper: Alliteration, Personification, Simile, Metaphor.

Hang one of the sheets of chart paper in a designated location in the classroom. This will be one workstation. Repeat this procedure by setting up three additional workstations in various spots in the classroom. In total, you will have four separate workstations, with one sheet of chart paper at each station.

Place four different books at each station: one book for personification, one book for alliteration, one book for similes, and one book for metaphors. (See the books listed in Materials.)

Write the following types of figurative language on the board/interactive whiteboard:

• Alliteration
• Personification
• Simile
• Metaphor

Ask students to think about figurative language. Say, “Look at the list. We are going to recall what we know about the tools that authors use to enliven and provide voice to their writing.” Through brainstorming, guide students to recall the following definitions:

• Alliteration: The repetition of initial consonant sounds in neighboring words (e.g., Six sad seals sat sunning themselves on the sand.)
• Personification: An object or abstract idea given human qualities or human form (e.g., Flowers danced about the lawn.)
• Simile: A comparison of two unlike things, using like or as (e.g., She eats like a bird.)
• Metaphor: A comparison of two unlike things, without using like or as (e.g., The snow is a blanket that covers the garden.)

Say, “We are going to do an activity called Station Rotation. You will work in four small groups. Each group will start at one station and then rotate to another station, adding examples of figurative language to the chart paper. You will be given a different colored marker to distinguish your work.”

On the board/interactive whiteboard, display the following information:

1. As a group, read the picture books provided.
2. On the chart paper, record examples of figurative language found in the fictional texts supplied. Write examples of the figurative language in the appropriate sections labeled on the chart paper.

Have students begin working at the workstations. After approximately five minutes, ask students to move clockwise to another station. At this station, tell students to follow the same procedure, repeating steps 1 and 2 above.

When all groups have had a chance to rotate to an additional station say, “Let’s review the different types of figurative language.” Have each group bring the chart paper from its station to the front of the room. Hang the papers on the board or wall.

Have students review the examples of figurative language on each sheet of chart paper. Then have students share their ideas by completing the following tasks:

• Place a star next to any figurative language example that is accurate.
• Add a new example of figurative language if it should be listed but is not.
• Revise or cross out any examples of figurative language that are inaccurate.

As students look at the examples of the figurative language, have them discuss whether the examples provided are correct or incorrect. Have students determine why examples were crossed out and why examples were added. Encourage students to make generalizations about the figurative language.

Say, “Why do you think authors use figurative language in their writing?” Record student responses on the board. Use the following prompts to guide further discussion:

• How does the use of figurative language allow readers to gain understanding and appreciation for what they read?
• How does the use of figurative language impact the meaning of fictional texts and support the reader’s overall comprehension?

Extension:

• Encourage students to write on the chart paper used in Station Rotation some additional examples of figurative language. You may wish to have students compile a list of books that use specific types of figurative language. Students might take pictures of the finished charts to serve as references for future work.
• For students who are ready to go beyond the standard, have them create their own examples of similes, metaphors, personification, and alliteration, and then have volunteers identify the type of figurative language being used.