Get+Your+Figurative+Language+Fix

This presentation offers writing instruction ideas for grades three through five Participants will take part in a variety of ready-to-use lesson plans for teaching figurative language devices Presented by: Jamie Johnson, NBCT Library Media Specialist McKinley Elementary School, Norman, OK Oklahoma Writing Project Teacher Consultant University of Oklahoma Contact Information: e-mail: jamiej@norman.k12.ok.us Web pages: http://staff.norman.k12.ok.us/~jamiej/ www.owp.ou.edu School phone: 405-366-5914 OWP phone: 405-401-1348 A B C D E F G H I J K L M Jamie Johnson, Oklahoma Writing Project, 2010 N O P Q R S T U V W X Y Z Page13 Onomatopoeia Dictionary A B C D E F G H I J K L M Jamie Johnson, Oklahoma Writing Project, 2010 N O P Q R S T U V W X Y Z Page13 Onomatopoeia Dictionary THE WRITING PROCESS WRITING Drafting Prewriting Revising Publishing Editing PREWRITING – This stage of the writing process is simply brainstorming Write down anything that comes to your mind when you think about the writing prompt DRAFTING – This stage is where you get your ideas down in phrases or sentences, correct punctuation and spelling are not a concern at this stage REVISION – This stage is where you move words, sentences, and phrases around and get your work just like you want it Read your work aloud to help with punctuation EDITING – This stage is where you check your spelling and punctuation Make sure your work is ready to be shared be read to a friend, written on paper, or posted on the Internet Jamie Johnson, Oklahoma Writing Project, 2010 It can Page13 PUBLISHING - This stage is where you share your work Name Simile Poetry I’m as as a I’m as _as a _ I’m like a _ I’m like a _ Page13 Who am I? Jamie Johnson, Oklahoma Writing Project, 2010 I’m _ Simile Poetry I’m as as a I’m as _as a _ I’m like a _ I’m like a _ I’m _ Jamie Johnson, Oklahoma Writing Project, 2010 Page13 Who am I? What research tells us about writing… The Reading-Writing Connection Students develop concepts of print through both reading and writing Students apply phonic skills they are learning for reading when they spell while writing Students practice the high frequency words through both reading and writing Books are models for writing Research shows that students’ writing reflects the sophistication of the books they are reading Students develop a concept of author as they learn about their favorite authors Students’ comprehension improves when students write before and after reading Students use the same strategies for reading and writing Strategies are problem solving behaviors that readers and writers use: tapping prior knowledge , predicting, organizing ideas, figuring out unknown words, visualizing, making connections, revising meaning, monitoring, playing language games, summarizing The reading and writing processes are essentially the same Gail Tompkins, California State University, Fresno “Writing is a craft before it is an art; writing may appear magical, but it is our responsibility to take our students backstage to watch the pigeons being tucked in the magician’s sleeve.” “Use books with language play, especially books that feature rhyme and alliteration Provide extension activities that encourage the children to play with language.” Jamie Johnson, Oklahoma Writing Project, 2010 Page13 Donald Murray, a Pulitzer-prize winning journalist, teacher, and author Catherine E Snow, Harvard University, Department of Education Name _ Use Your Looks Feels Five Senses Brainstorming Smells Tastes Page13 Sounds Jamie Johnson, Oklahoma Writing Project, 2010 Name Use Your Looks Feels Smells Tastes Five Senses Brainstorming Page13 Sounds Jamie Johnson, Oklahoma Writing Project, 2010 Name _ Turn a SIMILE into a METAPHOR Directions: Remove the words like or as and rearrange the sentence to create a metaphor Simile: The duchess in her new gown was like a bright star in the sky Metaphor: Simile: He returned as fresh as a Texas morning Metaphor: _ Simile: The pine needle was as sharp as a spear Metaphor: Simile: His footsteps sounded like a cannon firing Jamie Johnson, Oklahoma Writing Project, 2010 Page13 _ Metaphor: Creating Hyperboles using Jokes Hyperbole - An extreme exaggeration • Let your students poke fun at you or the principal Use the infamous “Yo’ Mama” Jokes as a guide • Remind the students to keep the jokes “Rated G” • Tell students to think about height, weight, age, and socio-economic status • Have students write their hyperbole at the bottom of a piece of paper and illustrate Examples to share with students: Yo’ mama’s so skinny she has to hula hoop with a Cheerio Yo’ mama’s so tall she hit her head on the moon Yo’ mama’s so short she poses for trophies Yo’ mama’s so old she knew Burger King when he was a prince Yo’ principal’s so tall she has to wear an oxygen mask so she can breathe up there Yo’ teacher’s so scary she made Freddy Kruger run the other way Jamie Johnson, Oklahoma Writing Project, 2010 Page13 Yo’ teacher’s so mean she could tear the head off a T-Rex Yo’ principal’s so cold she makes Antarctica jealous! Bibliography Arnold, Tedd, Hi! Fly Guy New York: Scholastic, 2005 (H) Base, Graeme Animalia New York: Harry N Abrams, Inc., 1986 (A) Edwards, Pamela Duncan Dinorella: A Prehistoric Fairy Tale Hyperion Books: New York, 1997 (A) Edwards, Pamela Duncan Four Famished Foxes and Fosdyke, New York: Harper Collins, 1996 (A) Edwards, Pamela Duncan Princess Pigtoria and the Pea New York: Orchard Books, 2010 (A) Edwards, Pamela Duncan Slop Goes the Soup A Noisy Warthog Book New York: Hyperion Books for Children, 2001 (O) Flack, Marjorie Angus and the Ducks New York: Doubleday, 1989 (O) Fleming, Candace Munch! Muncha! Muncha! New York: Antheneum Books for Young Children, 2002 (O) Florczak, Robert Yikes! New York: Blue Sky Press, 2003 (O) Johnson, David Snow Sounds An Onomatopoeic Story Boston: Houghton Mifflin, 2006 (O) Johnston, Tony The Cowboy and the Black-Eyed Pea New York : Putnam & Grosset Group, 1996 (S) MacLennan, Cathy Chicky Chicky Chook Chook London: Boxer Books, 2007 (O) McDonald, Ross Achoo! Bang! Crash! The Noisy Alphabet Brookfield, Connecticut: Roaring Book Press, 2003 (O) McPhail, David Pig Pig Rides New York: Dutton, 1992 (H) Moses, Will, Raining Cats and Dogs New York: Philomel Books, 2008 (I) Munsch,Robert Mortimer Toronto: Annick Press, 1985 (O) Potter, Beatrix The Tale of Peter Rabbit (M) Raschka, Chris Charlie Parker Played Be Bop New York: Orchard Books, 1997 (O) Ringgold, Faith Tar Beach (M) Rosenburg, Liz Monster Mama New York: Philomel, 1993 (S) Rylant, Cynthia Great Gracie Chase New York: Blue Sky Press, 2001 (O) San Souci, Robert The Talking Eggs New York: Dial Books for Young Readers, 1989 (S) Seuss, Dr Mr Brown Can Moo Can You? New York: Random House, 1970 (O) Terban, Marvin In a Pickle and other funny idioms New York: Clarion, 1983 (I) Terban, Marvin Punching the Clock: funny action idioms New York: Clarion, 1990 (I) Tresselt, Alvin White Snow, Bright Snow New York: Lolthrop, Lee, and Shepard, Jamie Johnson, Oklahoma Writing Project, 2010 Page13 Bunting, Eve A Turkey for Thanksgiving New York: (S) 1988 (M) Wilson, Karma Bear Snores On New York: Margaret K McElderry, 2002 (O) Yashima, Taro Umbrella New York: Puffin Books, 1977 (O) Wood, Audrey Quick as a Cricket New York: Scholastic, 1982 (S) Yolen, Jane Owl Moon New York: Philomel Books, 1987 (M) A – Alliteration, O – Onomatopoeia, S – Simile, M – Metaphor, I – Idiom Workshop Reflection OWP Teacher Consultant: Jamie Johnson Date: October 8, 2010 Title of Presentation: Get Your Figurative Language Fix! School Name _ City: On a scale of 5-1 (5 being best) please evaluate the following: Clarity of objectives Writing Process Explanation Writing activities Student samples Handouts / Packet Works Cited Knowledge / Research Audience involvement Relevance to my classroom OWP Explanation The most important thing I got from this presentation was You did a good job of Please send my school information about the Oklahoma Writing Project Summer Institute School email address: _ Jamie Johnson, Oklahoma Writing Project, 2010 Page13 If you present to other audiences, consider  Signed (optional) Page13 Further comments (use back if necessary) Jamie Johnson, Oklahoma Writing Project, 2010