2010-P1-Kelly

=Project Overview=


 * Title**: The Meaning Behind Figurative Language
 * Grade Level**: 7th Grade
 * Subject Area**: Reading
 * Time Frame (when, duration)**: Quarter 3: About two weeks.

=Description=


 * Summer:** Complete the first **four** sections
 * Workshops:** Complete the entire proposal

Arizona Content Standards may be found at: [] Language from Bloom's Taxonomy for describing student outcomes may be found at: []

//A brief snapshot, as if someone asked you to briefly and clearly describe the intent of the lesson or project.// ||  ||   ||< This project will allow the students to work in small groups to present characteristics and meanings of various types of figurative language including similes, metaphors, personification, and idioms. Using the video camera and Movie Maker, students will create review instruction to teach their peers about their designated figurative language topic. They will put an emphasis on identifying their type of figurative language from different works of prose and poetry. Students will also provide various examples of their figurative language and with corresponding meanings. The class will be split up into 5 groups:
 * < **Summary of Unit**

Group 1: Similes Group 2: Metaphors Group 3: Personification Group 4: Idioms Group 5: Stanza, Verse, Rhyme Scheme, and Line Breaks (Note: the students in this group will not be identifying meanings for these terms, instead they will be providing examples of these terms in poetry. The students in this group may create their own poems to present or present published works)

Once all students have filmed and edited their videos, they will be presented to the class as an overall review of figurative language. || //What will guide student inquiry?// ||  ||   ||< Open Overarching: Why would an author use figurative language? Open Topical: What does the author mean when they use this type of figurative language? Guiding Overarching: What are some purposes for using figurative language rather than literal language? ||
 * < **Essential Questions**

Guiding Topical: What type of figurative language is used here and how do you know?

//Include technology. Use district standards where applicable, targeting performance objectives you will assess.// ||  ||   ||<   ||
 * < **Academic Standards**

The students will be using the video camera and Movie Maker for this project.

Strand 1: Reading Process: Concept 4: Vocabulary: PO 4. //**Determine the meaning of figurative language, including similes, metaphors, personification, and idioms** in prose and poetry//.

Strand 2: Elements of Literature: Concept 2: Comprehending Literary Text: PO 7. //**Identify the characteristics and structural elements of poetry** (e.g.**, stanza, verse, rhyme scheme,**// // **line breaks,** alliteration, consonance, assonance, rhythm, repetition, **figurative language**) in a given selection. //

Objective: I can identify characteristics and state the meanings of of figurative language including //**similes, metaphors, personification, and idioms**// in prose and poetry by creating a video for the class. (4 groups)

Objective: I can identify the characteristics and structural elements of poetry including //**stanza, verse, rhyme scheme,**// // **and line breaks** //in poetry by creating a video for the class. (1 group)

//What will students learn and do?// ||  ||   ||< Prior to this project, the students have all received direct instruction on types of figurative language and how to identify their characteristics and structure. Students have also had practice and instruction on determining the meaning of figurative language. This project will allow students to create a final culminating project to review figurative language. In small groups, the students will focus on the characteristics and possible meanings of one type of figurative language. For example, one group will present on simile, one group will present on metaphors, etc. These small groups will present their figurative language to the class using video and Movie Maker. This project will allow students to become an "expert" in their topic and it will allow them to present their characteristics and meanings of figurative language to the class in a very engaging way. The videos will be a final review of figurative language, they may be used as a review prior to the AIMS test, and even to introduce figurative language to another class the following year. || //Checklist, Presentation, Oral Response, Rubric, Test, Quiz, etc.// ||  ||   ||< doubleClickHereAndType || //(e.g., content, technology, etc.)// ||  ||   || doubleClickHereAndType || //- Steps in the process// //- Responsibilities// //- Guiding// //- Questions// //- Student products// ||  ||   ||< doubleClickHereAndType || //- Computers - Software - URLs - ameras - Presentation Device - Handouts, Books - Supplies, Other// ||  ||   ||< doubleClickHereAndType || //- Location - Teacher / Student roles - Group Dynamics - Interactions with experts, other educators, etc., if applicable// ||  ||   ||< doubleClickHereAndType || //Special Ed, Gifted, ELL// ||  ||   ||< doubleClickHereAndType ||
 * < **Student Outcomes**
 * < **Assessment**
 * **Prerequisite Knowledge**
 * < **Procedures for Lesson**
 * < **Tools and Resources**
 * < **Learning Environments**
 * < **Modifications**