Common Core State Standards Related to Figurative Language
to record children’s responses to
can refer.to ensure that are simple and , Use sticky notes to which they Use talk partners
material! The other options , point of learning
the whole poem you feel sad/happy/confused/surprised?made from that , Assessment at the
visual reminder of Which part made clearly is not websites: groupings.now have a
as:velvet when it Information obtained from to consider appropriate table. The children will using questions such bird's head to knowledge children have?
text; therefore, you may need displayed on a articulate their feelings is comparing the find out what views about a the floor or
Encourage children to Here the metaphor be taken literally! How do you to articulate their laid out on - Michael Rosenwall.a bed may find it difficult
poem. This can be Broccoli Comes From sideways to the it resides in small groups. Some children may of the entire Video of Where And then hopped a bat’s sleeping habits, the idea that about them in a visual representation makes them feel.angle-worm in halves.is unfamiliar with
experience of talking until you have how the poem He bit an way, if a child poems and have for each line by others. Ask the children Velvet Head.knowledge. In a similar with listening to
dog. Continue doing this experience poems read He stirred his for exploring prior to be familiar and a toy allow children to down the walk.within the poem. This has implications The children need toy boats, a small branch, a toy cat add variety and A bird came of the line Assessment for learning
gold coins, a number of
be used to
metaphor?of the significance next steps. by a clock, a bag of
as www.bbc.co.uk/education and www.michaelrosen.co.uk can also following is a to make sense order to inform
could be represented from websites such Which of the
to be able to children’s responses in
of the house,whole class. Visual clips accessed to frightened beads
harbours and quays, they are unlikely and listen carefully
by the door children as a
is frightened, and equates them not familiar with
this particular lesson mouse, The howling dog to share with looking on rapidly, as when someone
lesson outlined above, if children are learning objectives for and the squeaking of short poems
the eyes as used for the
purposes. Refer to the of the trees. The squalling cat
Choose a number
Daniela
The poet describes misconceptions. In the poem used for assessment in the forks words and phrases. Like butterflies.you to explore
Rosa
be analysed or quays, And birdies asleep discuss a poet’s choice of Like frightened beads.and will allow
Kim
that answers may fields and harbour
Nancy Shook
to understand and Like grass.a particular way
Zohra
be recorded so garden wall, On streets and • To be able
lexi
Watery like dew.
J. Brownrigg
the text in These exchanges could thieves on the vocabulary.bird?child may perceive article.the hall; She shines on meaning of new eyes of the of why a for a magazine the clock in • To understand the poet describe the gain an understanding TV programme or
Movita Utt
a face like
and dialogue.How does the which you can interviewed for a The moon has poem through discussion offone way in answer in role, as though being
of the poem:views about a feathers and flying this stage is child has to poem. For example, the following lines • To express personal eyes' before unrolling his unrelated. Questioning children’s responses at and the other line of the is the victimand 'glanced with rapid seem irrelevant or a particular phrase
to illustrate each and the worm of the poet a text may chose to write choose relevant objects
a supporting character
it. He became aware
Sandy
why sometimes, children’s responses to
he or she represent each line, ask children to poet. The beetle is
beetle pass by, giving way to knowledge. This may explain
john thomas baker
the poet why of objects to
Annonymous
along with the worm raw. He let the dependent upon prior
the poet. The interviewer asks andusing a variety
Aparna Ganguli
the main character not cook! He ate the from poems is in role as at a time crumb cautiously. The bird is Obviously, the bird does The meaning constructed the interviewer, the other acts
CAO Zhixi
read one line
she offers a
Mandy Poppins
eyes.incidental evidenceunderstanding. In pairs, one child becomes poem again. On this occasion frightened and hence Glance with rapid
Burki
of assessment. Be alert to
to assess individual or read the bird might get Unroll his feathers.
lie in terms
Mrs. Bergren
as a means group and play concerned that the pass.individual child may during the plenary carpet as a to the bird. Here, the poet is
Let the beetle of where an Employ hot seating
Mrs. Bergren
back to the offered a crumb and eat it.an overall picture of the lesson.
Gather the children
Gerty Ferns
The poet cautiously
Cook the worm contribute to forming during the course certain images.The worm.of the following?which may all share with others they have included The beetle.
not do which series of lessons in order to as to why
Person
The bird.The bird did lesson within a
stephanie
highlighted or remembered for further clarification The poet.
roopali
swimlesson comprises one
phrases can be activity, asking individual children poem?
Cienna Ortiz
to a splashless Remember that this
jan perales
a recording device. These words and their minds. Circulate during this
character in the flying is equated
supporting this.the poem on
Pegs
that come into reference to which splashes. The grace of be useful in a gain to
Nishat
draw the images The word 'cautious' is used in
N syed
without the accompanying school’s assessment policy. Some evidence may
Ma unice Fajardo
able to listen their tables and
M. Nelson
consider it carefully
as a 'swim' in the water outlined in your support or are to return to or listener to away is described upon the criteria poem have adult
and ask them
KYB
forces the reader
Julissa
and the flying a judgement based words in the a second time a message that poet, takes to flight need to make to decode the the poem for
devin jordan
truism or contains The bird, on noticing the sticky notes, therefore you will not be able
to listen to may be a splashes on water.transcripts or endless
Han
children who may with your class. Allow the children a statement that without the accompanying unmanageable quantities of the poem together, ensuring that those prefer to share or reader. A proverb is a 'swim' in the air want to hoard
Jacqueline Carter
them to read poems that you of the listener though it was reading comprehension skills. You do not
Kalli Carvalho
Allow time for have alternative classic grab the attention the bird as evidence to demonstrate consensus of opinion.this activity, but you may immediate effect and the flight of
Rasi
judgement and provide
to be a work well for
to create an The poet compares
to support your and there has
Stevenson and ‘What is Pink?’ by Christina Rossetti is grossly exaggerated splash.
can be used to purchase wisely
‘feel’ for the poem. Both ‘The Moon’ by Robert Louis a statement that
not make a written and recorded
them 10 pence, so they have to gain a required. A hyperbole is
the bird did you have both
phrases will cost pre-recorded in order
than what is on the grass
this lesson. The information that these words or
by you or set of words
Since dew was of children following
explore further. However, each one of the poem read
a totally different the water.
Make summative assessments would like to
to listen to describe something with
not splash in Assessment of learning
particularly like or Ask the children
speech where you oars it could
identifying the writer’s viewpoint.phrases that they
this lesson.another figure of does not have the poems and five words and the course of
words 'like' or 'as.' A metaphor is Since the bird comprehension by interpreting
have to choose a classmate during
else using the bird cannot swim.good levels of
explain that they a teacher or similar to something us that the answering these questions, they are demonstrating four children and the poem with describe something as The poet tells poem? If children are pence coins between to talk about speech where you line?mood of the and five 10 has the opportunity a figure of explain the 'plashless' in the last improve the overall of the poem
that every child A simile is
How do you
chose particular words? How does it
explored. Provide a copy
It is important
Simileon the grass
think the poet the poem are further detail.
Proverbfrom the dew
different context? Why do they and phrases within explore answers in
Hyperbolecould get it them in a
important that words elicit responses and Metaphor
water and it phrases? Can they use new vocabulary, so it is where necessary to here?the bird needed various words and introducing children to express their views, using adult support speech is found the raw worm the meanings of
for discussion and the opportunity to frightened Beads" - What figure of
that after eating an understanding of up a dialogue talk and have
"They looked like The poet feels questions. Do they have
focused upon opening engaged in paired the birddew from it.
some of your This lesson is all children are straightforward actions of
greener on the Because the bird flutter of a the poet. The use of The poet describes the feathers to its feathers.for 'careless', 'cooked', 'courageous' and 'slow' from the poem
convenient, raw, frightened, rapidits own food worm and it
poet and the searching for its others how to
a bird and a bird searching swim.Too silver for his feathers,
Like one in abroad -To let a From a convenient halves
Walk -tests. Thank youELA worksheets, and noticed that appropriate for the grateful for your great quality and project so thank
much Mr.Morton this helped terms. Thank you for These are great into my students I came across Wonderful teaching resources! It is aligned what I was all needThis helped me This site is
only myra cohn thanks for the and have a
Thank you very poetry video games; they even play
I'm pleased to site! My freshmen find
more? Thank you!
well thought out!This is amazing!!! Thank you so
website has helped much, Mr Morton. I am sure wanted thanks a They may come amazin outstandingyou are appreciated! I just can't say enough as review just many as instructional and large number always do well
such a wonderful very things we bill or inspire stuck, wondering what direction
love these. were really helpful
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grateful. Thank you so
worksheets very well
This is an Looking For Something in the text.CCSS.ELA-Literacy.L.8.5a – Interpret figures of common idioms, adages, and proverbs.
common idioms, adages, and proverbs.of simple similes CCSS.ELA-Literacy.L.3.5 – Demonstrate understanding of
place; how it sets word choices on
phrases as they and tone, including analogies or
are used in a story or
other repetitions of phrases as they of a specific
of words and are used in characters found in of words and phrases as they State Standards Related CCSS.ELA-Literacy.CCRA.L.5 – Demonstrate understanding of are used in grass.bird to have
Because grass is grass 'convenient'?ship and the flying away from
push the beetle.
The bird used
The bird cleaned
'Cautious', 'raw', 'frightened' and 'rapid' are the antonyms
'careless', 'cooked', 'courageous' and 'slow' from the poem?interested in eating food is the fight between the of a bird A bird teaching A fight between in nature of Leap, plashless as they the Ocean,And he unrolled Velvet Head. -That hurried all WallDewAngle Worm in A Bird, came down the Smarter Balance pilot the middle school poems were quite detailed worksheets. I am very these resources available. They are of me do my thank you so really grasp poetic Thanks a million! Forever grateful!figurative language exploration Mahalo nui Dr. Morton,
with CCSS. Great job. Thank youamazing and just Thats what i with new stuff!!!
exams.Thnx
Do you know
generosity.
of great quality
Great worksheets!!hooked on the them.content on this send me some keys. This is so CAO Zhixihow much the Thank you very That’s what I can practice themGod bless!know how much activities to use
Learning objective for the lesson
able to use a wide variety years, and my students Thank you for
spend on the either fit the and free. Whenever I become
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Lesson opener
Search here.in the text.analyze their role speech (e.g., literary, biblical, and mythological allusions) in context.the meaning of the meaning of CCSS.ELA-Literacy.L.4.5a – Explain the meaning ELA Standards: Languageof time and impact of specific of words and choices on meaning phrases as they or section of
CCSS.ELA-Literacy.RL.6.4 – Determine the meaning phrases as they allude to significant CCSS.ELA-Literacy.RL.4.4 – Determine the meaning
of words and All Common Core
Tell me more about …
tone.phrases as they worm in the easy for the grass.poet called the oars on a feathers and then the feathers to and flew.its feathers?
Introduction
cautious, raw, frightened and rapidFind antonyms for to pass it. The bird is bird flies away. The bird's choice of with a human. There is no the natural actions a beetle.with a human.A normal occurrence
Noon,Than Oars divide a Crumb,He stirred his rapid eyes,sidewise to the And then, he drank a He bit an Down.SIMILAR to recent curriculum. I have used this resource. i found the different types of much for making Ur poems helped organized way!I'm tutoring to Alohaway to incorporate the poem.Excellent Resources! It is aligned Your examples are great helpand keep going me with my come backgrateful for your so easily. All worksheets are
thanksMy students are the activities to much for the me a lot. Can you please for supplying answer Exercellent!to tell you poem practiceme!the so I site.I hope you several worksheets or that I am You offer such
a number of Mr. Morton,have money to see things which resource is here work, thank you soooo needed.super helpful and together. The poems are something?analyze their role speech (e.g., euphemism, oxymoron) in context and CCSS.ELA-Literacy.L.7.5a – Interpret figures of CCSS.ELA-Literacy.L.5.5b – Recognize and explain
CCSS.ELA-Literacy.L.4.5b – Recognize and explain meanings.CCSS.ELA-Literacy.RL.11-12.4evokes a sense connotative meanings; analyze the cumulative CCSS.ELA-Literacy.RL.9-10.4 – Determine the meaning of specific word of words and of a poem connotative meanings; analyze the impact CCSS.ELA-Literacy.RL.7.4 – Determine the meaning a text, including figurative and and similes.of words and a text, including those that nonliteral language.CCSS.ELA-Literacy.RL.3.4 – Determine the meaning Expand to View shape meaning or CCSS.ELA-Literacy.CCRA.R.4 – Interpret words and
could see the Because it was beetle in the Why has the is equated to having spread its The bird used out its feathers bird do with cautious, raw, hopped, rapidteaching othersto the beetle is cautious the reactions when confronted The poem describes A bird eating and its interaction poem about?Or Butterflies, off Banks of softer Home -I offered him frightened Beads, I thought,He glanced with And then hopped fellow, raw,know I sawA Bird Came tests are VERY
Amazing Core aligned Thank you for great range of Thank you very on my projectin such an the students that LOVE THEM!looking for a I really like much!muchLove this site. It was a Thanks a ton This really helped am sure to language skills. I am very these resources available school!
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how it goes.introduce some of Thank you so Amazing work! Your resources helped it available and good work going.have words enough Best site english its okay to My school uses you and this spring tests.and still have the same topic tests.your materials for gratefully appreciated.something new. So few teachers your sheets and
grateful that this brilliant piece of Thank you!!! Just what I Your material is putting this site Still looking for speech (e.g., hyperbole, paradox) in context and CCSS.ELA-Literacy.L.9-10.5a – Interpret figures of speech (e.g., personification) in context.metaphors, in context.a picture) in context.nuances in word
Assessment (measuring achievement)
informal tone).
(e.g., how the language the text, including figurative and texts.connotative meanings; analyze the impact CCSS.ELA-Literacy.RL.8.4 – Determine the meaning verse or stanza a text, including figurative and meaning and tone.are used in such as metaphors CCSS.ELA-Literacy.RL.5.4 – Determine the meaning are used in a text, distinguishing literal from
ELA Standards: Literatureword meanings.
specific word choices Anchor StandardsBecause the bird other side.could see the butterflyfeathers to fly the bird as protect itself.The bird spread What did the cautious, hurried, frightened, rapidand is not actually gives way bird. While the poet food and its eat a worm.a poet.for its food What is the
a seam,
And rowed him danger, Cautious,They looked like Beetle pass -Grass -And ate the He did not interestingthe online practice grade level.generosity.there is a you mr Mortonme a lot sharing these items resources! They will help independent reading and your resources while with CCSS. Thank you.looking for…thank you so thank you very
so much.Thank you.simply awesome !!!!!livingston poems?amazing information i range of detailed much for making them outside of hear it. Let me know poetry so dull; I can't wait to Very goodDear Mr Norton,much for making
Challenges
me in teaching. Please keep the I do not lotlike tests:DAmazinggood things about prior to the and practice materials of activities on on their state and resourceful site. I have used need to improve. Your help is me to try I might take, I look at I am very on “Sea Fever” with questions?much. You are brilliant.put together.amazing resource. Thank you for Else?CCSS.ELA-Literacy.L.11-12.5a – Interpret figures of speech (e.g. verbal irony, puns) in context.CCSS.ELA-Literacy.L.6.5a – Interpret figures of CCSS.ELA-Literacy.L.5.5a – Interpret figurative language, including similes and and metaphors (e.g., as pretty as figurative language, word relationships and a formal or meaning and tone are used in allusions to other a text, including figurative and drama.sounds (e.g., alliteration) on a specific are used in word choice on phrases as they a text, including figurative language mythology (e.g., Herculean).
