Title Page

Introductory Context

Your Name: Stephanie BakerBook Title: Before we were Free by Julia AlvarezTitle of Lesson: Language Lesson for Figurative Language Using Before we were FreeGrade Level: 9

Four-part Performance Objective:Given the definitions of similes and metaphors students will be able to identify metaphors and similes and their literary significance in sentences in Before we were Free that use metaphors and similes and analyze the way they are used by working in small groups to present and explain the examples they found, then individually in a written quiz, and finally by creating their own similes and metaphors at 100% accuracy in identification and application.

Standards and Background Information

Ohio ELA Academic Content Standards

Acquisition of Vocabulary Recognize the importance and function of figurative language.

Reading Applications: Literary Text Identify and analyze how an author uses figurative language, sound

devices and literary techniques to shape plot, set meaning and develop tone.

Explain techniques used by authors to develop style.Writing Conventions

Demonstrate understanding of the grammatical conventions of the English language.

Background Information

Language Arts Strands: All strands are incorporated.Students will read the definitions of figurative language and similes and metaphors as well as the novel to find examples. Students will write down the examples of similes and metaphors that they found in the novel as well as create their own. Students will also read and write in the quiz

developed from examples they found in the novel. Students will present their examples in an oral presentation to their classmates. Students will listen to their classmates explain their examples of metaphors and similes. Students will draw a visual representation of their simile or metaphor.

Primary Domains of Learning: The cognitive and psychomotor domains will be addressed in this lesson.CognitiveLearners will acquire the knowledge regarding the definitions of metaphors and similes by working in small groups to identify examples within the novel and then by identifying and explaining examples in a written quiz. This investigation and application of the definition will help to ensure that students understand the definitions.PsychomotorStudents will master metaphors and similes by drawing a picture of the relationship between a metaphor or simile and its original word or phrase. They will also have to create their own sentences using similes and metaphors.

Skill Level: This lesson addresses all levels of Bloom’s Taxonomy.KnowledgeFirst the students will need to know and present the definitions of similes and metaphors.ComprehensionThen, students will have to relate the definitions of similes and metaphors in their own words.ApplicationStudents will apply the definition of similes and metaphors to find examples within the novel and to identify examples in a written quiz.AnalysisStudents will examine how the smile or metaphor is being used in the sentences they found to enhance meaning. This level is also used when students illustrate the similes and metaphors found in the novel.SynthesisStudents will create their own sentences with metaphors and similes. This will ensure that they understand the connection between definition and application enough to use it in their own lives.EvaluationStudents will select their favorite similes and metaphors from the class based on criteria established when discussing the effectiveness of similes and metaphors within the novel.

Multiple intelligencesKinestheticStudents will be interacting with their environment when they use the text to find examples and when they illustrate these examples.ExistentialStudents will be connecting to larger understandings when they examine how figurative language like similes and metaphors work within a text to create writing that is more interesting and descriptive. The connections between the textbook definitions and the actual text of Before we were Free will also connect to a larger understanding because the definitions will go into the real world.Interpersonal The cooperative groups will provide an opportunity to interact with others when working with the definitions to find examples in the text.

Intrapersonal Students will work on their own when creating their own metaphors and similes. This creative work will allow students to develop their own feelings and attitudes regarding similes and metaphors and to exhibit their feelings and attitudes about other things through the use of similes and metaphors.Logical Students will have to use reasoning and problem solving when looking for examples within the text. They will have to analyze sentences to see if they meet the criteria to be a metaphor or a simile.RhythmicThis MI is not used in this lesson, but could be used in future lessons or modifications by using songs or poems that have similes and metaphors or having students create a song or poem that contains similes and metaphors and/or their definitions.Naturalist This MI is not prominent within the lesson, but separating sentences into similes or metaphors may appeal to the naturalist intelligence. Linguistic Students will present their examples of metaphors and similes in an oral presentation as well as turn in a written copy of their examples. Students will also write their own sentences using metaphors and similes.Visual - seeing and imaginingStudents will create visual representations of the similes and metaphors they found in the text. These images will help them to understand the relationships between the original object and its metaphor or simile.

Developmental ContextBefore this lesson plan can be effective, students must already be familiar with the context of the similes and metaphors within the novel. This background information will help students understand how the similes and metaphors work within the novel to enhance understanding. It would also be helpful for students to have an understanding of different parts of speech so that they can understand the structures metaphors and similes take (see Procedures and Handout). If students have an understanding of how adjectives and adverbs are modifiers, this may be a place to start when discussing how metaphors and similes modify different parts of a sentence.

TimingThis activity will take seven class periods of active time and 15 days total time. Before this lesson series, the class should have read the first chapter in Before we were Free. The first class period will be a lecture by the teacher explaining metaphors and similes and dividing the class into groups that are assigned a set of chapters from the novel. The teacher will also model the presentations students will give on the other days by using Chapter 1. This first day will be the longest and will probably take 45 minutes. The remaining four class periods will be about 15 minutes each if one group presents its chapters each day. The chapters are grouped into twos: chapters 2 and 3, 4 and 5, 6 and 7, 8 and 9, (skipping Anita’s Diary,) and 10 and 11. So, group one would present a simile and metaphor example within chapters 2 and 3 on day two, and on day three group two would present their examples within chapters 4 and 5. This will continue until day seven, when students will have completed their presentations and the novel. The closing activity will be done on this final day and will last about 45 minutes. Between each

lesson day, there should be a reading and work day where students can get together with their groups to work on their presentation. This would make the total number of days until the end of the unit 15 days.

Resources and MaterialsBefore we were FreePencils, pensNotebook paperHandout with definitions of metaphors and similesRubricDrawing paperArt supplies (markers, crayons)

Procedure

Anticipatory SetHave you ever been frustrated when trying to describe something to someone? Have you

ever tried to get over this by describing the thing in terms of something else? Have you ever explained something by comparing it to something else?

Key ConceptAfter this lesson, students will be able to distinguish between metaphors and similes and how each can be used to enhance meaning. Students will also be able to come up with their own metaphors and similes to develop style.

Instructional MethodsDay 1—Introduction of activity, teacher model—45 minutes

1. Direct Instruction/Whole Class Discussion: Attention Getter—15 minutesTo begin the lesson, the teacher will ask students how they feel about Before we were Free after reading Chapter 1. To answer this question, students must respond in one of three constructions that will anticipate the lesson on similes and metaphors.

a. Constructions written on boardThe book is as (adjective/adverb) as (noun).The book is like (noun).The book is (noun).

b. Examples using constructionsThe book is as slow as molasses.The book is like a thread that is unwinding.The book is a spell that keeps you reading.

c. Help with creating examplesIf students are having difficulty coming up with these constructions, have them list adjectives that describe the novel (interesting, boring, slow, exciting) and then list other objects that could be described with these adjectives. For example they could have the adjective “exciting” connected with “a rollercoaster.” From here, the teacher can coach students to create the different constructions: The book is as

exciting as a rollercoaster. The book is like a rollercoaster. The book is a rollercoaster.

After the class comes up with examples using the constructions, the teacher should explain to the students that they are using similes and metaphors to describe the novel and pass out the handout that has these definitions and describes the activity.

2. Direct Instruction: Introduction to group activity—5 minutesNext, the teacher should introduce the group activity. The teacher should break the class into five groups. In their groups, students will be assigned a section of the novel in which they will find one example of a simile and one example of a metaphor to present to the classroom. Use the handout to explain the content of the presentations: definitions, examples, explanations, and illustration.

3. Direct Instruction: Teacher model—25 minutesFinally, the teacher will use Chapter one to model the class presentations that the groups will do, but with more examples to show different types of metaphors and similes that are present in the novel.

First, the teacher will give the definitions of similes and metaphors:o Simile—a figure of speech in which a comparison is drawn using the

words “like” or “as” to begin a phraseo Metaphor—a figure of speech in which a direct comparison is drawn

between two seemingly unlike things; metaphors can linked using the verb “to be” or as a verb, an adjective or adverb, a prepositional phrase, or as an appositive.

Then, the teacher will give examples of each from Chapter 1, asking students to identify and circle the part of the sentence that is a simile or a metaphor based on the definitions. The teacher should also ask students to explain the connections between the objects being compared.

o Simile Examples in Chapter 1 (from “Teacher Model” handout) Some of the American students are complaining that it doesn’t feel

like Thanksgiving when it’s as hot as the Fourth of July (1). A comparison is being drawn between hot weather and the

Fourth of July, because the Fourth of July takes place in summer. This is ironic because the novel is about the fight for freedom in the Dominican Republic and the Fourth of July is the United States’ Independence Day.

She hands each of us a headband with a feather sticking up like one rabbit ear (1).

The feather is being compared to a rabbit ear in the way it sticks up. This is a humorous connection that pokes fun at the headband.

A look passes from one adult to another as if they are playing musical chairs with their eyes, trying to decide who’ll be the one stuck answering Yo’s question (6).

The look that passes between adults is being compared to a game of musical chairs. In musical chairs, someone always loses and has to sit out. In this case, they have to answer the question.

o Metaphor Examples in Chapter 1 (from “Teacher Model” handout)

“Troops all here?” he asks cheerily (6). The children are not actually “troops” but they are being

compared to them because they are assembling to leave. This is ironic because of the militaristic rule of El Jefe.

“This place is just… just… just… so… sad,” she sobs, then storms out of the room (11).

She is not actually becoming a storm as she leaves the room, but she leaves in a way that is similar to a storm.

As he goes by me, he plants a kiss on top of my head (11). He is not actually planting a kiss to grow on her head

(that’s impossible), but the movement is similar to planting. I feel the sadness stir up again like a storm inside me (12).

The first part of this sentence is a metaphor: The sadness cannot be stirred like a kettle, but a comparison is being drawn between what she is feeling and the action of stirring.

The second part is a simile because the stirring is being compared to a storm inside her, even though there isn’t actually a storm inside her.

Finally, the teacher should discuss possible illustrations for some of the sentences. The teacher could also let students choose one of the examples for him or her to quickly illustrate on the board.

o An Illustration in words: (from “Teacher Model” handout) Example: She hands each of us a headband with a feather sticking

up like one rabbit ear (1). This could be illustrated by drawing the headband with the

feather and a rabbit with one ear up and one ear down. Example: “Troops all here?” he asks cheerily (6).

This could be illustrated by drawing the children in the compound gathering in military gear.

4. The remaining class time should be spent taking questions regarding similes and metaphors and the presentations. The rubric should be given to the students.

Days 2 through 6—Group presentations—15 minutes1. Student groups will present their chapters to the class. An addition that can be made is to

include chapter summaries as part of the presentation. This can serve as a bridge into classroom discussion after the presentations.

2. These days are numbered based on active time giving presentations, but a work day should take place between each active day so that students can read and work on their presentations (see Timing above).

3. Small Group Presentations: When students give presentations, they should begin with the definitions of metaphors and similes. Then, they should one example of each and explain the connection being made between the metaphor or simile and the original object. Finally, students should show the class their illustration of one of their examples.

4. Class Discussion: The teacher should ask presenters questions to help create an agreed-upon set of criteria for judging metaphors and similes for use when judging their own sentences.

Example questions: Why did you like these examples? How do they add meaning to their original objects? What makes this comparison effective?

Possible criteria the students could offer: Creative connections, makes us think about usual objects in unusual ways, Adds something to the object that wasn’t there before

5. The remaining class time after the presentations could be spent discussing the novel.Day 7—Written quiz and Creating sentences

1. Individual Work: Written Quiz—15 minutesStudents will be given a written quiz to complete individually that consists of examples given in group presentations. The quiz will ask students to underline and identify the simile or metaphor and to explain the connection being made between the simile or metaphor and the original object. The quiz should be graded on similar criteria as the presentations for awarding points.

2. Individual Work: Creating sentences and Gallery Walk—25 minutesThe teacher should ask students to write their own creative sentences using either a metaphor or a simile on a piece of paper and to illustrate the connection they created. Then, students should showcase their creations in a Gallery Walk where student sentences and illustrations are hung around the room. Students should be given a silent ballot where they vote for their favorite sentence based on the criteria they established to judge similes and metaphors.The winning authors from each class will receive a bonus point toward their presentation grade and be entered into a final round with the winning authors from the other classes. The winner of this final round will receive another bonus point toward their presentation grade (for a total of 2 extra credit points) and admission to the metaphor and simile wall-of-fame, which could just be a bulletin board where their work will be displayed.

3. Class Discussion: (See “Closure” below)

ModelingModeling takes place extensively on the first day of the lesson (See “Instructional Methods, Day 1” above), when the teacher gives a presentation over similes and metaphors in Chapter 1 similar to the presentations students will give later. The teacher model handout will give the students a resource to return to when they are working on their own presentations. Students will also be modeling for each other as they give presentations. If the teacher notices that groups are missing part of the presentation, he or she can coach the group through questions and by making an announcement to the class.

Monitoring to Check for UnderstandingThe teacher will check for understanding by questioning the whole group for answers during the teacher model presentation. This will ensure that that students understand the difference between metaphors and similes before working on their own presentations. Monitoring will also take place when the teacher observes groups on work days to make sure that they are finding correct examples and understanding how to explain the connections.

Guided PracticeGuided practice is offered within the small groups. Students can work with each other to understand the definitions and identification of similes and metaphors. The teacher should be observing this interaction to make sure that students are providing each other with accurate information. Guided practice is also taking place when the groups provide verbal examples of metaphors and similes.

Independent PracticeAfter several examples offered throughout the novel, students will take a written quiz made up of the examples offered by the group presentations. This quiz builds on the guided practice they did in their groups and as a class and asks students to recall these skills to identify and explain the similes and metaphors within the written quiz.

Closure (Day 7)After the Gallery Walk, discuss the criteria the class developed to judge sentences using metaphors and similes. Possible closing questions are “What is the importance of using similes and metaphors?” and “How do similes and metaphors work to enhance writing?”

Handout, Teacher Model, and Rubric

Handout to explain group presentationsTeacher Model for first presentationAssessment rubric for presentation

Metaphors and SimilesActivity Sheet

Using Before we were Free

This group activity will allow you to demonstrate your understanding of similes and metaphors by finding and explaining examples within the novel.

Circle your assigned group and chapters so that you do not forget.Group 1

Chapters 2 and 3Group 2

Chapters 4 and 5Group 3

Chapters 6 and 7Group 4

Chapters 8 and 9Group 5

Chapters 10 and 11

For this activity you and your group will need to find at least one example of a metaphor and at least one example of a simile within your assigned chapters. Notice that we are not finding metaphors and similes within the “Anita’s Diary” chapter. You will be presenting your examples to the class the day your chapters are due for assigned reading.

What to include in your presentation: (50 pts)1. Definitions of metaphors and similes. (10 pts)2. One example of a metaphor and one example of a simile. (10 pts)3. Explanation of the comparison drawn between the metaphor/simile and the original

object. Do this for each example. (20 pts)4. Illustration of one of the examples you chose. (10 pts)5. Each of these components should be completed in writing as well, and turned in with

the rubric.

The examples you provide in your presentations could be used in a written quiz at the end of the novel, where you will be asked to underline and identify the simile or metaphor in the sentence as well as explain the comparison that is being made.

After the all presentations, we will be creating our own sentences using metaphors and similes. These sentences will be voted on by the class based on an agreed-upon set of criteria to determine the best sentence from each class. The winning authors from each class will receive a bonus point toward their presentation grade and enter into a final round with the winning authors from the other classes. The winner of this final round will receive another bonus point toward their presentation grade and admission to the metaphor and simile wall-of-fame.

Book cover from http://www.juliaalvarez.com/img/before_we_were_free.jpgTrophy from Microsoft Office 2007 Clip Art

Metaphors and SimilesTeacher Presentation Model

Using Before we were Free

This is an extended example of the content needed in your presentation. You will only need one example for a simile and one example for a metaphor. You must also restate the definition of a metaphor or a simile in your own words

and actually draw a picture to turn in with your written examples.

Simile—a figure of speech in which a comparison is drawn using the words “like” or “as” to begin a phrase

Examples in Chapter 1—Underline the simile Some of the American students are complaining that it doesn’t feel like Thanksgiving

when it’s as hot as the Fourth of July (1). She hands each of us a headband with a feather sticking up like one rabbit ear (1). A look passes from one adult to another as if they are playing musical chairs with

their eyes, trying to decide who’ll be the one stuck answering Yo’s question (6).

Metaphor—a figure of speech in which a direct comparison is drawn between two seemingly unlike things; metaphors can linked using the verb “to be” or as a verb, an adjective or adverb, a prepositional phrase, or as an appositive.Examples in Chapter 1—Underline the metaphor

“Troops all here?” he asks cheerily (6). “This place is just… just… just… so… sad,” she sobs, then storms out of the room

(11). As he goes by me, he plants a kiss on top of my head (11). I feel the sadness stir up again like a storm inside me (12).

An Illustration in words: Example: She hands each of us a headband with a

feather sticking up like one rabbit ear (1).o This could be illustrated by drawing the

headband with the feather and a rabbit with one ear up and one ear down.

Example: “Troops all here?” he asks cheerily (6).o This could be illustrated by drawing the

children in the compound gathering in military gear.

Book cover from http://www.juliaalvarez.com/img/before_we_were_free.jpgCartoon from http://faculty.smu.edu/tmayo/metaphor.gif

Metaphors and SimilesUsing Before we were Free

Presentation Rubric

Names of Group Members Chapters ____________________________________________________________________________________________

10 9Excellent

8 7Good

6 5Acceptable

4 3Needs

Improvement

2 1Attempt is not

apparent or not present

Total/50

Definitions

Definitions clearly explain in their own words metaphors and similes and

how they are different

Definitions adequately, but

individually, explain metaphors and

similes in their own words

Definitions are presented, but not in the presenter’s

own words

Attempt to present definitions, but not in the presenter’s

own words and the meaning is lost; or only one definition

is presented

No apparent presentation of

definitions____ x1

Examples

Examples depict the use of

metaphor and simile and the

group accurately identifies the metaphor and simile and the objects they

describe

Examples depict the use of

metaphor and simile, the group

has difficulty identifying the metaphor and simile and the objects they

describe

Examples are difficult to

understand the use of metaphor and simile, the group

has difficulty identifying the parts

Examples are present, but one of the examples does not depict the use

of metaphor or simile, but the other

example is accurately identified

Neither example uses metaphor or

simile____ x1

Explanation of Connections

in Simile Example

Explanation is thorough in

connecting the simile with the

object and comments on the simile’s impact on the image created and its relationship

to other ideas in the text

Explanation clearly connects the simile with the object and comments on the simile’s impact on the image created,

but doesn’t comment on a

larger picture in the novel

Explanation connects the simile with the object, but does not comment

on the simile’s impact on the

image

Explanation does not clearly connect the simile with the

object and the image

Explanation was not given or was

too unclear to determine

understanding of the connection

between the simile and object

____ x1

Explanation of Connections in Metaphor

Example

Explanation is thorough in

connecting the metaphor with the

object and comments on the metaphor’s impact

on the image created and its relationship to

other ideas in the text

Explanation clearly connects the

metaphor with the object and

comments on the metaphor’s impact

on the image created, but

doesn’t comment on a larger picture

in the novel

Explanation connects the

metaphor with the object, but does not

comment on the metaphor’s impact

on the image

Explanation does not clearly connect the metaphor with the object and the

image

Explanation was not given or was

too unclear to determine

understanding of the connection between the

metaphor and object

____ x1

Illustration

Illustration is neat and creative and obviously shows the relationship

between the metaphor/simile

and its object

Illustration is neat and shows the

relationship between the

metaphor/simile and its object

Illustration shows the relationship

between the metaphor/simile

and its object

Illustration is not neat and it is

difficult to see the relationship between the

metaphor/simile and its object

Illustration appears thrown together with no effort to

show the relationship between the

metaphor/simile and its object

____ x1

Total and additional comments

____ /50