Wesley Heights, Year One
Hopper – Jen Weisphal
Learning Objective/Exit Outcomes:
Students will begin to identify metaphors when they hear them as well as recall the meaning of the metaphors we touched on during this lesson at later points.
ELA & Visual Art
ELAGSE3L5: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
- Distinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps).
ELAGSE3SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
- Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
- Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
- Explain their own ideas and understanding in light of the discussion.
ELAGSE3SL3: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
ELAGSE3SL6: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
VA3.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.
- Utilize multiple approaches to plan works of art incorporating imaginative ideas, universal themes, and symbolic images.
VA3.CR.2 Create works of art based on selected themes.
- Create works of art to express individual ideas, thoughts, and feelings from memory, imagination, and observation.
VA3.RE.1 Use a variety of approaches for art criticism and to critique personal works of art and the artwork of others to enhance visual literacy.
- Use a variety of strategies to critique, discuss, and reflect on personal works of art and the work of peers.
- Poster size paper
Students were seated on carpet for game introduction. PAIR Specialist introduced poster dialogue to the students by having them share their favorite animal. On a sample poster sheet, we showed how animals could be portrayed in many different ways, by writing the name of the animal, drawing a picture of the animal, writing a list of descriptors for the animal, etc.
The PAIR Specialist explained what a metaphor is and that at each desk grouping would be a poster with a metaphor written on the top. The PAIR Specialist explained each group would have five minutes to write or draw as they desired to explain what they believed the metaphor to mean.
Once students were sent back to their desks to begin their poster dialogue, the PAIR Specialist and the teacher went around to each group to further assist students in critically thinking about the meaning of their group’s metaphor and how they could express it on their poster. As an example, one table had the metaphor, “He is a night owl.” The PAIR Specialist asked students questions, such as:
- When is an owl awake?
- Do you know a person who likes to stay up late at night?
- Imagine that the metaphor is not speaking about an actual owl, but rather your dad. How could you express the metaphor now?
Once the five minutes was up, the PAIR Specialist had each group present their poster to the rest of the class and had the class sum up what they saw on the poster, as well as take a guess on what the metaphor meant from the words and pictures provided by their peers. If students needed further guidance, the PAIR Specialist would ask guided questions to help the group think critically through the information they were given by their peers to arrive at a clear answer.
This poster dialogue game was used to introduce the idea of metaphors. The game gives us a clear idea on how well students grasp the idea of metaphors and guide them to think critically through figuring out what the metaphor means.
Most students chose to express their own answer in their own section of the poster, however students could work together in a group to create one large picture to express their metaphor, allowing for collaboration and teamwork.