Wesley Heights, Year One
Neuhart – 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.
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.
- Scrap paper of similar size
- Basket to toss Snowballs into
PAIR Specialist introduced the game of snowball to the students by having them write their favorite animal on a snowball. As each full table had all their snowballs in their raised fist, sitting silently, PAIR Specialist would go to that table and have the students shoot their snowballs into the basket. Tallying votes, we learned that the most popular favorite animal of the class was a dog!
The teacher then explained what a metaphor is and gave an example. For example, we used “The highway is a parking lot.” We then had the students write down on their snowball what they thought that metaphor meant. As tables were silent and ready with snowballs in hand, we collected the snowballs in the basket. As we go through snowballs, we group similar ideas together and discuss as a group the answers given, asking questions as they relate to the answers.
Some examples of common answers to “The highway is a parking lot” are “traffic” and “there are parking spots on the highway.” This is a very logical answer based on the information given. The PAIR Specialist asked questions to lead the students to a clear and complete answer:
- What do cars normally do on the highway?
- Are there parking spaces on a highway?
- Why not?
- What do cars normally do in a parking lot?
- What does the word “traffic” mean to you?
- What does the highway look like when everyone is trying to get to school in the morning?
With these questions, the students had the opportunity to think critically about their answers and the answers of their peers as well as begin to understand the concept of fully developing their answers.
This snowball 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. As students began to grasp the concept, answers did become more specific over the course of the game.