Figurative Language – Personification
ESL 8 [8th Grade Sheltered ESL]
26 April 2011 SHORT DAY! (25mns)
Overview
Students will be introduced to a new aspect of figurative language:
personification. They will come to their own understanding of personification
through the context of Japanese haiku poetry.
Objectives
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Language: Label and discuss use of personification in haiku; discuss the
meaning and impact of personification in selected haiku. WIDA ELP
Standard 1: Social & Instructional Language, Social Interaction Speaking Level 4
Content: Identify uses of figurative language and illustrate the meaning of
haiku, paying special attention to personified subjects. WIDA ELP Standard
2: The Language of Language Arts, Figures of Speech, Reading Level 3
Student Activities
1.
2.
Daily starter – abstract art. Students are asked to pretend that they are in
an art museum, critiquing a new piece. Students will stand, (to engage
with physical activity), and be asked to answer a few questions about the
piece of art in “I Am” format. (see attached sheet) (Photograph – Splitting
by Gordon Matta-Clark). Answers do not need to be in full sentences.
After 30 seconds to 1 minute of writing, students will be asked to discuss
their findings with someone standing near them. Worksheets will be
collected and counted for participation-attendance points for the day, but
will be returned the next day to keep with a collection of work. (5 minutes)
Review metaphor and similes. Students did very well on “Which-isWhich” concept quiz #2, and as such, the lesson has been altered to only
briefly review similes and metaphors (reflection on previous formative
assessment). Class-made definitions of similes and metaphors will be given
in an organized, hard-copy format for future reference. FYR sheets are
meant to go in students’ binders for safe-keeping. (3-5 minutes)
3. Introduce an example of haiku. Ask students if they notice anything
interesting about the structure, wording or rhythm compared to what they
have previously studied. Focus is not on haiku structure as much as
example of personification. Explain tomorrow’s lesson will be about how
to make haiku and tonight’s homework will orient students toward its
structure. Using the example Minamoto no Morotada haiku, guide students
through use of personified wind and deer. Model illustration for next
activity. Offer the vocabulary word personification and definition of
“describing a nonhuman thing with human characteristics.” (board) (5-10
minutes)
Figurative Language – Personification & Haiku
Materials
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Selected haiku from A Haiku
A Day by Abigail Parker
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“Splitting” photograph from
The 20th Century Art Book
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FYR handout(s)
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Drawing/coloring utensils
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Whiteboard & markers
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Document camera
Key Vocabulary
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Simile
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Metaphor
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Personification
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Haiku
Links To…
Prior knowledge: simile, metaphor,
syllable structures
Future lessons: haiku structure, final
portfolio assignment
This is lesson 7 out of 14 in the unit.
Over-Arching Questions
How is figurative language, especially
personification, used in haiku to add
more meaning and/or emotion?
What kind of impact does
personification have on poetry
compared to when it is not present?
4. Assign formative assessment partner activity. Students will sit with their
assigned partners for this unit, (part of team developed at start of unit), and
read through a haiku together. Students will underline usage of
personification and discuss amongst each other what this means. They will
then be asked to illustrate their haiku, paying special attention to the
personified subject. Assessment will be based on completion and an oral
explanation of their drawing to be completed “tomorrow”. Students are not
expected to have enough time to fully complete this activity and will become part of
“tomorrow’s” starter. (5-10 minutes)
5. Review and check for understanding with exit card. Students will have
the choice to write an example of personification or provide their own
definition of the vocabulary term personification. (2-3 minutes)
6. Homework assignment for review and further explanation of haiku.
Students will be shown an example of haiku and then be asked to break
down the haiku to analyze syllable structures and figurative meaning. This
is a review of syllables from previous lessons, adding newly acquired
context of haiku.
Figurative Language – Personification & Haiku
Daily Starter: April 26th, 2011
Name:
Abstract Art Critique and Comments
Please answer the following questions. Answers do not need to be in complete sentences. After writing your answers down
you will discuss your critiques with a partner. This worksheet will be turned in and counted towards your participation
points (+2).
Today’s Piece of Art & Artist/Photographer: “Splitting,” is a staged photograph taken by Gordon MattaClark in 1977. His father left the family when Gordon was young. Gordon designed homes as an architect
and now is a modern photographer, chef and painter.
The photograph has recorded a few questions for you to ponder during your critiques…
1. You’re looking at a picture of me. Who/what am I?
2. What’s so different about me? Why am I unique?
3. Why do you think my photographer took a picture of me?
Figurative Language – Personification & Haiku
FYR #9 – For Your Reference – Simile and Metaphor
Last week we discussed similes and metaphors and made classroom definitions. We defined…
a simile as…
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using the word “like”, “than”, or “as” AND
•
comparing two things [ideas, people, objects, etc.].
•
Example: John fights like a lion. [In other words, John is very fierce and powerful when he fights.]
a metaphor as…
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compares two different things with an important similarity,
•
usually follows the structure of first thing is second thing AND
•
does not use words such as “like”, “than”, or “as”.
•
Example: My father is a rock. [In other words, my father is very strong and/or reliable.]
FYR #9 – For Your Reference – Simile and Metaphor
Last week we discussed similes and metaphors and made classroom definitions. We defined…
a simile as…
•
using the word “like”, “than”, or “as” AND
•
comparing two things [ideas, people, objects, etc.].
•
Example: John fights like a lion. [In other words, John is very fierce and powerful when he fights.]
a metaphor as…
•
compares two different things with an important similarity,
•
usually follows the structure of first thing is second thing AND
•
does not use words such as “like”, “than”, or “as”.
Figurative Language – Personification & Haiku
•
Example: My father is a rock. [In other words, my father is very strong and/or reliable.]
Figurative Language – Personification & Haiku
Personification and Haiku
Name:
/5
One definition of personification is…
“representing a thing or idea as a person, (with human characteristics), in art, literature, etc.” (Webster’s Dictionary)
Your task:
Read your haiku aloud with your partner. Underline any parts that use personification. Discuss with
your partner what you think the word(s) with personification really mean. Once you have come to an
agreement on its meaning, draw a picture to illustrate your haiku, paying special attention to the part using
personification. This activity does not need to be fully complete by today, you will have time in class
tomorrow to finish your illustrations. This assignment is worth 5 points and is graded upon completion and a
no-pressure explanation to the class about your haiku and illustration.
Personification and Haiku
Name:
/5
One definition of personification is…
“representing a thing or idea as a person, (with human characteristics), in art, literature, etc.” (Webster’s Dictionary)
Your task:
Read your haiku aloud with your partner. Underline any parts that use personification to add an effect.
Discuss with your partner what you think the word(s) with personification really mean. Once you have come
to an agreement on its meaning, draw a picture to illustrate your haiku, paying special attention to the part
using personification. This activity does not need to be fully complete by today, you will have time in class
tomorrow to finish your illustrations. This assignment is worth 5 points and is graded upon completion and a
no-pressure explanation to the class about your haiku and illustration.
Figurative Language – Personification & Haiku
Personification and Haiku: Activity
Droplets slide down stems
Plash and splash from twig to twig
Leaflets juggle rain.
Author: Abigail M. Parker, A Haiku Each Day (http://ahaikueachday.wordpress.com)
Please illustrate your haiku below, paying special attention to personification.
Figurative Language – Personification & Haiku
Personification and Haiku: Activity
Wind howls from the sea
At the closed amusement park
The Ferris wheel spins.
Author: Abigail M. Parker, A Haiku Each Day (http://ahaikueachday.wordpress.com)
“Howls” means about the same as “yell” or “screams”
Please illustrate your haiku below, paying special attention to personification.
Figurative Language – Personification & Haiku
Personification and Haiku: Activity
A late-winter wind
Tries to shake the trees awake
The air smells like spring.
Author: Abigail M. Parker, A Haiku Each Day (http://ahaikueachday.wordpress.com)
Please illustrate your haiku below, paying special attention to personification.
Figurative Language – Personification & Haiku
Personification and Haiku: Activity (Model)
Stars and planets dance
Into perfect alignment
Vernal equinox.
Author: Abigail M. Parker, A Haiku Each Day (http://ahaikueachday.wordpress.com)
Vernal equinox means about March 20th when spring starts.
Please illustrate your haiku below, paying special attention to personification.
Figurative Language – Personification & Haiku
Exit Card – April 26th, 2011
Name:
Choose from one of the following prompts:
1. Write one example sentence that uses personification in a different way than the haiku that you read
today.
2. Make your own definition of the word personification. This can be in sentence form or simply a listing
of describing words.
____________________________________________________________________________________________
____________________________________________________________________________________________
Exit Card – April 26th, 2011
Name:
Choose from one of the following prompts:
1. Write one example sentence that uses personification in a different way than the haiku that you read
today.
2. Make your own definition of the word personification. This can be in sentence form or simply a listing
of describing words.
____________________________________________________________________________________________
____________________________________________________________________________________________
Figurative Language – Personification & Haiku
HW: Personification & Haiku
Name:
A syllable is part of a word pronounced as a unit. It is usually made up of a vowel alone or a vowel with one
or more consonants. The word “syllable” has three syllables: syl / la /ble. Try clapping your hands to sound
out where the syllable starts and stops.
Haiku is a traditional form of Japanese poetry that uses a lot of figurative language. Haiku poems consist of 3
or 4 lines. Here is an example:
Green and speckled legs,
Hop on logs and lily pads
Splash in cool water.
How many syllables are in each of the example lines? Use a / to separate each syllable in the line (the first line
has been completed for you as an example).
Green / and / spec / kled / legs,
syllables: 5____
Hop on logs and lily pads
syllables: _____
Splash in cool water.
syllables: _____
What animal do you think the Haiku is describing? Why?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Do you see any examples of figurative language – similes, metaphors, personification and/or adjectives?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Figurative Language – Personification & Haiku
Adapted from KidZone Poetry Projects
Lesson “Cheat Sheet”
Here are some quick pointers about the class and this lesson so you know what is going on out-of-context:
•
•
•
•
•
You’re currently in a sheltered 8th grade ESL Language Arts class with medium to high-level
proficient English language learners.
We’re currently doing a unit on figurative language. This is day #7, directly in the middle of the unit.
We’ve talked about metaphors, similes and onomatopoeias so far. After this we will talk about
dialects and how we can break grammar rules with figurative writing.
The final assessment is an online portfolio that compiles work completed regarding figurative
language.
Since this is a shortened day, “tomorrow’s” lesson will also cover haiku and discussion about
“today’s” formative assessment.
FYR sheets are largely student-made definitions of key vocabulary that is kept with each student for
future reference. The exit card for this lesson serves as the building blocks for the next FYR sheet.
Lesson “Cheat Sheet”
Here are some quick pointers about the class and this lesson so you know what is going on out-of-context:
•
•
•
•
•
You’re currently in a sheltered 8th grade ESL Language Arts class with medium to high-level
proficient English language learners.
We’re currently doing a unit on figurative language. This is day #7, directly in the middle of the unit.
We’ve talked about metaphors, similes and onomatopoeias so far. After this we will talk about
dialects and how we can break grammar rules with figurative writing.
The final assessment is an online portfolio that compiles work completed regarding figurative
language.
Since this is a shortened day, “tomorrow’s” lesson will also cover haiku and discussion about
“today’s” formative assessment.
FYR sheets are largely student-made definitions of key vocabulary that is kept with each student for
future reference. The exit card for this lesson serves as the building blocks for the next FYR sheet.
Figurative Language – Personification & Haiku