Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 50731
IMAGERY THROUGH THE EYES OF THE OWL MOON BY
JANE YOLEN
This lesson incorporates the use of the book Owl Moon by Jane Yolen to help scaffold student skills by enriching their writing with descriptive words,
metaphors, similes, and imagery. Teachers can use the shades of meaning within the text to help students understand the meaning of words and
phrases as they are used in the story. The book is full of beautiful descriptive passages that stand as excellent exemplars of how a simple scene can
be brought to life with the addition of figurative language. In the end of lesson assessment, students will create their own vivid story while writing from
their own experience.
Subject(s): English Language Arts
Grade Level(s): 4
Intended Audience: Educators
Suggested Technology: Computer for Presenter
Instructional Time: 1 Hour(s)
Freely Available: Yes
Keywords: similes, metaphors, figurative language, literary devices, Owl Moon, Jane Yolen, descriptive, imagery,
narrative
Instructional Design Framework(s): Direct Instruction, Writing to Learn
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
Rubric Imagery Through the Eyes of Owl Moon.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
1. Students will produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
2. Students will be able to demonstrate understanding of figurative language, word relationships, and nuances in word meanings using the text Owl Moon.
3. Students will be able to explain the meaning of a simple similes and metaphors in context using the story Owl Moon.
4. Students will be able to use descriptive words in development of writing a clear and coherent piece.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should know the following:
how to write a story that makes sense in terms of organization and flow
be able to explain passages within a text and understand visual language
a basic understanding of the difference between similes and metaphors (this is reviewed in the lesson)
the difference between literal and non-literal
how to determine shades of meaning of words
identify real life connections between words and their use
Guiding Questions: What are the guiding questions for this lesson?
How does the author's use of figurative language contribute to the reader's understanding of the main characters and their actions?
page 1 of 4 What are some ways authors write to make their details more vivid?
What are some good describing words to describe the character's actions?
How can we write things to show comparisons?
How do metaphors help the author make comparisons?
What is the difference between a simile and a metaphor?
Is there a time when an author would choose to use a simile over a metaphor and vice versa?
What are some strategies that we use to figure out the meaning of words and/or phrases within a text?
Teaching Phase: How will the teacher present the concept or skill to students?
Students will listen attentively as teacher reads aloud the book. (If enough copies are available provide one to each student so that they can take in the beautifully
illustrated pages). The teacher will show the book to the students and ask guiding questions with which to allow students to make connections to their own previous
personal or literary experiences.
Example of questions that can be asked before reading the story:
- What do you think this book is about? Why?
- Why do you think the author called the book Owl Moon?
- What do you think is happening? (refer to the cover art)
- Does this remind you of a book you have read/an experience you have had?
- Why is there a medal pictured on the cover of the book? (A talk about the Caldecott process would be a good topic to include here.)
The teacher will ask students to close their eyes and listen intently to the story and create their own mental images. This will provide students the opportunity to be
imaginative and creative.
Teachers can then lead students in a discussion about the story. Explore the images that arose during the story and ask about personal connections to the story.
Pre-Writing Exercise: Prompt students to write about their own personal connection to the story (parameters: ask students to write of an experience, real or imagined,
that clearly took place in one of the four seasons). This will allow teachers the opportunity to assess their students' overall writing ability and style.
Discuss the imagery of the illustrations and if that changed or enhanced their understanding of the story.
Discuss: Is there a time when an author would choose to use a simile over a metaphor and vice versa?
Discuss: What are some strategies that we use to figure out the meaning of words and/or phrases within a text?
Discuss descriptive words and how they can enrich the readers' experience and make a story vivid and richer.
The teacher may pose the following questions:
What are some good describing words to describe the character's actions?
Have students take turns reading the book, this allows the students the opportunity to explore the illustrations and add new dimensions to their
understanding/appreciation of the book. Explore the writer and illustrator's style. Ask students about passages that resonated with them or stood out. Highlight new
vocabulary and put them on the Word Wall.
Review figures of speech such as simile and metaphor.
Teach and Model:
Show the following sentence on chart paper or board:
Somewhere behind us, a train whistle blew long and low like a sad, sad song.
Explain to the class that the author is comparing a train's whistle to a sad song.
When an author uses the word LIKE or AS to compare different objects it is called a SIMILE.
Write the definition of a simile on the chart or board.
A simile uses the word like or as to make a comparison
Authors also compare ideas and objects another way.
Write the sentence:
page 2 of 4 The moon made his face into a silver mask.
In this sentence the author is comparing his face to a silver mask WITHOUT using the words LIKE or AS. This is a Metaphor.
Write the definition of metaphor on the chart.
A metaphor makes a comparison without using the word like or as. A metaphor says that one thing IS another.
Ask How can we write things to show comparisons?
How do metaphors help the author make comparisons?
What is the difference between a simile and a metaphor?
Guided Practice: What activities or exercises will the students complete with teacher guidance?
The teacher and the students will complete a simile and metaphor worksheet to show their understanding of the concepts of simile and metaphor.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Students will use their journal notes from day 1 as a template for writing their own "enriched" story. Students will be prompted to use figures of speech such as similes,
metaphors, and imagery to give their stories more impact and readability.
Teachers will use a rubric to assess students' range of knowledge and understanding.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Author Sharing Session:
1. Teachers can make copies of exemplar student narratives and share a few with the class. The teacher can go over the aspects that make them exemplars.
2. Have the students read their work aloud and then hand out their narratives to the class.
3. Have classmates identify imagery and other figurative language in the student narratives by highlighting descriptive language, circling metaphors and squaring in
similes.
4. This would make for a great sharing activity as well.
Summative Assessment
Students will be asked to create a new story from their own personal experience. The student will be able to construct a narrative story that is appropriate, makes
sense, follows the writing process and contains appropriate figurative language.
Teachers can use this rubric to assess the final product.
Formative Assessment
The following formative assessments will occur in all stages of the lesson:
Teacher will look for (through observation and questioning) student engagement, participation, and student connections to the text.
Teacher will ensure that students are engaged in both the instruction and the learning process by creating clear expectations.
Teacher will ask students to participate in establishing norm behaviors for classroom behavior and determining what should be included in the criteria for success.
Teacher will walk around the room to see if students are on task or need clarification.
Teachers will rely on their observations to assist them in gathering prior knowledge of content material being presented.
Teacher will ask questions to allow an opportunity for deeper thinking and provide students with significant insight into the degree and depth of understanding.
Teachers will ask questions that engage students in classroom dialogue that both uncovers and expands learning.
Feedback to Students
Teachers should use the during and after reading questions below to check student understanding during the lesson and provide feedback based on student's
responses.
During Reading:
Can the students describe times they had to be quiet?
What do the characters hope for in Owl Moon?
After Reading:
What is the meaning of what I have read?
Why did the author end the paragraph (or chapter, or book) in this way?
What was the author's purpose in writing this story?
Why did the author use literary devices to tell her story?
After Students Write their Narrative:
Before students turn in the final draft of their narrative, the teacher should provide feedback on student's work. They can use the following questions as a guide when
reviewing student's work:
Ensure student's story is structured appropriately.
page 3 of 4 Does their story make sense?
Does their story follow the Writer's Workshop Process?
Does the story contain appropriate figurative language?
Does the story meet the objectives listed on the rubric?
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Differentiation as determined by readiness skills
Guided reading with differentiated centers and stations
Struggling writers could use a narrative graphic organizer to assist them with gathering their thoughts.
Extensions: Teachers could provide independent reading time with related books that feature similar literary devices and have students respond to teacher provided
questions in a journal response.
Teachers could ask students to create a narrative by writing from the perspective of the Owl from Owl Moon. This narrative could have the same objectives of writing
using simile, metaphor, and descriptive imagery, and be assessed using the same rubric for the summative assessment in this lesson.
Art Extension:
Students will use water color paints in the style of the Owl Moon illustrator to paint their own representative images that enrich and extend their stories. This will be the
centerpiece for discussion on how illustrations in picture books enhance a story and can aid readers in understanding or even clarifying the authors' intent.
Let the illustrations for Owl Moon inspire the children to create their own snow-covered landscape.
Make your own Paper Lantern Owl.
Make your own Owl from a paper plate to attach to your descriptive writing.
Science Extension:
Learn vocabulary words about owls (owlet, falcon, falconer, raptor, etc.)
Make a collage of pictures of different owls.
Make a Venn Diagram comparing different Owls.
Suggested Technology: Computer for Presenter
Special Materials Needed:
Text: Owl Moon by Jane Yolen, 1987 (Lexile Level 630)
Student Journals or Writing Paper
Additional Information/Instructions
By Author/Submitter
This lesson addresses figurative language, descriptive language and imagery. Owl Moon is a lower Lexile book but is rich in literary devices. Owl Moon has a Lexile of 630.
For LAFS.4.L.3.5: This standard specifically addresses subpart A: explain the meaning of simple similes and metaphors.
SOURCE AND ACCESS INFORMATION
Contributed by: AWILDA LAM
Name of Author/Source: AWILDA LAM
District/Organization of Contributor(s): Miami-Dade
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
LAFS.4.L.3.5:
LAFS.4.W.2.4:
Description
Demonstrate understanding of word relationships, and nuances in word meanings.
a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
b. Recognize and explain the meaning of common idioms, adages, and proverbs.
c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but
not identical meanings (synonyms).
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and
audience. (Grade­specific expectations for writing types are defined in standards 1–3 above.)
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