Get+Your+Figurative+Language+Fix

THE WRITING PROCESS WRITING PREWRITING – This stage of the writing process is simply brainstorming.. Write down anything that comes to your mind when you think about the writing prompt

This presentation offers writing instruction ideas for grades three through five Participants will take part in a variety of ready-to-use

lesson plans for teaching figurative language devices.

Presented by:

Jamie Johnson, NBCT Library Media Specialist McKinley Elementary School, Norman, OK

Oklahoma Writing Project Teacher Consultant

University of Oklahoma

Contact Information:

e-mail: jamiej@norman.k12.ok.us

Web pages: http://staff.norman.k12.ok.us/~jamiej/

www.owp.ou.edu

School phone: 405-366-5914

OWP phone: 405-401-1348

Onomatopoeia Dictionary

Onomatopoeia Dictionary

THE WRITING PROCESS WRITING

PREWRITING – This stage of the writing process is simply

brainstorming Write down anything that comes to your mind when you

think about the writing prompt.

DRAFTING – This stage is where you get your ideas down in

phrases or sentences, correct punctuation and spelling are not a

concern at this stage

REVISION – This stage is where you move words, sentences, and

phrases around and get your work just like you want it Read your work

aloud to help with punctuation.

EDITING – This stage is where you check your spelling and

punctuation Make sure your work is ready to be shared.

PUBLISHING - This stage is where you share your work It can

be read to a friend, written on paper, or posted on the Internet.

Drafting

Revising

Prewriting

Editing

Publishing

Name

Simile Poetry

I’m as as a .

I’m as _as a _.

I’m like a _.

I’m like a _.

Who am I?

I’m _.

Simile Poetry

I’m as as a .

I’m as _as a _.

I’m like a _.

I’m like a _.

Who am I?

I’m _.

What research tells us about

writing…

The Reading-Writing Connection

1 Students develop concepts of print through both reading and writing.

2 Students apply phonic skills they are learning for reading when they spell while

writing.

3 Students practice the high frequency words through both reading and writing

4 Books are models for writing Research shows that students’ writing reflects

the sophistication of the books they are reading.

5 Students develop a concept of author as they learn about their favorite authors.

6 Students’ comprehension improves when students write before and after

reading.

7 Students use the same strategies for reading and writing

Strategies are problem solving behaviors that readers and writers use: tapping

prior knowledge , predicting, organizing ideas, figuring out unknown words,

visualizing, making connections, revising meaning, monitoring, playing language

games, summarizing

8 The reading and writing processes are essentially the same.

Gail Tompkins, California State University, Fresno

“Writing is a craft before it is an art; writing may appear magical, but it

is our responsibility to take our students backstage to watch the pigeons

being tucked in the magician’s sleeve.”

Donald Murray, a Pulitzer-prize winning journalist, teacher, and author

“Use books with language play, especially books that feature rhyme and

alliteration Provide extension activities that encourage the children to play with

language.”

Catherine E Snow, Harvard University, Department of Education

Name _

Use Your

Five Senses

Brainstorming

Looks Feels

Sounds Smells Tastes

Name

Use Your

Five Senses

Brainstorming

Looks Feels

Sounds Smells Tastes

Name _

Turn a SIMILE into a METAPHOR

Directions: Remove the words like or as and rearrange the sentence to create a

metaphor.

Simile: The duchess in her new gown was like a bright star in

the sky.

Metaphor:

Simile: He returned as fresh as a Texas morning.

Metaphor:

_

Simile: The pine needle was as sharp as a spear.

Metaphor:

_

Simile: His footsteps sounded like a cannon firing.

Metaphor:

Creating Hyperboles using Jokes

Hyperbole - An extreme exaggeration

• Let your students poke fun at you or the principal Use the infamous

“Yo’ Mama” Jokes as a guide

• Remind the students to keep the jokes “Rated G”.

• Tell students to think about height, weight, age, and socio-economic

status

• Have students write their hyperbole at the bottom of a piece of paper

and illustrate.

Examples to share with students:

Yo’ mama’s so skinny she has to hula hoop with a Cheerio.

Yo’ mama’s so tall she hit her head on the moon.

Yo’ mama’s so short she poses for trophies.

Yo’ mama’s so old she knew Burger King when he was a prince.

Yo’ teacher’s so mean she could tear the head off a T-Rex.

Yo’ principal’s so tall she has to wear an oxygen mask so she can breathe

up there.

Yo’ principal’s so cold she makes Antarctica jealous!

Bibliography

Arnold, Tedd, Hi! Fly Guy New York: Scholastic, 2005 (H)

Base, Graeme Animalia New York: Harry N Abrams, Inc., 1986. (A)

Bunting, Eve A Turkey for Thanksgiving New York: (S)

Edwards, Pamela Duncan Dinorella: A Prehistoric Fairy Tale Hyperion Books: New

York, 1997. (A)

Edwards, Pamela Duncan Four Famished Foxes and Fosdyke, New York: Harper

Collins, 1996. (A)

Edwards, Pamela Duncan Princess Pigtoria and the Pea New York: Orchard Books,

2010. (A)

Edwards, Pamela Duncan Slop Goes the Soup A Noisy Warthog Book New York:

Hyperion Books for Children, 2001 (O)

Flack, Marjorie Angus and the Ducks New York: Doubleday, 1989 (O)

Fleming, Candace Munch! Muncha! Muncha! New York: Antheneum Books for Young

Children, 2002 (O)

Florczak, Robert Yikes! New York: Blue Sky Press, 2003 (O)

Johnson, David Snow Sounds An Onomatopoeic Story Boston: Houghton Mifflin,

2006 (O)

Johnston, Tony The Cowboy and the Black-Eyed Pea New York : Putnam & Grosset

Group, 1996 (S)

MacLennan, Cathy Chicky Chicky Chook Chook London: Boxer Books, 2007 (O)

McDonald, Ross Achoo! Bang! Crash! The Noisy Alphabet Brookfield, Connecticut:

Roaring Book Press, 2003 (O)

McPhail, David Pig Pig Rides New York: Dutton, 1992 (H) Moses,

Will, Raining Cats and Dogs New York: Philomel Books, 2008 (I)

Munsch,Robert Mortimer Toronto: Annick Press, 1985 (O)

Potter, Beatrix The Tale of Peter Rabbit (M)

Raschka, Chris Charlie Parker Played Be Bop New York: Orchard Books, 1997 (O)

Ringgold, Faith Tar Beach (M)

Rosenburg, Liz Monster Mama New York: Philomel, 1993 (S)

Rylant, Cynthia Great Gracie Chase New York: Blue Sky Press, 2001 (O)

San Souci, Robert The Talking Eggs New York: Dial Books for Young Readers, 1989

(S) Seuss,

Dr Mr Brown Can Moo Can You? New York: Random House, 1970 (O) Terban,

Marvin In a Pickle and other funny idioms New York: Clarion, 1983 (I) Terban,

Marvin Punching the Clock: funny action idioms New York: Clarion, 1990 (I)

1988 (M)

Wilson, Karma Bear Snores On New York: Margaret K McElderry, 2002 (O)

Yashima, Taro Umbrella New York: Puffin Books, 1977 (O)

Wood, Audrey Quick as a Cricket New York: Scholastic, 1982 (S)

Yolen, Jane Owl Moon New York: Philomel Books, 1987 (M)

A – Alliteration, O – Onomatopoeia, S – Simile, M – Metaphor, I – Idiom

Workshop Reflection

OWP Teacher Consultant: Jamie Johnson Date: October 8, 2010

Title of Presentation: Get Your Figurative Language Fix!

School Name _ City:

On a scale of 5-1 (5 being best) please evaluate the following:

Clarity of objectives 5 4 3 2 1 Writing

Process Explanation 5 4 3 2 1 Writing

activities 5 4 3 2 1 Student

samples 5 4 3 2 1 Handouts /

Packet 5 4 3 2 1 Works

Cited 5 4 3 2 1 Knowledge /

Research 5 4 3 2 1 Audience

involvement 5 4 3 2 1 Relevance to my

classroom 5 4 3 2 1 OWP Explanation

5 4 3 2 1 The most important thing I got from this presentation was

You did a good job of

If you present to other audiences, consider

Please send my school information about the Oklahoma Writing Project Summer Institute

School email address: _

Signed (optional)

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