lyin_larry.pdf | |
File Size: | 410 kb |
File Type: |
Hyperbole Matching | |
File Size: | 558 kb |
File Type: |
Subject: Language Arts
Grade: 3rd/4th
Rationale:
A hyperbole is a literature technique that intentionally exaggerates a piece of information, emotion, or a statement for a certain effect. The exaggeration is to emphasize a particular point, but is not true and could not happen in real life. An author will use a hyperbole to emphasize a particular point he/she is interested in getting across to the reader. Students should be able to recognize hyperboles and identify them while reading. It is important that students have a strong understanding of hyperboles and are eventually able to use them in their writing to develop as both a reader and a writer.
Common Core Standards:
CCSS.ELA-LITERACY.RL.3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
CCSS.ELA-LITERACY.L.3.5: Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
Objective:
Given the poem “Lyin’ Larry” by Shel Silverstein, students will demonstrate their understanding of hyperbole by identifying a hyperbole, explain why it is a hyperbole, and draw a picture to represent the hyperbole.
Procedures:
Engagement/anticipatory set:
Materials:
Assessment:
Students should be able to choose a hyperbole, illustrate the hyperbole, record the hyperbole, and explain why the statement is a hyperbole.
Grade: 3rd/4th
Rationale:
A hyperbole is a literature technique that intentionally exaggerates a piece of information, emotion, or a statement for a certain effect. The exaggeration is to emphasize a particular point, but is not true and could not happen in real life. An author will use a hyperbole to emphasize a particular point he/she is interested in getting across to the reader. Students should be able to recognize hyperboles and identify them while reading. It is important that students have a strong understanding of hyperboles and are eventually able to use them in their writing to develop as both a reader and a writer.
Common Core Standards:
CCSS.ELA-LITERACY.RL.3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
CCSS.ELA-LITERACY.L.3.5: Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
Objective:
Given the poem “Lyin’ Larry” by Shel Silverstein, students will demonstrate their understanding of hyperbole by identifying a hyperbole, explain why it is a hyperbole, and draw a picture to represent the hyperbole.
Procedures:
Engagement/anticipatory set:
- Have class complete hyperboles matching activity
- They can work in groups or individually to match the hyperbole to the meaning
- Talk about hyperboles with students
- What are they?
- How are they used?
- Use the activity results as examples
- Give students the poem “Lyin’ Larry” and read the poem together
- Have students underline hyperboles
- Go over answers and have students explain why the phrases are hyperboles
- Examples:
- Larry’s lies are so big: he claims to be many years older than he is, rather than just one year.
- Larry’s lies are so big they can’t be true: he claims to live on the moon
- Theres a long list of lies he’s told, so we can conclude that he lies all the time
- Have students select one hyperbole from the poem
- Have them draw a picture to represent the hyperbole and use the space provided to record the hyperbole and explain why this is a hyperbole
- Model this for students so that they know what to write.
Materials:
- Hyperbole matching cut out
- “Lyin’ Larry” by Shel Silverstein
- Hyperbole worksheet
- Markers, crayons, colored pencils, pencils
Assessment:
Students should be able to choose a hyperbole, illustrate the hyperbole, record the hyperbole, and explain why the statement is a hyperbole.