UNIT X UNIT 6 | 227 DIFFERENTIATED INSTRUCTION Scaffold Provide examples of figurative language and pictures to match, then have students match the pictures to the language. 1. The forest at night was like a silky black box. 2. She was smiling from ear to ear. Amplify Have students write an extra line for each poem on page 226. They should use figurative language based upon the illustrations on the page. TEXT ELEMENTS: Figurative Language Understand and analyze genre Read the information in the box. In the poem on page 226 students can find an example of figurative language: Fast her nimble fingers flew. Note that students need to be aware that figurative language is different from literal language. Ask: What does the author want us to imagine? (The author uses this language so we can imagine the person’s fingers working quickly.) Ask: What is the difference between figurative and literal language? (When a writer uses figurative language, they use words to help you imagine a thing or feeling; with literal language, the writer just says what the thing or feeling is.) A Demonstrate understanding by responding to questions Read aloud the directions and ensure students understand each sentence. Discuss the first item together and if the sounds really reached from sea to sea. (It did not; this is figurative language, helping us imagine the power of the sound.) Then ask students to complete the activity and check in pairs. ANSWERS Sample answers: 1. No, the sound of the bell did not really travel from sea to sea. It means that the bell was heard by many people. 2. No, the sound of the bell did not really roll like a ball. It means that the echoes of the bell traveled across the land. B Use support from peers to confirm understanding Model drawing a picture from figurative language. (Write a fiery red sunset on the board. Then draw it.) Then direct students to complete Activity B and share their pictures with a partner. ANSWERS 1. A drawing showing a door with squeaky hinges opening. 2. A drawing showing a boy with a big smile. 3. A drawing of a girl shouting loudly. Practice Book p. 124 Assessment Program p. 106 EXPLORE AND LEARN PRACTICE COMMUNICATE A Read the lines of poetry. Answer the questions. From sea to sea, from pole to pole, The echoes of that bell shall roll, 1. Did the sound of the Liberty Bell really travel from sea to sea? Explain. 2. Did the echoes of the Liberty Bell really roll like a ball? Explain. B Draw a picture of what you visualize from the figurative language. Then, discuss why the writer chose these words. 1. The squeaky door groaned when I opened it. 2. He smiled brighter than the Sun. 3. My sister’s shouts rolled across the soccer field. TEXT ELEMENTS Figurative Language In poetry, writers often use figurative language. Figurative language helps readers visualize. The writer uses words to make you think of a picture or have a feeling. For example, look at the line Fast her nimble fingers flew. This means that Betsy sewed quickly. Her fingers were moving fast. It does not mean that her fingers literally flew away. This is figurative language. what a reader visualizes what really happened UNIT 6 227 UNIT 6 / CONNECT TO LANGUAGE ARTS
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