Lesson 1 Overview: Today we will begin working on metaphors.

The lesson will start by reading Skin like Milk, Hair of Silk and discuss what a metaphor is. We will then read Uptown and talk about how the author is describing his town, Harlem, through the use of metaphors. Time: 50 minutes 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. (Reading: Literature Standard) - CCSS.ELA-Literacy.L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). (Language Standard) - CCSS.ELA-Literacy.RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. - CCSS.ELA-Literacy.W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. Objectives: - Students will be able to explain that a metaphor compares two things without the use of like or as. Is, has or are is often used in the comparison. - Students will be able to categorize the metaphors in Uptown if they pertain to sight, smell, touch, sound or taste. Materials: - Book: Skin Like Milk, Hair of Silk by Brian P. Cleary - Book: Uptown by Bryan Collier - Post-it notes - Uptown anchor chart Vocabulary: - Poetry: to paint a picture with words - Stanza: a group of poetic lines - Imagery: when words create a picture in your mind - Onomatopoeia: a word that imitates the sound it represents (chirping crickets) - Alliteration: repetition of initial consonant sounds (example, massive, magnificent for the elephant poem) - Simile: the comparison of two unlike things using like or as - Metaphor: the comparison of two unlike things without using like or as. Introduction/Beginning - Can anyone remind us of what kind of poetic device we learned about yesterday? Can anyone give me an example? - Well, today we will be learning about a very similar one. Our poetic device today is called a metaphor. A metaphor also compares two unlike things. However, it does not use like or as so it is a little harder to pick out than a simile. A metaphor actually makes one thing become something else. For example the sun was a furnace. What are the two things being compared? Yes, sun and furnace. And what is the metaphor saying? Yes, that the sun was really, really hot. Can anyone turn it into a simile? Yep! The sun was like a

furnace. Perfect. So, lets read the rest of the book we started yesterday Skin like Milk, Hair of Silk and learn about metaphors. Read pages 18-31 of Skin like Milk, Hair of Silk. Awesome. Now that we know what a metaphor is, I wanted to share a book with you. I really like it and I think you will too. It is called Uptown and was written by Bryan Collier.

Guidance Independence/Middle - Pass out post-it notes to students on the rug. - Some authors use the five senses as a guide to describing a place. Can someone help me with our five senses? Yes, we have sight, hearing, taste, touch, and smell. Today, as I read Uptown, I want you to pay attention to the different ways that Brian Collier describes Uptown. What scents does he describe? What are the things that he sees? - As I read Uptown, I want you to write down some of the metaphors that you hear. After we finish reading we will put them on our anchor chart by sense category. - Stop along the way to make sure that students understand Uptown. Have a student identify the metaphor on each page. - Talk about how the boy is describing his neighborhood through the use of metaphors. - Well, I just heard I metaphor. I heard Uptown is chicken and waffles. Now, is Uptown really chicken and waffles? Exactly, no, it is not. But it is something that they boy eats while he is in Uptown so it is a way that he is describing it to give us a picture in our mind. - So, I might write, Uptown is chicken and waffles on my post-it note. What column would I put my post-it in? Yep, I could put it in taste or I could put it in smell. I think I will put it in taste. - Continue reading Uptown, stopping along the way to check for understanding. Closure/End - Would anyone like to share the metaphor that they wrote down? Which sense is it associated with? Good work. Go ahead and stick your post-it on the Uptown anchor chart. - Go through all the students; have them put their post-its on the anchor chart. - Lets head back up to the rug. Can anyone think of a metaphor that they might use to describe their home? It can be or actual home, your neighborhood or anyplace that you consider home. Since I was born in New Mexico and consider it a part of my home, I might describe it in metaphors too. Lets see. I might say, Home is a chicken enchilada with bright red chili sauce because my mama always makes chicken enchiladas with homemade red chili sauce. Can anyone give me a metaphor about their home? Assessment - Informal assessment. Read post-it notes to see if students wrote down metaphors that they heard. Look at student placement of post-its to see if they are correctly categorizing the metaphors into the five senses. - Informal assessment. Listening to student conversation, student feedback on what two things are being compared in the metaphors that we read. Listening to examples of home metaphors that students give.

Lesson 2 Overview: Today will be our second day working on metaphors. We will read My Many Colored Days be Dr. Seuss. Then we will review metaphors and then work in partners to illustrate and describe what various metaphors mean. Time: 50 minutes 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. (Reading: Literature Standard) - CCSS.ELA-Literacy.L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). (Language Standard) - CCSS.ELA-Literacy.RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. - CCSS.ELA-Literacy.W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. Objectives: - Students will be able to explain that a metaphor compares two things without the use of like or as. They often use is, has or are in the comparison. - Students will be able to describe and illustrate a given metaphor with a partner. Materials: - Book: Skin Like Milk, Hair of Silk by Brian P. Cleary - Book: Uptown by Bryan Collier - Book: My Many Colored Days by Dr. Seuss - 3 x 5 note cards with metaphors on them. Metaphors used are as follows: The teeth of the crocodile are little white knives. The crab was a dancing pair of scissors, clicking across the sand. Her long hair is an ocean of waves. Her diary was her best friend, guarding her secrets quietly. Vocabulary: - Poetry: to paint a picture with words - Stanza: a group of poetic lines - Imagery: when words create a picture in your mind - Onomatopoeia: a word that imitates the sound it represents (chirping crickets) - Alliteration: repetition of initial consonant sounds (example, massive, magnificent for the elephant poem) - Simile: the comparison of two unlike things using like or as - Metaphor: the comparison of two unlike things without using like or as. Introduction/Beginning - Can anyone remind us of what kind of poetic device we learned about on Wednesday? Can anyone give me an example? - Yes, we learned about metaphors and we wrote some about our classroom? Can anyone think of one as an example for us right now?

Yes, well, today I have another book to share with you. In this one, the author describes how he feels in colors. It is by Dr. Seuss and is called My Many Colored Days. Before I begin reading it, can anyone remind me of the idiom that we learned back in January that has to do with a color? Yes! Feeling blue What does it mean if someone is feeling blue? Does it mean they are actually blue? Exactly, they are feeling sad. It is describing as feeling, not the persons actual color. Keep that in mind as I read My Many Colored Days. Dr. Seuss is describing feelings in color metaphors. Stop along the way and check for student understanding. Can anyone tell me a time when they felt a certain color? Excellent, yes, you might be feeling yellow because your mom is going to have a new baby. That is pretty exciting! Or yes, you might be feeling red if you are really mad. Any other questions or comments? Okay, today we are going to be working in partners on a metaphor activity. I have a bunch of metaphors written out on note cards. Your job today is going to be to work with a partner and illustrate and explain what your chosen metaphor means. I have written the metaphor on the lined side of the note card. The other side is blank. This is where you will draw your illustration. Then you need to describe what the metaphor means either under your illustration or under the metaphor on the lined side. I am looking for good listeners to pick partners. Can someone repeat the directions I just gave for what we are doing today? Yes, you will be illustrating your metaphor on the blank side of the note card. You will also need to explain what your metaphor means either under your illustration, or under the written metaphor on the lined side of the note card. Before I put the metaphors out, I am going to read them all once so that you have all heard them before you get them. Help me figure out what two things are being compared in each one. Awesome. Okay, I will lay your metaphor options out on the rug and as good listeners pick partners, they can pick a metaphor and then head to a spot around the room to work on it.

Guidance Independence/Middle
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Closure/End - Can anyone share their metaphor, how they illustrated it and what they decided it meant? Please read the metaphor you picked, then tell us what it means and show us your illustration. Assessment - Informal assessment. Again, I will informally assess how well students understand the concept of a metaphor as we read My Many Colored Days and discuss it. - Informal assessment. I will collect the 3 x 5 note cards with metaphors on them. From reading the students understanding of what the metaphor means and looking at their illustration I will be able to tell how well they are understanding metaphors.

Lesson 3 Overview: Today we will be working again on metaphors. We will use Uptown and My Many Colored Days as our mentor texts as we describe where we call home in metaphors. Time: 50 minutes 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. (Reading: Literature Standard) - CCSS.ELA-Literacy.L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). (Language Standard) - CCSS.ELA-Literacy.RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. - CCSS.ELA-Literacy.W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. Objectives: - Students will be able to explain that a metaphor compares two things without the use of like or as. They often use is, has or are in the comparison. - Students will be able to create a list of the different aspects of their home using their five senses. Materials: - Book: My Many Colored Days by Dr. Seuss - Book: Uptown by Bryan Collier - Uptown graphic organizer - My Home graphic organizer on chart paper - Markers - 20 copies of 5 Senses graphic organizer Vocabulary: - Poetry: to paint a picture with words - Stanza: a group of poetic lines - Imagery: when words create a picture in your mind - Onomatopoeia: a word that imitates the sound it represents (chirping crickets) - Alliteration: repetition of initial consonant sounds (example, massive, magnificent for the elephant poem) - Simile: the comparison of two unlike things using like or as - Metaphor: the comparison of two unlike things without using like or as. Introduction/Beginning - Can anyone remind us of what kind of poetic devices we were working on last week? Can anyone give me an example? - Yes, we learned about similes and metaphors. Can anyone think of one as an example for us right now? - Perfect, can you change that simile into a metaphor? How about the metaphor into a simile?

Last week when we were reading Uptown you all wrote down the metaphors you heard and we put them in categories based upon what sense we thought they would use. Today and tomorrow we are going to be working on writing metaphor poems about our homes. Last week I used the example of My home is a chicken enchilada with bright red chili sauce and I think I remember Javier gave the example of My home is a sweet potato.

Guidance Independence/Middle - To help us think of some ideas for our poems we are going to begin by brainstorming what we hear, smell, taste, see and feel in our homes. I have a graphic organizer here to help us out. We need to list in each column the different things we hear, smell, taste, see, and feel in our homes. - Remember, some of us might think of more than one place as home too. You all know that I was born in New Mexico. So, some of what my poem is about might be about New Mexico. Just like some of you might use metaphors about the country you came from or your parents came from. However, now my home is here. I have lived here for 24 years so I have a lot of memories attached to Illinois. My home is both places. - So, in my taste column I think I will put chicken enchiladas and I also love ice cream Sundays and my dad used to always take me to get them when I was little. If I did really well in one of my softball games I would get a banana split. So, that is something else that I can taste but it reminds me of all the hours my dad spent helping me get better at softball and all the games I played. So, I will put banana split with sprinkles in my taste column. - Lets see. For things that I see. My home is very colorful. My mom and I both love brightly colored paint, flowers, and clothes. So, colors always remind me of my mom and my home. I think I will put home is color in things I see column. My front porch is blue, my living room is a cantaloupe color. We have bright pink, white and yellow flowers on our porch in window boxes in the summer. - How about what I hear or feel. Well, my little dog is always barking. And she and our other dog, always greet me at the door when I get home. When I come in the door, they jump up on me and cover my hands in slobbery dog kisses. So, I think I will put slobbery dog kisses in the touch/feel column of my graphic organizer. - Can anyone give me an example of a way they can describe their home? What do you see, hear, smell, taste, or feel in your home? How about home is a big hug. Maybe mama or papa always gives you a hug when you get home. So, that might be something you can feel, something you can touch. - How about things we hear. Do mama and papa always say something in particular when you get home from school? - We are going to head back to our seats now to begin working on our graphic organizers about what we see, hear, smell, taste and feel in our homes. Ms. N and I will be looking for good quiet workers to spread out once everyone is sitting down quietly and at work. Closure/End - Does anyone have some ideas that they can share from their graphic organizers? Lets take three minutes to read what we wrote to a partner. After that we will share a couple ideas before we move on to reading. - Tomorrow we will be turning our graphic organizers into poems. I am really excited to read all of your poems about your homes.

Assessment - Informal assessment. I will be walking around while students work on their graphic organizers. Helping students as they need it and taking mental notes of who understands how to use their five senses to describe their home and who needs more assistance. - Informal assessment. I will collect the five senses graphic organizer to look at them and see who needs to add more details before they begin writing their poems. Lesson 4 Overview: Today we will be writing our home metaphor poems using the 5 senses graphic organizer that we completed yesterday about what we see, hear, smell, taste and feel in our homes. Time: 50 minutes 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. (Reading: Literature Standard) - CCSS.ELA-Literacy.L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). (Language Standard) - CCSS.ELA-Literacy.RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. - CCSS.ELA-Literacy.W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. Objectives: - Students will be able to explain that a metaphor compares two things without the use of like or as. They often use is, has or are in the comparison. - Students will be able to write a metaphor poem about their home using the 5 senses graphic organizer they produced yesterday. Their poem will have at least five lines. Materials: - Book: My Many Colored Days by Dr. Seuss - Book: Uptown by Bryan Collier - My Home graphic organizer on chart paper - Students copies of 5 Senses graphic organizer - Students writing notebooks Vocabulary: - Poetry: to paint a picture with words - Stanza: a group of poetic lines - Imagery: when words create a picture in your mind - Onomatopoeia: a word that imitates the sound it represents (chirping crickets) - Alliteration: repetition of initial consonant sounds (example, massive, magnificent for the elephant poem) - Simile: the comparison of two unlike things using like or as - Metaphor: the comparison of two unlike things without using like or as.

Introduction/Beginning - So yesterday we worked on creating a graphic organizer that had all the things we smell, hear, see, taste and feel in our homes. Today we are going to be creating metaphors from our graphic organizer to write descriptive poems about our homes. Just like the author of Uptown painted pictures for us with his words, we want to do the same for our readers. Guidance Independence/Middle - Looking at your graphic organizers, who can give me a metaphor for their home. If I look at mine, I might say: - Home is chicken enchiladas with bright red chili sauce - Home is mama saying I am happy you are home! - Home is slobbery dog kisses - What are some examples you can give about your home? Home is. - Excellent examples. I was reading over your graphic organizers last night. You all have wonderful descriptions of what your home is. I noticed though that it looks like some of you need a little more time to fill in some of the columns. That is no problem at all. When we head back to our desks, you will complete your graphic organizer before you start your poem. - I am going to explain how to create the Home poem first though so that whenever you finish your graphic organizer you will be all set to go writing your home poem. - Lets look at my graphic organizer together. Our job today is to write a poem from our graphic organizer. You will need to have at least five lines and each line will start with Home is. You can see how I wrote my poem right here I wrote, Home is and then I looked at my graphic organizer and thought, which description do I want to use? How about slobbery dog kisses. So, I have Home is slobbery dog kisses. That is one line. I need four more. - I will leave my graphic organizer and poem up here as an example. In just a minute your job is going to be to head back to your desk. Then, depending on where you are, you will either finish your graphic organizer or begin writing your home poem. - Ms. N and I will be looking for students who get started right away and are not talking to their neighbors. I am sure we will catch a lot of people to spread out. - Pass out graphic organizers and writing notebooks. Closure/End - Wow, I saw a lot of really hard workers. Lets come up to the rug. Go ahead and bring your writing notebooks. - Would anyone like to sit in the authors chair and share the poem they wrote? Assessment - Informal assessment. Again, I will be circulating the room. Checking to see if students are effectively turning their ideas from their graphic organizers into metaphors to create a poem. - Informal assessment. Reminding students that they need to have at least five lines for their home poem. Checking to see if students are using capital letters when needed. - Feedback on poems. I will correct the spelling and note any other corrections (capitalization) on the students poems. I will leave each child a note on a post-it note expressing what I liked about their poem and any suggestions for additions or things they might need to think about.

Lesson 5 Overview: Today we will be editing our Home poems and then writing them on good paper with an illustration. Time: 50 minutes 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. (Reading: Literature Standard) - CCSS.ELA-Literacy.L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). (Language Standard) - CCSS.ELA-Literacy.RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. - CCSS.ELA-Literacy.W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. Objectives: - Students will be able to explain that a metaphor compares two things without the use of like or as. They often use is, has or are in the comparison. - Students will be able to write a metaphor poem about their home using the 5 senses graphic organizer they produced yesterday. Their poem will have at least five lines. - Students will be able to write the final draft of their Home poem on good paper and provide an accompanying illustration. Materials: - Book: My Many Colored Days by Dr. Seuss - Book: Uptown by Bryan Collier - My Home graphic organizer on chart paper - Students copies of 5 Senses graphic organizer - Students writing notebooks - Post-it notes - 22 copies of final draft lined writing paper - 20 pieces of colored construction paper - 22 quarter sheets of white paper - Crayons, pencils, and markers Vocabulary: - Poetry: to paint a picture with words - Stanza: a group of poetic lines - Imagery: when words create a picture in your mind - Onomatopoeia: a word that imitates the sound it represents (chirping crickets) - Alliteration: repetition of initial consonant sounds (example, massive, magnificent for the elephant poem) - Simile: the comparison of two unlike things using like or as - Metaphor: the comparison of two unlike things without using like or as.

Introduction/Beginning - Yesterday you all worked on writing beautiful home poems. Most of you finished so I am going to explain the next step. If you did not finish your poem yet, do not worry; you will have plenty of time to finish writing your poem and complete todays task. For those of you who finished your poems, I read through them and corrected any spelling and noted any capitalizations that you needed to add. I also wrote each of you a note about your poem. I did not want to write directly on your page since it is your writing notebook so I put a post-it note on the page with my comments. Guidance Independence/Middle - Your job today is going to be to read my note, make any additions or corrections that you need to make to your poem and then write it in your best handwriting on a piece of final draft paper. I will put the paper here on this shelf. Once you are ready for it, you can come up and get a piece. - Remember when you are writing your home poem that each time you say, home is you need to start a new line. Home is should be the first two words of every line you have. - Once you have finished writing your poem in your best handwriting, then you can come up and get a piece of paper to illustrate your poem. - The paper for your illustration is also on this shelf and I have already put on the crayons, markers and pencils. - Are there any questions? - Okay, once you get your writing notebook from one of the two helpers, go ahead and head back to your desk. Remember to read the note that I wrote you first and then go ahead and get started. - If you do not have a note, it means I knew you were still working on your poem. I will write you a note once your poem is finished. So, if that is you, go ahead and keep working on your poem. I put your graphic organizer in your notebook if you were still working on your poem. Closure/End - Wow, I saw a lot of really hard workers. Your poems look absolutely beautiful. I know we shared some of our home poems yesterday, but would anyone like to come up to the authors chair today and share their finished product? - Allow students to come up and share their poems. Remind them to share their illustration as well. - Once all poems are finished, mount them on construction paper and display them in the hallway. Assessment - Informal assessment. Verbal feedback when they read their poems out loud. - Formal assessment. As a final project, the students will create a poetry book of all the poems they have written during our poetry unit. It will need to include, a table of contents, a cinquain, a haiku, an acrostic poem, a concrete poem, an alliteration, their Home poem and a glossary of the poetry terms they have learned. I have created a checklist to help them complete this project as well as a final rubric which matches the checklist. If the student completes everything on the checklist, they will get all 4s on the final project rubric.

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