Figurative Language WebQuest: Own it!

The Figurative Language WebQuest: Own it!  

After a summer away, I am sure you have gotten a bit rusty with regards to figurative language. This webquest will allow you to revisit terms you have learned before and perhaps even learn some new ones! 

• Time Frame: You will have two class periods and two nights of homework to complete the assignment. 

Objectives you will strive to achieve in this task:

1. You will define key figurative language terms.

2. You will be able to identify examples of each type of figurative language from the internet.

3. You will be able to write/create their own examples of each type of figurative language and create an image to reflect it.

Objectives 1 would cover Bloom’s level of remembering and understanding.

Objectives 2 would utilize the medium to higher levels of apply, analyze, and evaluate.

Objective 3 would cover the final and highest level of Bloom’s, which is to create, making the assignment adequately scaffolded.

Task: Open up a google document within google classroom. For each of the following terms, complete the steps below in the document. Put each term on its on page in the document. Remember to put headings and identify all items clearly.

Step One: Define the term

Step Two: Find a good example of the term.

Step Three: Create your own written example of the term.

Step Four: Create an image of the example (can be a combination of digital or print)

Use these Terms for STEPS ONE - FOUR: anaphora, antagonist, alliteration, assonance, allusion, characterization, conflict, connotation, denotation, diction, foreshadowing, hyperbole, imagery, metaphor, mood, motif, oxymoron, parallelism, personification, point of view, paradox, setting, symbolism, theme, tone (25)

Use the following websites in accomplishing your task:

https://youtu.be/5EqG5v07R24 --- alliteration, personification, onomatopoeia, hyperbole

https://youtu.be/U_pxfifB6Co ---Metaphor, simile, personification, allusion, hyperbole, foreshadowing, alliteration

http://www.frostfriends.org/figurative.html ---examples of figurative language in Robert Frost poems

http://www.literarydevices.com/ -- almost all of them

The students will print all their final documents and staple it into a figurative language booklet with the terms in alphabetical order.

RUBRIC

https://drive.google.com/file/d/0B1HY17fSLtYzY19vMnQ4MlIxMmc/view?usp=sharing

If you have accomplished the tasks set before in this WebQuest, then you will have successfully reviewed the figurative language terms necessary to proceed successfully in the Literature and English class.

TEKS you have accomplished! 

(http://tea.texas.gov/curriculum/teks/)

Standards addresses --- or building to:

(2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes; (B) use context (within a sentence and in larger sections of text) to determine or clarify

(4) Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to compare and contrast the relationship between the purpose and characteristics of different poetic forms (e.g., epic poetry, lyric poetry).

(6) Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (A) analyze linear plot developments (e.g., conflict, rising action, falling action, resolution, subplots) to determine whether and how conflicts are resolved; (B) analyze how the central characters' qualities influence the theme of a fictional work and resolution of the central conflict; and (C) analyze different forms of point of view, including limited versus omniscient, subjective versus objective.

(8) Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and §110.B. Middle School Page 16 February 2010 Update provide evidence from text to support their understanding. Students are expected to explain the effect of similes and extended metaphors in literary text.

TEKS

(http://tea.texas.gov/curriculum/teks/)

Standards addresses --- or building to:

(2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes; (B) use context (within a sentence and in larger sections of text) to determine or clarify

(4) Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to compare and contrast the relationship between the purpose and characteristics of different poetic forms (e.g., epic poetry, lyric poetry).

(6) Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (A) analyze linear plot developments (e.g., conflict, rising action, falling action, resolution, subplots) to determine whether and how conflicts are resolved; (B) analyze how the central characters' qualities influence the theme of a fictional work and resolution of the central conflict; and (C) analyze different forms of point of view, including limited versus omniscient, subjective versus objective.

(8) Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and §110.B. Middle School Page 16 February 2010 Update provide evidence from text to support their understanding. Students are expected to explain the effect of similes and extended metaphors in literary text.