Finding figurative language in “The Phantom Tollbooth”
http://www.readwritethink.org/lessons/lesson_view.asp?id=79
A lesson plan for grades 6–8 English Language Arts
After reading the first two chapters of The Phantom Tollbooth, students are introduced to figurative language through a brief PowerPoint presentation. Once they understand how authors use figurative language in novels, students access the online figurative language chart to be used while they read. As they read the novel, students find examples of figurative language and chart the device encountered and its literal meaning using the graphic organizer. Students then create a Works Cited page to be included with their completed figurative language chart. When students are finished with their work, they share their findings with a peer and add any other relevant information. Once the class has completed the activity, students discuss the examples of figurative language they found in the story and assess the degree to which these elements influenced their enjoyment of the story. Readwritethink suggests extension activities for this lesson.
North Carolina Curriculum Alignment
English Language Arts (2004)
Grade 6
- Goal 1: The learner will use language to express individual perspectives drawn from personal or related experience.
- Objective 1.02: Explore expressive materials that are read, heard, and viewed by:
- monitoring comprehension for understanding of what is read, heard, and/or viewed.
- analyzing the characteristics of expressive works.
- determining the effect of literary devices and/or strategies on the reader/viewer/listener.
- making connections between works, self and related topics.
- comparing and/or contrasting information.
- drawing inferences and/or conclusions.
- determining the main idea and/or significance of events.
- generating a learning log or journal.
- creating an artistic interpretation that connects self to the work.
- discussing books/media formally and informally.
- Objective 1.02: Explore expressive materials that are read, heard, and viewed by:
- Goal 4: The learner will use critical thinking skills and create criteria to evaluate print and non-print materials.
- Objective 4.01: Determine the purpose of the author or creator by:
- monitoring comprehension for understanding of what is read, heard and/or viewed.
- exploring any bias, apparent or hidden messages, emotional factors, or propaganda techniques.
- identifying and exploring the underlying assumptions of the author/creator.
- analyzing the effects of the author's craft on the reader/viewer/listener.
- Objective 4.02: Analyze the communication and develop (with teacher assistance) and apply appropriate criteria to evaluate the quality of the communication by:
- using knowledge of language structure and literary or media techniques.
- drawing conclusions based on evidence, reasons, or relevant information.
- considering the implications, consequences, or impact of those conclusions.
- Objective 4.01: Determine the purpose of the author or creator by:
- Goal 5: The learner will respond to various literary genres using interpretive and evaluative processes.
- Objective 5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by:
- using effective reading strategies to match type of text.
- reading self-selected literature and other materials of individual interest.
- reading literature and other materials selected by the teacher.
- discussing literature in teacher-student conferences and small group discussions.
- taking an active role in whole class seminars.
- discussing and analyzing the effects on texts of such literary devices as figurative language, dialogue, flashback and sarcasm.
- interpreting text by explaining elements such as plot, theme, point of view, characterization, mood, and style.
- investigating examples of distortion and stereotypes.
- recognizing underlying messages in order to identify recurring theme(s) within and across works.
- extending understanding by creating products for different purposes, different audiences and within various contexts.
- exploring relationships between and among characters, ideas, concepts and/or experiences.
- Objective 5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by:
- Goal 6: The learner will apply conventions of grammar and language usage.
- Objective 6.01: Demonstrate an understanding of conventional written and spoken expression by:
- using a variety of sentence types correctly, punctuating them properly, and avoiding fragments and run-ons.
- using appropriate subject-verb agreement and verb tense that are appropriate for the meaning of the sentence.
- demonstrating the different roles of the different parts of speech in sentence construction.
- using pronouns correctly, including clear antecedents and correct case.
- using phrases and clauses correctly (e.g., prepositional phrases, appositives, dependent and independent clauses).
- determining the meaning of unfamiliar vocabulary words by using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffices) of words.
- extending vocabulary knowledge by learning and using new words.
- exploring the role and use of dialects and of standard English to appreciate appropriate usage in different contexts.
- developing an awareness of language conventions and usage during oral presentations.
- Objective 6.01: Demonstrate an understanding of conventional written and spoken expression by:
Grade 7
- Goal 1: The learner will use language to express individual perspectives in response to personal, social, cultural, and historical issues.
- Objective 1.02: Explore expressive materials that are read, heard, and viewed by:
- monitoring comprehension for understanding of what is read, heard and/or viewed.
- summarizing the characteristics of expressive works.
- determining the importance of literary effects on the reader/viewer/listener.
- making connections between works, self and related topics.
- comparing and/or contrasting information.
- drawing inferences and/or conclusions.
- determining the main idea and/or significance of events.
- generating a learning log or journal.
- maintaining an annotated list of works read/viewed.
- creating an artistic interpretation that connects self and/or society to the selection.
- constructing and presenting book/media reviews.
- Objective 1.02: Explore expressive materials that are read, heard, and viewed by:
- Goal 4: The learner will refine critical thinking skills and create criteria to evaluate text and multimedia.
- Objective 4.01: Analyze the purpose of the author or creator by:
- monitoring comprehension for understanding of what is read, heard and/or viewed.
- examining any bias, apparent or hidden messages, emotional factors, or propaganda techniques.
- exploring and evaluating the underlying assumptions of the author/creator.
- understanding the effect of the author's craft on the reader/viewer/listener.
- Objective 4.02: Develop (with assistance) and apply appropriate criteria to evaluate the quality of the communication by:
- using knowledge of language structure and literary or media techniques.
- drawing conclusions based on evidence, reasons, or relevant information.
- considering the implications, consequences, or impact of those conclusions.
- Objective 4.01: Analyze the purpose of the author or creator by:
- Goal 5: The learner will respond to various literary genres using interpretive and evaluative processes.
- Objective 5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive reading program by:
- using effective reading strategies to match type of text.
- reading self-selected literature and other materials of individual interest.
- reading literature and other materials selected by the teacher.
- assuming an active role in teacher-student conferences.
- engaging in small group discussions.
- taking an active role in whole class seminars.
- analyzing the effects on texts of such literary devices as figuarative language, dialogue, flashback, allusion, and irony.
- analyzing the effects of such elements as plot, theme, point of view, characterization, mood, and style.
- analyzing themes and central ideas in literature and other texts in relation to personal issues/experiences.
- extending understanding by creating products for different purposes, different audiences and within various contexts.
- analyzing the connections of relationships between and among characters, ideas, concepts, and/or experiences.
- Objective 5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive reading program by:
- Goal 6: The learner will apply conventions of application of grammar and language usage.
- Objective 6.01: Model an understanding of conventional written and spoken expression by:
- using a variety of sentences correctly, punctuating them properly, and avoiding fragments and run-ons.
- using subject-verb agreement and verb tense that are appropriate for the meaning of the sentence.
- applying the parts of speech to clarify language usage.
- using pronouns correctly, including clear antecedents and correct case.
- using phrases and clauses correctly, including proper punctuation (e.g., prepositional phrases, appositives, dependent and independent clauses).
- determining the meaning of unfamiliar vocabulary words using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffixes) of words.
- extending vocabulary knowledge by learning and using new words.
- determining when and where dialects and standard/nonstandard English usage are appropriate.
- applying language conventions and usage during oral presentations.
- choosing language that is precise, engaging, and well suited to the topic and audience.
- experimenting with figurative language and speech patterns.
- Objective 6.01: Model an understanding of conventional written and spoken expression by:
Grade 8
- Goal 1: The learner will use language to express individual perspectives through analysis of personal, social, cultural, and historical issues.
- Objective 1.02: Analyze expressive materials that are read, heard, and viewed by:
- monitoring comprehension for understanding of what is read, heard, and/or viewed.
- reviewing the characteristics of expressive works.
- determining the importance of literary effects on the reader/viewer/listener.
- making connections between works, self and related topics.
- drawing inferences.
- generating a learning log or journal.
- maintaining an annotated list of works that are read or viewed, including personal reactions.
- taking an active role in and/or leading formal/informal book/media talks.
- Objective 1.02: Analyze expressive materials that are read, heard, and viewed by:
- Goal 4: The learner will continue to refine critical thinking skills and create criteria to evaluate print and non-print materials.
- Objective 4.01: Analyze the purpose of the author or creator and the impact of that purpose by:
- monitoring comprehension for understanding of what is read, heard, and/or viewed.
- evaluating any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques.
- evaluating the underlying assumptions of the author/creator.
- evaluate the effects of the author's craft on the reader/viewer/listener.
- Objective 4.02: Analyze and develop (with limited assistance) and apply appropriate criteria to evaluate the quality of the communication by:
- using knowledge of language structure and literary or media techniques.
- drawing conclusions based on evidence, reasons, or relevant information.
- considering the implications, consequences, or impact of those conclusions.
- Objective 4.01: Analyze the purpose of the author or creator and the impact of that purpose by:
- Goal 5: The learner will respond to various literary genres using interpretive and evaluative processes.
- Objective 5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by:
- using effective reading strategies to match type of text.
- reading self-selected literature and other materials of interest to the individual.
- reading literature and other materials selected by the teacher.
- assuming a leadership role in student-teacher reading conferences.
- leading small group discussions.
- taking an active role in whole class seminars.
- analyzing the effects of elements such as plot, theme, charaterization, style, mood, and tone.
- discussing the effects of such literary devices as figurative language, dialogue, flashback, allusion, irony, and symbolism.
- analyzing and evaluating themes and central ideas in literature and other texts in relation to personal and societal issues.
- extending understanding by creating products for different purposes, different audiences, and within various contexts.
- analyzing and evaluating the relationships between and among characters, ideas, concepts, and/or experiences.
- Objective 5.01: Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by:
- Goal 6: The learner will apply conventions of grammar and language usage.
- Objective 6.01: Model an understanding of conventional written and spoken expression by:
- using a variety of sentence types, punctuating properly, and avoiding fragments and run-ons.
- using subject-verb agreement and verb tense that are appropriate for the meaning of the sentence.
- applying the parts of speech to clarify language usage.
- using pronouns correctly, including clear antecedents and case.
- using phrases and clauses correctly, including proper punctuation (e.g. prepositional phrases, appositives, dependent and independent clauses.)
- determining the meaning of unfamiliar vocabulary words using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffixes) of words.
- extending vocabulary knowledge by learning and using new words.
- evaluating the use and power of dialects in standard/nonstandard English usage.
- applying correct language conventions and usage during formal oral presentations.
- Objective 6.01: Model an understanding of conventional written and spoken expression by:
