Lesson 1 Homework Review Central Idea Handout Tell
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Lesson 1 Homework Review Central Idea Handout “Tell Them” Advancing. Justice-LA. org 1 AASC. UCLA. edu
“Tell Them We Are Nothing Without Our Islands” Video Central Idea Handout Advancing. Justice-LA. org 2 AASC. UCLA. edu
Central Idea Handout: “Tell Them” What is the central idea of the poem? • Most people probably don’t know a lot about the Marshall Islands • Kathy tells her friends to tell others about the islands and the Marshallese people when asked about the gifts Kathy sent • also wants her friends to talk about how climate change is already impacting the Marshall Islands • important to the Marshallese people that they do not lose their home (the Marshall Islands) Advancing. Justice-LA. org 3 AASC. UCLA. edu
Central Idea Handout: “Tell Them” Write three lines or phrases that support the central idea of the poem. • Last three lines of stanza 2/Stanza 3: “And when others ask you where you got this you tell them they’re from the Marshall Islands” • Anything from Stanza 4, especially those lines starting with “tell them. . ” • Anything from Stanza 5 Advancing. Justice-LA. org 4 AASC. UCLA. edu
Central Idea Handout: “Tell Them” What is the significance of the last five lines (the last example on the table)? • explains that the Marshall Islands are central to identity of Marshallese people, culture, and way they live • do not want to leave their home and are worried about how climate change might harm islands and ability to continue living there safely Advancing. Justice-LA. org 5 AASC. UCLA. edu
AAPI Women Voices: Untold Stories Through Poetry (Grades 4 -5) LESSON 2 Similes & Metaphors Advancing. Justice-LA. org 6 AASC. UCLA. edu
Literal and Figurative Language A. Literal language is used to mean exactly what is written. It was raining a lot, so I rode the bus. B. Figurative language is used to mean something other than what is written; something symbolic, suggested, or implied It was raining cats and dogs, so I rode the bus. Advancing. Justice-LA. org 7 AASC. UCLA. edu
Literal and Figurative Language A. Literal language: It was raining a lot, so I rode the bus. • the writer means to explain exactly what is written • the writer chose to ride the bus because of the heavy rain B. Figurative language: It was raining cats and dogs, so I rode the bus. • not actually cats and dogs falling from rain clouds • instead, the rain felt so heavy and large that it was almost as if small animals were falling from the sky Advancing. Justice-LA. org 8 AASC. UCLA. edu
Simile and metaphor are figurative language Advancing. Justice-LA. org 9 AASC. UCLA. edu
Simile 4 Her mind is as sharp as a razor. 5 For I knew his eyes like an old, old song. Her long, blue skirt was like a river, flowing behind her in 6 the breeze. His hands were as cold as ice after walking home during 7 the snow-storm. 8 My good intent has fallen short like an air ball. Advancing. Justice-LA. org 10 AASC. UCLA. edu
Metaphor 9 His answer to the problem was just a Band-Aid, not a solution. 10 The path of anger is easier to travel than the road to forgiveness. 11 The teacher planted the seeds of wisdom. 12 The wheels of justice turn slowly. Advancing. Justice-LA. org AASC. UCLA. edu 11
Identifying Similes & Metaphors Simile or Metaphor? 13 He is as tall as a tree. 14 My book bag feels like a bag of rocks. 15 The snow is a white blanket. She dances like she was trying to shake a 16 spider off her leg. He is the Michael Jordan of his basketball 17 team. Advancing. Justice-LA. org AASC. UCLA. edu 12
Identifying Similes & Metaphors Simile or Metaphor? 13 He is as tall as a tree. Simile 14 My book bag feels like a bag of rocks. Simile Metaphor 15 The snow is a white blanket. She dances like she was trying to shake a 16 spider off her leg. He is the Michael Jordan of his basketball 17 team. Advancing. Justice-LA. org AASC. UCLA. edu Simile Metaphor 13
Analyzing Similes & Metaphors • Similes and metaphors (and other figurative language) are used to compare one thing to another, showing how the things are similar or different. • Looking back at Table 4, think about what is being compared to what? • Circle the two parts of the sentence that are being compared. Advancing. Justice-LA. org AASC. UCLA. edu 14
Analyzing Similes & Metaphors Circle the subject of the sentence and what the subject is being compared to. 13 He is as tall as a tree. 14 My book bag feels like a bag of rocks. 15 The snow is a white blanket. 16 She dances like she was trying to shake a spider off her leg. 17 He is the Michael Jordan of his basketball team. Advancing. Justice-LA. org AASC. UCLA. edu 15
Analyzing Similes & Metaphors • Figurative language is one way that poets express themselves & create imagery. • We will be identifying and analyzing similes and metaphors using “Tell Them”. 1. Is the phrase listed a simile or a metaphor? 2. What is being compared (the subject)? 3. What is that subject/thing being compared to? 4. What did the author mean by making this comparison? • We fill in the first four rows together, as a class. • Fill out the rest of the handout working in groups of 2 -3. Advancing. Justice-LA. org AASC. UCLA. edu 16
Analyzing Similes & Metaphors: “Tell Them” Phrases from the Poem: black pearls glinting like an eye in a storm of tight spirals a proud people toasted dark brown as the carved ribs of a tree stump our islands were dropped from a basket carried by a giant the hallow hulls of canoes as fast as the wind Simile or Metaphor What is being compared? To what? What is the author trying to say with this comparison? simile the black pearls an eye This is a description of the package of earrings she is preparing for her friends. Advancing. Justice-LA. org AASC. UCLA. edu 17
Lesson 3 Preview • Turn in Simile & Metaphor handout. • Poetic Structure: • Repetition • Alliteration • Rhyme • Form • Identifying and Analyzing Repetition, Alliteration, & Rhyme • Identifying and Analyzing Form: “Learning to Love America” • Poetic Structure in Action: “Tell Them” Advancing. Justice-LA. org AASC. UCLA. edu 18
Women Poetry Lesson 2: Similes & Metaphors Curriculum Developer: Prabhneek Heer Curriculum Contributors: Patricia Kwoh Advancing. Justice-LA. org 19 AASC. UCLA. edu
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