Study Guide

Vocabulary Digital Story Script

Part I - Figurative Language Lesson 6th Grade English Language Arts
Vocabulary Digital Story Link: https://youtu.be/mnLoRJKM2GE
Relaxing in a tree, one early spring morning, Cecilia decided to write a
childhood story of days spent playing with her father in the field of Oaks
behind her familys home.
She wanted to use connotations which are feelings that words invoke in
addition to their literal meaning. A connote (of a word) implies or suggests
(an idea or feeling) in addition to the literal or primary meaning.
She added interest to her story by including figurative language; words or
expressions with meanings different from their literal meaning. Figure means
to be a significant and noticeable part of something.
She remembered fun conversations they had about philosophy using
analogies. Analogies compare two things, typically on the basis of their
structure, for the purpose of explanation. She could still hear his voice
saying the sweetest analogy she had ever heard, eyes are the windows to
the soul and you my dear have beautiful eyes.
She wrote about her father being a tall lanky man with a child-like soul who
always encouraged her charismatic zest for life and freedom from vanity. He
admired her fearless courage and described it with a simile of it being as
fearless as a lions.
Similes, compare one thing with another thing of a different kind using
like or as, to make the description more vivid. It compares things that
are similar.
His heart filled with joy and laughter when Cecilia began negotiating for one
of her favorite things on the planet; a big sweet lollipop!
He admired her developing wit, so he began using a metaphor to describe
how he loved her sweet nature as much as she loved a big sweet lollipop.
Metaphors omit the words like and as instead applying a word to an
object or action that is not literally applicable. Meta means of a creative
work referring to the conventions of its genre.
Cecilias father was a gentle man with a poetic heart and he will forever be
remembered saying, Youre my Lollipop, Lollipop.

Photos:
http://www.freeimages.com/photo/angel-oak-1486715
http://www.freeimages.com/photo/hair-crazy-1436963
http://www.freeimages.com/photo/lion-1404498
http://www.freeimages.com/photo/girl-12-1440368
http://www.freeimages.com/photo/in-dad-s-arms-1372966
http://www.freeimages.com/photo/esme-lollipop-1256263
http://www.freeimages.com/photo/lolly-in-the-sun-1310898
http://www.freeimages.com/photo/lollipop-1173930

Study Guide
Part II
Vocabulary Plan
1. My future classroom is set to teach 6th grade English Language Arts, where
reading abilities range between below and above 6th the grade reading
level.
2. By the end of the lesson, the student will be able to explain why writers
use figurative language and connotations in their work. They will be able to
use analogies and distinguish the difference between similes and metaphors
by selecting a song and writing about its connotative usage with 75%
accuracy.
3. Model: I will model this lesson activity by playing the song Speak Now by
Taylor Swift containing abundant figurative language usage, while I pass out
the printed lyrics. I will pause the song when students identify connotations
and write their meanings in a digital organizer on the board while they do the
same on their handout. We will discuss identified connotations and their
meanings as a class for a summative assessment. This instruction will allow
the English Language Learners to better understand the vocabulary. We will
then view an essay I wrote about the connotation usage in Speak Now and I
will explain that this is the type of essay I am expecting. I will go over the
definitions of all vocabulary needed in the lesson plan and display it on the
front board. I will then display my vocabulary digital story.
4. Guided Practice: I will play the vocabulary digital story.
Before Reading: Students will preview the Visual Aid digital vocabulary
video. It can be used to can activate prior knowledge or to introduce
students to the concept of figurative language. It includes examples
and descriptions of connotations.

We will discuss it as a class. Students will then work in groups to read

different songs and poems using connotations. I will play the songs aloud for
the students to follow along. The students will search for vocabulary that
they do not know yet, or words they are not sure about. They will take notes
and explain what the songs and poems creative connotations mean.
5. Independent work: The students will independently write an essay about
the use of figurative language to convey meaning in a song of their choice
(approved by teacher).
6. Assessment: I will be grading the students on their written essays about
the song they chose and its use of figurative language.
I will definitely share this before reading strategy (digital vocabulary story)
with other teachers because it introduces students to the concept of what
they are about to learn. It gives them examples of its usage which allows
students who havent used the concept before understand where they may
have seen its use. It also activates prior knowledge for some students.