Grade 6 Module 2A Unit 1 Lesson 2 Figurative

grade 6: module 2a: unit 1: lesson 2 figurative language and word choice: a closer look at bud, not buddy (chapter 2) grade 6:

Grade 6: Module 2A: Unit 1: Lesson 2
Figurative Language and Word Choice:
A Closer Look at Bud, Not Buddy (Chapter 2)
Grade 6: Module 2A: Unit 1: Lesson 2
Figurative Language and Word Choice:
A Closer Look at Bud, Not Buddy (Chapter 2)
Long-Term Targets Addressed (Based on NYSP12 ELA CCLS)
I can determine the meaning of literal and figurative language
(metaphors and similes) in literary text. (RL.6.4)
I can analyze how an author’s word choice affects tone and meaning in
a literary text. (RL.6.4)
I can analyze figurative language, word relationships, and nuances in
word meanings. (L.6.5)
Supporting Learning Targets
Ongoing Assessment
*
I can determine the meaning of figurative language in Bud, Not
Buddy.
*
I can explain how the author’s word choice affects tone and
meaning in the novel.
*
Tracking Bud’s Rules graphic organizer
*
Figurative Language in Bud, Not Buddy graphic organizer
*
Selected Response Questions: Word Choice in Chapter 2
*
Exit ticket: Interpreting Figurative Language in Chapter 2 of Bud,
Not Buddy
Agenda
Teaching Notes
1.
Opening
A. Engaging the Reader: Tracking Bud’s Rules: Rule 118 (8 minutes)
B. Unpacking Learning Targets (4 minutes)
2.
Work Time
A. Introducing Figurative Language in Bud, Not Buddy (10 minutes)
B. Explaining How Word Choice Affects Tone: Strategies for Answering
Selected Response Questions (18 minutes)
3.
Closing and Assessment
A. Exit Ticket: Interpreting Figurative Language in Chapter 2 of Bud,
Not Buddy (5 minutes)
4.
Homework
A. Read Chapter 3. Add to the Tracking Bud’s Rules graphic organizer.
*
In the opening of this lesson, students look closely at the new
routine in which they examine “Bud’s Rules and Things.” Bud’s
rules show up throughout the novel and offer students another
insight into him as a character.
*
Students are asked to consider what the rule means, how he uses
it, and where it may have originated. Bud’s rules will provide a
bridge connecting the novel to texts students will be reading in
the second half of Unit 1 and in Unit 2.
*
During Work Time, students begin to think, talk, and write about
how word choice affects tone and meaning in the novel. They do
this primarily in the context of identifying and interpreting the
use of figurative language in a passage of Chapter 2.
*
They also work with their triads to answer selected response
questions about an excerpt from Chapter 2.
*
In advance: Prepare the Strategies for Answering Selected Response
Questions anchor chart.
*
Post: Learning targets.
Lesson Vocabulary
Materials
figurative language, tone, meaning; slug, swat, tap, ilk, race,
vermin, survive, thrive
*
Bud, Not Buddy (book; one per student)
*
Word-catcher (from Lesson 1)
*
Tracking Bud’s Rules graphic organizer (from Lesson 1)
*
Figurative Language in Bud, Not Buddy graphic organizer (one per
student)
*
Strategies for Answering Selected Response Questions anchor chart
(new; co-created with students in Work Time B; see supporting
materials)
*
Selected Response Questions: Word Choice in Chapter 2 (one per
student)
*
Selected Response Questions: Word Choice in Chapter 2 (Suggested
Answers, for Teacher Reference)
*
Exit Ticket: Interpreting Figurative Language in Chapter 2 of Bud,
Not Buddy (one per student)
*
Exit Ticket: Interpreting Figurative Language in Chapter 2 of Bud,
Not Buddy (Sample Response for Teacher Reference)
Opening
Meeting Students’ Needs
A. Engaging the Reader: Tracking Bud’s Rules: Rule Number 118 (8
minutes)
*
Tell students that an important component of this novel introduced
in Chapter 2 are “Bud Caldwell’s Rules and Things for Having a
Funner Life and Making a Better Liar Out of Yourself.” These rules
are another way the reader gets to know Bud.
*
Pair students up. Ask them to Think-Pair-Share:
* “According to their name, what are the two purposes for Bud’s
rules?”
*
Listen for students to explain that for him, the rules are for
having a funner (“more fun”) life and for making a better liar out
of himself. Explain that the word “funner” is not an actual word.
The use of this word a use of language that signifies more about
the narrator: his young age and lack of consistent education.
*
Ask students to Think-Pair-Share:
* “Why might Bud need to learn to be a better liar?”
* “How is the purpose of becoming a better liar different from the
purpose of having a ‘funner’ life?”
*
In this question, you are guiding students toward the idea that
Bud probably had to learn to lie to survive difficult and changing
circumstances, and he needs a ‘funner’ life because his life is
difficult and challenging.
*
Explain that all the “Rules to Live By” students will be studying
in the coming weeks (in this text and in others) fall into two
broad categories: rules to survive and rules to thrive. Ask
students to Think-Pair-Share:
* “What does it mean to survive?”
* “What does it mean to thrive?”
*
If students do not know these words, define the difference between
them: survive, meaning to “remain alive,” and thrive, meaning to
“grow, develop, and be successful.”
*
Write two examples on the board:
* “Look both ways and listen before crossing the road.”
* “Don’t settle until you have found what you love in work and in
personal relationships.”
*
Ask students to discuss in their pairs:
* “Which rule is a survive rule? Which rule is a thrive rule? How do
you know?”
*
Cold call students to share their answers. Confirm that the first
rule is a survive rule and the second is a thrive rule.
*
Consider posting new vocabulary words where all students can see
them.
*
Learning targets are a research-based strategy that helps all
students, especially challenged learners.
*
Research indicates that cold calling improves student engagement
and critical thinking. Prepare students for this strategy by
discussing the purpose, giving appropriate think time, and
indicating that this strategy will be used before you begin asking
questions.
Opening (continued)
Meeting Students’ Needs
*
Ask students to add survive and thrive to their word-catcher.
*
Tell students that Chapter 2 contains two of Bud’s rules. Today
they will focus on one of them.
*
Ask students to look at page 18 in their copies of Bud, Not Buddy.
Read aloud as students read along: “Rules and Things Number 118:
You Have to Give Adults Something That They Think They Can Use to
Hurt You by Taking It Away. That Way They Might Not Take Something
Away That You Really Do Want. Unless They’re Crazy or Real Stupid
They Won’t Take Everything Because if They Did They Wouldn’t Have
Anything to Hold Over Your Head to Hurt You with Later.”
*
Have students work through each of the three columns on their
Tracking Bud’s Rules graphic organizer with their partner, pausing
to check for understanding between each column. Think-Pair Share:
* “What does rule number 118 mean in your own words?”
* “How does Bud use rule number 118? To survive or to thrive?”
*
Students’ answers will vary on this question, as it asks them to
take a side; what is important is that they can use evidence to
support their answer.
*
Think- Pair-Share:
* “Where do you think this rule came from? What does it tell us about
Bud?”
*
Guide students toward the idea that this rule most likely means
that Bud has had many things taken away from him by adults in his
life already, and he has learned how to protect the things that
are important to him.
*
Give students 1 to 2 minutes to record any new thinking about
Bud’s rule number 118 on their Tracking Bud’s Rules graphic
organizer.
Opening (continued)
Meeting Students’ Needs
B. Unpacking Learning Targets (4 minutes)
*
Invite students to read the learning targets with you:
* “I can determine the meaning of figurative language in Bud, Not
Buddy.”
* “I can explain how the author’s word choice affects tone and meaning
in the novel.”
*
Ask:
* “What is figurative language?”
* “How will determining the meaning of figurative language help us
understand a text?”
*
If students have not encountered the phrase figurative language,
explain that it is language that uses figures of speech to create
images of what something looks, sounds, or feels like. It is
different from literal language because literal language means
exactly what it says. One common form of figurative language is
when you describe something by comparing it to something else.
*
Assure students that they will be learning more about this later
in the lesson.
Work Time
Meeting Students’ Needs
A. Introducing Figurative Language in Bud, Not Buddy (10 minutes)
*
Remind students that the narrator of a story is the one who tells
the story. This can be an omniscient narrator, also known as “eye
in the sky,” or a character who tells the story from his or her
own perspective, with his or her own voice, like Percy in The
Lightning Thief. Ask:
* “Who is the narrator of this story?”
*
After students identify Bud as the narrator, invite them to
Think-Pair-Share:
* “How might having Bud tell the story affect the language of the
novel?”
* “How might having Bud tell the story affect a reader?”
*
Guide students toward the idea that having a character, like Bud,
as narrator means we, as readers, hear the story in the particular
way that character talks. In this story, we hear the voice of a
ten-year-old boy in a particular time period, and in a particular
region of the country. His age, his experiences, his personality,
and his setting all affect the way he speaks, the way he tells a
story, and the words he chooses.
*
Explain that all of this adds to the concept of a story’s tone.
Ask:
* “Where have you heard the word tone?”
*
Students have probably encountered this word in music, or in the
phrase “tone of voice.” Explain that the use of the word tone when
discussing literature is more like “tone of voice” because, as
with our voices, tone in writing conveys feelings. In the absence
of an actual voice, authors use words to create a tone and convey
feeling.
*
Define tone as “the feelings a narrator has toward a character or
subject in the story.” Ask students to add the word tone to their
word-catcher.
*
Tell them that, because Bud is the narrator, over the next few
lessons they will be looking closely at Bud’s language and the
impact that his language has on the story.
*
Invite students to open their books to page 1. Read aloud this
sentence: “All the kids watched the woman as she moved along the
line, her high-heeled shoes sounding like little firecrackers
going off on the wooden floor.” Ask:
* “How does Buddy describe the woman’s walk in this excerpt?”
*
Consider providing select students a partially completed graphic
organizer. This will allow them to focus their time and attention
on the most important thinking columns.
Work Time (continued)
Meeting Students’ Needs
*
Listen for responses such as: “He compares her shoes to
firecrackers going off on the wooden floor.” Tell the class that
comparing two things in order to describe is a form of figurative
language called simile. A simile compares two things that are not
alike using the words “like” or “as.” For example: “Her eyes are
as blue as the sky.”
*
Distribute the Figurative Language in Bud, Not Buddy graphic
organizer. Review each column of the form with students. Ask them
to fill in the first column, Example of Figurative Language, with
the quote from the book on page 1.
*
Ask students to discuss in their triads:
* “What is the literal meaning of this description? What is Bud trying
to describe using this figurative language?”
*
After students have discussed, invite a whole class share. Listen
for responses like: “Her shoes were making a loud pop/tap on the
floor as she walked.”
*
Invite students to fill in the second column of the graphic
organizer.
*
Finally, tell them that Bud’s use of figurative language is a
deliberate choice on the part of the author, and therefore worth
reading closely. The use of figurative language is helpful because
it helps reveal the tone of a scene; because Bud is the narrator,
his word choice can be used to detect his tone in a particular
scene.
*
Ask students to discuss in triads:
* “How does figurative language affect the tone of the excerpt in
which the woman is walking down the hall? What inference can we make
about Bud’s feelings, based on his use of figurative language in this
excerpt?”
*
Guide students toward the idea that we can infer that Bud sees the
woman in a negative way. Her walk is not soft; it is forceful and
loud. This shows that Bud sees her as official and intimidating,
not caring and gentle. Invite students to fill in the third column
of the graphic organizer.
*
Ask them to place their work in their folder or binder, where they
can easily access it in future lessons.
Work Time
Meeting Students’ Needs
B. Explaining How Word Choice Affects Tone: Strategies for Answering
Selected Response Questions (18 minutes)
*
Tell students that figurative language is just one way in which
authors affect the tone of a scene in a novel. Another way is
through character word choices.
*
Invite students to open their book to page 4. As they follow
along, read aloud the passage from “It’s at six that grown folk
don’t think you’re cute” to “The first foster home I was in taught
me that real quick.” Ask:
* “What is Bud explaining in this excerpt?” Listen for responses like:
“Bud is explaining how things change when you turn six.”
*
Now ask students to zoom in on the part of the sentence that
reads, “… ’cause it’s around six that grown folks stop giving you
little swats and taps and jump clean up to giving you slugs
that’ll knock you right down.” Ask triads to discuss:
* “What do swat and tap mean?”
* “What is the meaning of the word slug?”
* “What is the difference between a swat and a tap and a slug?”
*
Guide students toward the idea that swat and tap imply light hits,
without malicious or bad intent. Slug implies a hard hit with the
intent to hurt.
*
Tell the class that the use of these specific words was a
deliberate choice on the part of the author, and they affect the
tone and meaning of the text. Ask the triads to discuss:
* “How does the use of these three words affect the tone? What does
this show about Bud?”
*
Students should begin to recognize that the tone becomes more
serious and malicious with the word slug. The meaning changes
because the force and severity of the hit changes. The meaning
also changes because Bud’s mom died when he was six; therefore,
his mom would have been the one tapping him, and strangers were
the people slugging him.
*
Tell students they will work with their triads to answer a series
of selected response questions about word choice and tone. Explain
that selected response questions are also called multiple-choice
questions, so they are given a question and have to choose the
correct answer from a list. Ask:
* “What do you already know about strategies to answer selected
response questions?”
*
Inviting students to think about and paraphrase the content of an
excerpt before digging into the precise language helps those who
may struggle with comprehension of the novel.
*
Anchor charts, such as the Strategies for Answering Selected
Response Questions anchor chart, provide a visual cue to students
about what to do when you ask them to work independently. They
also serve as note-catchers when the class is co-constructing
ideas.
Work Time (continued)
Meeting Students’ Needs
*
Call on volunteers. Record appropriate student responses on the
Strategies for Answering Selected Response Questions anchor chart
and be sure these bullets are included:
* Underline or circle key words or phrases when reading the questions.
* Closely read the text/passages, keeping the questions in mind.
* Eliminate any answers that you know are not correct.
* Determine which of the remaining choices best answers the question.
* Reread the questions and passages to double-check your answer.
*
Distribute Selected Response Questions: Word Choice in Chapter 2
to each student. Tell the class that all the questions are from an
excerpt of the novel on pages 14 and 15. Review the questions with
students. Point out that each question has multiple parts. The
first part of the question asks them to identify the meaning of a
word. The second part asks them to consider how that word choice
affects the tone or meaning of the text.
*
Invite students to open their book to page 14. Read aloud, as
students read along, from ‘“Boy,’ Mrs. Amos said” to “‘… attack my
poor baby in his own house.’”
*
Give students the next 10 minutes to work with their triads on the
selected response questions. Circulate and support students as
they work. One way to support students in thinking about a word’s
effect on meaning or tone is to have them consider how the
sentence would be different without that single word, or with
another word in its place.
*
Refocus the whole group and select volunteers to share their
answers. Confirm which answers are correct and why the other
answers are not correct. Refer to the Selected Response Questions:
Word Choice in Chapter 2 (Suggested Answers, for Teacher
Reference).
Closing and Assessment
Meeting Students’ Needs
A. Exit Ticket: Interpreting Figurative Language in Chapter 2 of Bud,
Not Buddy (5 minutes)
*
Distribute the Exit Ticket: Interpreting Figurative Language in
Chapter 2 of Bud, Not Buddy to each student.
*
Tell students that this exit ticket is just like the Figurative
Language in Bud, Not Buddy graphic organizer they started working
on earlier in the lesson and should be completed in the same way.
Tell them the page numbers are indicated in case they want to read
more of the context around the quote, but that it can be done
without the novel as well.
*
Collect students’ exit tickets. These can be used to determine
students who will need greater levels of support in Lessons 3 and
4 as they continue to work with figurative language.
*
Using exit tickets allows a quick check for understanding of the
learning target so that instruction can be adjusted or tailored to
students’ needs before the next lesson.
Homework
Meeting Students’ Needs
A. Read Chapter 3 of Bud, Not Buddy. Identify the rules Bud refers to
in the chapter and complete your Tracking Bud’s Rules graphic
organizer.
Note: Lesson 3 has a Carousel of Quotes: Figurative Language for
Chapter 3. Glance at students’ exit tickets from this lesson to
determine if there is a group of students who will need a greater
amount of support or an additional mini lesson on figurative language
before they engage in this activity.
Grade 6: Module 2A: Unit 1: Lesson 2
Supporting Materials
Name:
Date:
Example of figurative language...
(from the text)
What this means literally
What this example shows me about Bud (tone)
*
Underline or circle key words or phrases when reading the
questions.
*
Closely read the text/passages, keeping the questions in mind.
*
Eliminate any answers that easily don’t apply.
*
Determine which of the remaining choices best answers the
question.
*
Reread the questions and passages to double-check your answer.
Name:
Date:
Read each question and choose the best answer from the answer choices.
Remember, you may need to return to the text to read the section
around the provided passage in order to choose the best answer.
1.
On page 15, Mrs. Amos says, “But take a good look at me because I
am one person who is totally fed up with you and your ilk.” In
this context, what is the meaning of the word ilk?
A.
old suitcase
B.
poor manners
C.
kind of people
D.
type of fun
What kind of tone does Mrs. Amos use when she says this?
How does that affect the meaning of this excerpt?
2.
On page 15, Mrs. Amos says, “I do know I shall not allow vermin to
attack my poor baby in his own house.” What are vermin?
A.
disease-carrying animals
B.
orphaned children
C.
dishonest person
D.
man-eating beasts
Why does the author choose to use the word vermin?
E.
It shows that Mrs. Amos will not let animals attack Todd.
F.
It shows that Mrs. Amos considers Bud to be less than human.
G.
It shows Mrs. Amos thinks Bud will make Todd sick.
H.
It shows that Mrs. Amos does not want to put Bud in the shed
1.
On page 15, Mrs. Amos says, “But take a good look at me because I
am one person who is totally fed up with you and your ilk.” In
this context, what is the meaning of the word ilk?
A.
old suitcase
B.
poor manners
C.
kind of people
D.
type of fun
What kind of tone does Mrs. Amos use when she says this? Suggestions
include mean, impatient or angry.
How does that affect the meaning of this excerpt? It makes Mrs. Amos
sound mean, hard and cruel.
2.
On page 15, Mrs. Amos says, “I do know I shall not allow vermin to
attack my poor baby in his own house.” What are vermin?
A.
disease-carrying animals
B.
orphaned children
C.
dishonest person
D.
man-eating beasts
Why does the author choose to use the word vermin?
E.
It shows that Mrs. Amos will not let animals attack Todd.
F.
It shows that Mrs. Amos considers Bud to be less than human.
G.
It shows Mrs. Amos thinks Bud will make Todd sick.
H.
It shows that Mrs. Amos does not want to put Bud in the shed
Name:
Date:
Read each excerpt from the novel. Think about what the figurative
language literally means, and how it affects the tone
(how it reveals Bud’s feelings).
Example of figurative language
(from the text)
What this means literally
How this language reveals Bud’s feelings? (tone)
“He started huffing and puffing with his eyes bucking out of his head
and his chest going up and down so hard that it looked some kind of
big animal was inside of him trying to bust out.” (p. 10)
Example of figurative language
(from the text)
What this means literally
How this language reveals Bud’s feelings? (tone)
“He started huffing and puffing with his eyes bucking out of his head
and his chest going up and down so hard that it looked some kind of
big animal was inside of him trying to bust out.” (p. 10)
Bud is describing how Todd looks when he has lost his temper—breathing
hard, chest heaving, eyes wide, etc.
Even in an intimidating and scary situation, Bud’s tone remains
humorous.
Created by Expeditionary Learning, on behalf of Public Consulting
Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to
Expeditionary Learning Outward Bound, Inc.
NYS Common Core ELA Curriculum • G6:M2A:U1:L2 • June 2014 • 12