Writing and Reading:Lesson 4 Grade 6
Warm up: Homonyms • Remember: Homonyms are words that sound alike have different meanings and different spellings. • Here’s one commonly misspelled set of homonyms: Its – Belongs to an it The dog ate its M&M’s and wanted mine. It’s – It is It’s that kind of day when I crave M&M’s.
Your turn • The Declaration of Independence draws strength from the writing, most of it Thomas Jefferson’s. • The hermit crab finished eating dog biscuit. • going to be another hot day. • I chose this book because I know author. • I don’t think nice to put your finger in your nose. • funny when she gives people the evil eye.
Review • Creating images while reading is a good strategy for improving comprehension. • Context clues help you to understand the meanings of words as they are used in the text you are reading. • Tell me about the homework assignment you chose. Did you have fun with it? Did you share it? What did you learn?
Today we will continue with poetry. One way to think of poems is that they condense language. Usually, when you try to explain the meaning of a poem, you must use many more words of prose (language that is not poetry) than the poet used in writing the poem. Poems often use more figurative language, such as similes and metaphors, than prose writers use. Poems usually include a lot of language that appeals to the five senses (sight, sound, touch, taste, smell), so it’s especially important for the reader to use the strategy of creating images. Poems often, but not always, have rhyme patterns.
Reading Comprehension: Setting a Purpose for Reading Sometimes students read simply because their teachers assign something for them to read. However, whenever a reader wants to be actively involved in understanding a text, the first step is to decide on a purpose, or focus, for the reading. For our first reading of today’s poem, I’d like you to think about perspective, or point of view. How does a person’s understanding of a situation change, depending on his or her point of view? In addition, remember to use mental pictures to help you understand and remember the poem.
The Blind Men and the Elephantby John Godfrey Saxe It was six men of Indostan,To learning much inclined,Who went to see the Elephant(Though all of them were blind),That each by observationMight satisfy his mind.The First approach'd the Elephant,And happening to fallAgainst his broad and sturdy side,At once began to bawl:"God bless me! but the ElephantIs very like a wall!"
The Second, feeling of the tusk,Cried, -"Ho! what have we hereSo very round and smooth and sharp?To me 'tis mighty clear,This wonder of an ElephantIs very like a spear!"The Third approach'd the animal,And happening to takeThe squirming trunk within his hands,Thus boldly up and spake:"I see," -quoth he- "the ElephantIs very like a snake!"
The Fourth reached out an eager hand,And felt about the knee:"What most this wondrous beast is likeIs mighty plain," -quoth he,-"'Tis clear enough the ElephantIs very like a tree!"The Fifth, who chanced to touch the ear,Said- "E'en the blindest manCan tell what this resembles most;Deny the fact who can,This marvel of an ElephantIs very like a fan!"
The Sixth no sooner had begunAbout the beast to grope,Then, seizing on the swinging tailThat fell within his scope,"I see," -quoth he,- "the ElephantIs very like a rope!"And so these men of IndostanDisputed loud and long,Each in his own opinionExceeding stiff and strong,Though each was partly in the right,And all were in the wrong!
Perspective The man who touched the elephant's side thought the elephant was like a tree a wall a suitcase a chalkboard The man who touched the elephant's ear thought the elephant was like a cushion a rug a newspaper a fan The man who touched the elephant's tail thought the elephant was like a hose a snake a rope a spear
. The man who held the elephant's trunk thought the elephant was like a snake a garden hose a spear a baton The man who thought the elephant was like a tree touched what part of the elephant? the trunk the foot the tusk the knee
Reading Comprehension: Determining Importance Proficient readers always try to figure out what the writer thinks is the most important part. In other words, the reader needs to determine the main idea; sometimes the main idea is stated, and sometimes it is implied. Always, the details and examples in the poem or text are used to support the main idea. A statement of the main idea is a complete sentence that tells what the writer is saying about the topic. It is usually a general truth about life or human nature. In this poem, the main idea is not about elephants or the six blind men. The poet ends the final verse with a comment that can be re-written as a general truth. What is that truth?
What is the main idea? And so these men of IndostanDisputed loud and long,Each in his own opinionExceeding stiff and strong,Though each was partly in the right,And all were in the wrong! Main idea:
Rhyme patterns. Poems often have lines that end with the same sound; these are called end rhymes. When a reader is analyzing end rhyme patterns, s/he uses a new letter of the alphabet to label each ending sound. The next slide shows how a rhyme pattern can be labeled.
Rhyme pattern It was six men of Indostan, a To learning much inclined, b Who went to see the Elephant c (Though all of them were blind), b That each by observation d Might satisfy his mind. b The rhyme pattern is abcbdb, and the three lines with end rhymes are 2, 4, and 6.
Your turn The Second, feeling of the tusk, Cried, -"Ho! what have we here So very round and smooth and sharp? To me ‘tis mighty clear, This wonder of an Elephant Is very like a spear!” Pattern: Rhyming lines:
Vocabulary: Context Clues We’re going to continue working on synonyms as context clues. Writers may include a synonym for an unfamiliar word in the same sentence or sentences that surround it.
Try these. Brian's project is supposed to oscillate, or swing, back and forth.In this sentence, the word oscillate meansrestremain stillnever moveswing My most humiliating day was probably the day that I was mortified when I looked down and noticed that I had on one black shoe and one brown shoe.In this sentence, the word mortified meanshumiliatedbraveproudexcited
There was crazy pandemonium as people were trying to leave the rock concert.In this sentence, the word pandemonium meanscraziness or chaosorderpeacesilence The cop knocked the derringer, or gun, away from the bad guy.In this sentence, the word derringer meansbookjewelrygunhat
Similes and Metaphors A simile is a stated comparison. Example: My sister is like a cow. A metaphor is an implied (unstated) comparison. Example: My sister is a cow. Writers use these comparisons to make their writing more interesting and easy to understand. Let’s read a passage that has similes and metaphors.
Underline the comparisons you find. Then remember them so you can answer questions about them. My friend Travis is a nervous guy. He is like a long-tailed cat in a room full of rocking chairs! I've known him since preschool. We were like two peas in a pod back then. That was before the peanuts incident. K.T. came to school with a can of peanuts. The first person she offered to share them with was Travis. K.T. was as pretty as a pansy, but I didn't like the look on her face. She looked as sneaky as a fox slipping up on a baby chick. Travis took the can and unscrewed the lid. Instead of peanuts, he got a face full of springing snakes! He screamed and dropped the can. K.T. fell back on a desk, laughing like a hyena. After that, K.T. picked on Travis a lot. She'd pop balloons behind his back. She dropped fake spiders on his head. The teacher said the K.T. must really like Travis to give him so much attention. I think the teacher was confused.
How is Travis like a long-tailed cat in a room of rocking chairs? He is jumpy. He looks for some attention. He purrs loudly. He worries that his tail will get hurt. What does it mean to be "like two peas in a pod"? to love vegetables to be a lot alike to be round to enjoy being in a crowd
Why did K.T. look as sneaky as a fox? She planned to play a joke on Travis. She was pretty as a pansy. She was sneaking up on a baby chick. She had a pointy nose and red hair. How was K.T. like a hyena? She made sounds like one. She looked like one. She played tricks like one. She smelled like.
The Writing Process Can you list the steps of the writing process? 1. 2. 3. 4. 5.
Your writing assignment,Part 1: Prewriting Choose a topic: 1) In your opinion, what makes the perfect ice cream dessert? OR 2) Describe your favorite meal. OR 3) Your own idea of something to describe. Write a statement (sentence) of your main idea; remember that this is a general statement, not a detail. Make a list of descriptive words or phrases, examples, and comparisons (similes and metaphors) that you might use in your draft.
Your writing assignment, Part 2: Drafting Use your main idea and your list of ideas to write your draft. Be sure to include sensory language to help create images in the reader’s mind. Include at least two comparisons (similes and/or metaphors).
Submitting Your Homework Please email your homework to the following address within the next four days: firstname.lastname@example.org