Other Objectives Addressed |
| a. | Identify and explain how the use of dialogue contributes to a story |
| c. | Identify and explain words and punctuation that create tone |
| d. | Identify and explain figurative language |
| e. | Identify and explain language that appeals to the senses and feelings |
| f. | Identify and explain repetition and exaggeration |
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Instructional Task |
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The students will identify and describe the author's use of language in tall tales. The students will use dialogue, figurative language, repetition, exaggeration, and other techniques to create tall tales, using themselves as the main characters. The students will then create movie posters to advertise their tale tales and share them in a gallery walk (synthesis).
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Development of Task |
- The teacher will model how the author's use of language, especially exaggeration, adds to comprehension of a tall tale. The teacher will read aloud a tall tale picture book without stopping for discussion (auditory learning style). The teacher will reread the same text, this time, thinking aloud about the characteristics of a tall tale: larger than life or superhuman main character, problem solved in an outrageous or humorous way, exaggerated details, and characters who use everyday language.
- Students will read tall tales of appropriate complexity to identify and explain how the author's use of language adds to their comprehension of the story (analysis). The students should look for examples of the author's use of language including dialogue, specific words and phrases that contribute to meaning, and figurative language. Students may use the chart "Author's Use of Purposeful Language" to organize their ideas (Objectives a - f).
- In preparation for writing a tall tale, the teacher will ask students to generate a list of character traits that describe them. The teacher will share a personal character trait and model how an author would exaggerate that trait in a tall tale (intrapersonal intelligence).
- Students will write a tall tale with themselves as the main character, using purposeful language to create the characteristics of a tall tale.
- Students will share their drafts with peers in editor groups. The peer editors will make suggestions for improvements based on the effective use of purposeful language to create a tall tale (evaluation).
- Students will create movie posters using language purposefully to promote their tall tales. They will share their posters and tall tales in a gallery walk (visual-spatial intelligence).
Author's Use of Language
| Author's Use of Language | Example in story | How does this add to my understanding? |
| dialogue | | |
| specific words and phrases that contribute to meaning. |
| words and punctuation that create tone. |
| figurative language |
| language that appeals to the senses and feelings. |
| repetition and exaggeration. |
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/toolkit/vsc/advanced/reading/grade3/3A7b.xml |
