LESSON FIVE: Go Free or Die

                             

LESSON DESCRIPTION

Students explain examples of sensory details and figurative language within the context of fiction, nonfiction, and prose using the book Go Free or Die. 

 

GRADE-LEVEL EXPECTATIONS

R2B  Explain examples of sensory details and figurative language within the context of poetry and prose.

R3B  Explain examples of sensory details and figurative language within the context of nonfiction text.

R1I   Identify and explain connections between text ideas-information and relationships in various fiction and nonfiction works (compare, contrast, and analyze), text ideas and own experiences, text ideas and the world by demonstrating an awareness that literature reflects a culture and historic time frame

 

LESSON MATERIALS

§         Sources of literature 

• Go Free or Die by J. Ferris

 

§         Supplies 

o        Objects from What Am I? Sacks

o        Pen/Pencil

o        Sentence Strips

o        Slips of Paper

o        Overhead/Chalkboard/Whiteboard

 

§         Handouts provided

o        Idioms and Meanings

o        Figurative Language / Sensory Detail Chart

o        Harriet’s Feelings Labeled Comparison Chart

o        What Am I? Compare/Contrast Chart

 

§         Words to know                                                            fiction

o        analyze                                                                   figurative language

o        compare                                                                 nonfiction

o        contrast                                                                 graphic organizer

o        context clues                                                         sensory details

 

 

FORMATIVE ASSESSMENT                         Assessment                    Scoring Guide

Students choose two objects from the What Am I? sack activity and complete a What Am I? Compare/Contrast Chart graphic organizer. Scoring Guide provided.

 

LEARNING ACTIVITIES

 

1. Label two charts or two columns on the board with Figurative Language/Sensory Details Chart graphic organizer. Give each student a slip of paper with figurative language/sensory phrase. Place the figurative language/sensory explanations in a box, sack, etc.. Draw an explanation from the box, sack, etc. and the student with the matching phrase identifies themselves and posts the phrase and explanation under the heading of figurative language or sensory detail.

 

2. Students read Chapter Three of Go Free or Die with a partner. Partners identify and discuss the meanings of figurative language and sensory detail phrases from the chapter. The partners share their findings with the whole group. Students add phrases and explanations to their Figurative Language/Sensory Details Chart graphic organizer and Word Wall.

 

3. Students use the Harriet’s Feelings Labeled Comparison Chart graphic organizer to compare/contrast Harriet’s feelings about leaving or staying in the South.