Teacher: Abigail Hunting
Date: February 28, 2005
Subject: ESOL Literature
Number of Students: 12
Lesson Topic: Three
forms of Figurative Language (simile, metaphor, and personification) in “Hatchet”
SOL Objective Targeted:
- LEP 4.1: The student will use effective oral communication
skills in a variety of settings.
- LEP 4.4: The student will read and demonstrate comprehension
of fiction and nonfiction.
- LEP 4.5: The student will use meaning clues and language
structure to read words.
Unit Title: “Hatchet”
Unit Goal(s) Addressed: Students are learning about Gary
Paulsen’s use of imagery and figurative language in “Hatchet”.
Rationale for the lesson:
As ESOL students, most are probably not very aware of forms of descriptive language and the impact they have on a reader’s
- The warm-up will serve to refresh student’s memories about the plot, and
help to prepare them for their reading quiz.
- The quiz will serve to check students’ understanding and also to ensure
that students keep up with at-home reading assignments and comprehension.
- The workbook activities will enable students to analyze the author’s use
of three forms of figurative language in “Hatchet”.
Student Objectives: SWBAT:
- Listen to directions and follow reading.
- Work with peers.
- Analyze literature and writing styles.
- Identify simile, metaphor, and personification.
1. Formal: When finished,
each student will have completed workbook exercises to be assessed.
2. Informal: I will be
able to informally assess students as I call on them for answers and go over the exercise answers.
1. Student Materials: Pens/Pencils;
“Hatchet” booklet; copies of “Hatchet”; dictionaries.
2. Teacher Materials: Overhead
projector, transparencies for project packet, transparency pens, Brown paper bag and items to put in it.
Explain today’s agenda.
Warm-up: What does Brian say is the most important rule of survival?
(See page 82). Why do you think he says this?
Collect Vocabulary homework
Pass back graded assignments.
2. Learning Activities:
Pass out the example handout (It has pictures and reads: “The rude student was sleeping like a
bear in hibernation, so the teacher was an alarm clock that screamed at the top of its lungs to wake him up.”) Give students a minute to read it to themselves.
Explain that this example uses three forms of figurative language, and explain what figurative language
is (when the author describes something using comparisons that go beyond their literal meaning). Illustrate this by reading over the example again and showing how the use of comparisons helps you to understand
Explain that today we will be learning about three types of figurative language – Simile, Metaphor,
and Personification, and all three of these forms are in the example you just passed out.
Put page 10 up on the overhead and go over it with students, explaining the differences between the three
forms of figurative language.
Return to the example handout, and ask students to identify the three forms of figurative language in
Do page 11 with the students, modeling the exercise for them and checking for understanding.
Pick pairs from the jar and have students complete pages
Go over their answers on the overhead.
With leftover time, read chapters 9-11 with the students or give them time to get started on their vocabulary
Give participation grades.
Explain homework again… Finish reading, vocabulary H/W, and prepare for reading quiz.
Joo has severe vision problems. Enlarged copies of the worksheets and text will
be provided for her, and I will give her individual assistance if needed.