What do you think of when you
hear the phrase “spring storm”?
What would a poem
titled
“Spring Storm”
be about?
Spring Storm by Jim Wayne Miller
He comes gusting out of the house,
the screen door a thunderclap behind him.
He moves like a black cloud
over the lawn—and stops.
A hand in his mind grabs
a purple crayon of anger
and messes the clean sky.
He sits on the steps, his eye drawing
a mustache on the face of the tree.
As the weather clears
his rage dripping away,
Wisecracks and wonderment
spring up like dandelions.
Figurative Language
“Word Candy”
Making Language Sweet
Learning Goals:
L7-5 “Demonstrate understanding of figurative
language, word relationships, and nuances in
word meanings.”
L7-5a “Interpret figures of speech in context.”
W7-3d “Use precise words and phrases,
relevant descriptive details, and sensory
language to …convey experiences and events.
R7-4 “Determine the meanings of words and
phrases as they are used in a text including
figurative and connotative meanings; analyze
the impact of rhymes and other repetitions of
sounds (e.g. alliteration) on a specific verse of
a poem or section of a story.
Success Criteria:
I can define 10 types of figurative language.
I can identify examples of those 10 types of
figurative language.
I can use those 10 types of figurative
language as I write different genre of writing,
including stories and poetry.
Figurative Language
 Just for fun: http://blog.flocabulary.com/what-is-figurativelanguage/
 Setting up your notebooks
1. Simile
Listen: http://www.youtube.com/watch?v=jYa1eI1hpDE
Respond in your “Journal Section” of
your notebook:
 How does the song make you feel?
 What does it make you imagine or
remember?
Think-Pair-Share
1. Simile
Turn to the Simile page in your notebook.
 Read the definition of a simile.
 Read the example and the non-example.
Listen to the song again and underline
the similes.
What effect does each simile have on the
meaning of the poem? Write those in the
margin of the page.
Goal: Define, identify, create
Spring Storm by Jim Wayne Miller
He comes gusting out of the house,
the screen door a thunderclap behind him.
He moves like a black cloud
over the lawn—and stops.
A hand in his mind grabs
a purple crayon of anger
and messes the clean sky.
He sits on the steps, his eye drawing
a mustache on the face of the tree.
As the weather clears
his rage dripping away,
Wisecracks and wonderment
spring up like dandelions.
Simile (con’t)
Read the short essay “In the Cliffs”.
Identify at least two similes.
How does that simile work in the writing?
Can you find a non-example of simile in
this essay?
Goal: Define, identify, create
Homework:
Complete the two worksheets “Using
Similes” and “Improve Your Writing With
Similes”.
Choose one (or more) of your similes.
Write a descriptive paragraph or a
descriptive poem that uses that simile in it
somewhere.
Goal: Define, identify, create
Do Now:
In your Writer’s Notebook, write a detailed simile about…
As you leave the gym the smell hits you! You look around
and spy a garbage can outside the door. Slowly moving
closer you quickly confirm that it is the source of the odor.
How stinky is it? Write a detailed simile comparing that
horrible smell to…what will you choose?
The smell was like the inside of my son’s sneakers after
running through ten miles of cow pasture, then leaving them
in the closet for a week.
Goal: Define, identify, create
2. Metaphor
Listen:
http://www.youtube.com/watch?v=1jm5gfuT9Z4&feature=kp
Respond in your “Journal Section” of your
notebook:
 How does the song make you feel?
 What does it make you imagine or remember?
Think-Pair-Share
2. Metaphor
 Turn to the Metaphor page in your notebook.
 Read the definition of a metaphor.
 Read the example and the non-example.
 Listen to the song again and underline the
metaphors.
 What effect does each metaphor have on the
meaning of the poem? Write those in the margin of
the page.
Goal: Define, identify, create
Spring Storm by Jim Wayne Miller
He comes gusting out of the house,
the screen door a thunderclap behind him.
He moves like a black cloud
over the lawn—and stops.
A hand in his mind grabs
a purple crayon of anger
and messes the clean sky.
He sits on the steps, his eye drawing
a mustache on the face of the tree.
As the weather clears
his rage dripping away,
Wisecracks and wonderment
spring up like dandelions.
Tugboat at Daybreak by Lillian Morrison
The necklace of the bridge
is already dimmed for morning
but a tug in a tiara
glides slowly up the river,
a jewel of the dawn,
still festooned in light.
The river seems to slumber
quiet in its bed,
as silently the tugboat
a ghostlike apparition
moves twinkling up the river
and disappears from sight.
Goal: Define, identify, create
Anger is like water because…
Homework:
Complete the “Metaphors” worksheet.
Notice that this includes writing a poem
modeled after “What is the Sun” that
includes metaphors.
Metaphors are cinnamon drops that add
sweetness and spice to your writing.
Goal: Define, identify, create
Do Now:
1. Read the poem “A Poison Tree”.
2. You may need help with some of the words:






Wrath = anger
Foe = enemy
Deceitful = lying
Wiles = tricks
“veil’d the pole” = made the stars dark
Outstretch’d = stretched out
3. Use RATES to answer this question in your purple folder
journal pages:
What are the steps the narrator took to get
revenge on his enemy?
How many metaphors can you find in this poem?
3. Personification
Listen: http://www.youtube.com/watch?v=JqeysG2HScU
Respond in your “Journal Section” of your
notebook:
 How does the song make you feel?
 What does it make you imagine or remember?
Think-Pair-Share
3. Personification
 Turn to the Personification page in your notebook.
 Read the definition of personification.
 Read the example and the non-example.
 Listen to the song again and underline the
personifications.
 What effect does each personification have on the
meaning of the poem? Write those in the margin of
the page.
Goal: Define, identify, create
Foul Shot
Read the poem “Foul Shot”.

http://mdk12.org/assessments/high_school/look_like/2006/english/resources/foulshot.html
Identify the section that uses
personification.
In your journal section, list the
VERBS that the author uses
that are personified.
Goal: Define, identify, create
Homework:
Choose a sport that uses a ball.
Write a poem or descriptive
paragraph from the point of view
of the ball, personifying the ball.
Make it humorous or
suspenseful.
.
Do Now:
1. Get out your personification writing from last
night.
2. Share it with your elbow partner.
3. Then move across the room and share it
with another friend.
4. Did you use any metaphors or similes in
your writing as well??
5. Turn to your elbow partner and tell him/her
the definition of “personification”, “simile”,
and “metaphor.”
Goal: Define, identify, create
4. Alliteration
Listen:
http://www.youtube.com/watch?v=lHdXQ
AQHjd8
Respond in your “Journal
Section” of your notebook:
 How does the song make you
feel?
 What does it make you imagine
or remember?
Think-Pair-Share
4. Alliteration
 Turn to the Alliteration page in your
notebook.
 Read the definition of alliteration
 Read the example and the nonexample.
 Listen to the song again and
underline the alliteration.
 What effect does alliteration have
on the meaning of the poem?
Write your ideas in the margin of
the page.
Goal: Define, identify, create
Spring Storm by Jim Wayne Miller
He comes gusting out of the house,
the screen door a thunderclap behind him.
He moves like a black cloud
over the lawn—and stops.
A hand in his mind grabs
a purple crayon of anger
and messes the clean sky.
He sits on the steps, his eye drawing
a mustache on the face of the tree.
As the weather clears
his rage dripping away,
Wisecracks and wonderment
spring up like dandelions.
Homework:
Re-read “Foul Shot” and use
colored pencils to identify
examples of alliteration in this
poem. Use a different color
for each alliterated sound.
Goal: Define, identify, create
Alliteration Celebration!
We will be creating a class poem to show
off our super savvy alliteration skills.
Topic ideas?
Assign letters for each verse
Let’s get to writing!
Open a Word document and type your
verse
Do Now:
1. Open up your verse of the alliteration poem.
2. Read your elbow partner’s verse. Check to
make sure it…
 is a complete sentence (subject + verb)
 has correct spelling and grammar
 is related to the topic
 Contains strong alliteration
3. Use a font size of 36 for the poem and 14 for
your name. Then center your verse.
4. Save as YOUR LETTER (first) and then
YOUR NAME in Mrs. Paul’s in-box
example: S Michael Jackson
5. Onomatopoeia
Listen:
http://www.youtube.com/watch?v=8mhXIqeJ7_A
Respond in your “Journal
Section” of your notebook:
 How does the song make you
feel?
 What does it make you imagine
or remember?
Think-Pair-Share
5. Onomatopoeia
 Turn to the Onomatopoeia page in
your notebook.
 Read the definition of onomatopoeia
 Read the example and the nonexample.
 Listen to the song again and
underline the onomatopoeias.
 What effect do the onomatopoeias
have on the sound and meaning of
the song? Write your ideas in the
margin of the page.
Goal: Define, identify, create
Examples…
1.
Meeting at Night (by Robert Browning)
Three fields to cross till a farm appears;
A tap at the pane, the quick sharp scratch
And blue spurt of a lighted match…
2. Gathering Leaves (by Robert Frost)
Spades take up leaves
No better than spoons
And bags full of leaves
Are light as balloons.
I make a great noise
Of rustling all day
Like rabbit and deer
Running away.
Homework:
 Choose at least 3 SOUND words from the list below, or come
up with your own, and use them to write a descriptive poem.
zap
gurgle
achoo
boom
jingle
clanging
fizz
pop
hiss
rattle
vroom
smash