STAGE 1 – DESIRED RESULTS
Unit Title: Enriching Our Writing using Adjectives and Figures of Speech Grade 6 ELA J. Ottewell
Established Goals:
General Outcome 4
Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication.
4.1 Enhance and Improve

choose words that capture a particular aspect of meaning and that are appropriate for context, audience
and purpose

experiment with several options, such as …figurative language … to choose the most appropriate way of
communicating ideas or information
Understandings: Students will understand that…
Essential Questions:
• What is the secret to reaching someone with words?

One way good writers reach readers is by writing rich
descriptions.


What is an adjective?
How do adjectives enrich and enhance writing?

One way good writers reach readers is by using literary
techniques to enhance the text


What is a simile? metaphor? allusion, etc.?
How do literary techniques enhance and enrich writing?
Students will know the following:

the definition and function of an adjective
Students will be able to do the following:




the definition and functions of various literary terms
and figures of speech such as turning point, simile,
metaphor, alliteration, synecdoche, allusion,
onomatopoeia, dramatic irony, situational irony,
apostrophe, hyperbole, etc.
J. Ottewell FSD 2012



appreciate the power of adjectives to enrich,
enliven, and embellish text
identify adjectives in texts
mindfully incorporate adjectives into their writing
appreciate the power of literary techniques and
figures of speech to enrich, enliven, and embellish
text
identify literary techniques and figures of speech
in texts
mindfully incorporate literary techniques and
figures of speech into their writing
Performance Tasks:




STAGE 2 – ASSESSMENT EVIDENCE
Other Evidence:
What is It? Poem (formative)
Rich Photo
My Favorite Things song
Personal Response: An Ordinary Miracle



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Pre-test( meta-cognitive)
Quick Quizzie: Adjectives
Literary Technique Identification (formative)
Cool Cat Literary Terms Identification
Key Criteria:
The extent to which students can demonstrate their knowledge and understanding of adjectives and figures of speech
The extent to which students can successfully incorporate adjectives and figures of speech into their writing so as to enhance
the clarity and artistry of communication
The extent to which students can control conventions, follow a pattern, and add sufficient detail
STAGE 3 – LEARNING PLAN
Summary of Learning Activities:
Pre-test: see how much they already know
Grammar Rock Adjectives song: listen to the tune, discuss definition of adjectivse with students who then describe a
memorable trip using a string of adjectives
What is It? Poetry: fun activity to reinforce function of adjectives—could be used as a formative assessment
The Ugly Duckling: students view video, make a list of the duckling’s feelings before and after he found his family; the class
comes together as a whole to make a collaborative list of all these adjectives; discussion around plain adjectives (e.g. good, bad,
nice, etc.) versus those that impart far more meaning
Fun With Grammar: students identify adjectives and figures of speech, inserting adjectives into the next dull paragraph
Honeydukes Sweet Shop: students read J.K Rowlings evocative description, identify 5 effective adjectives that they share with a
partner; the duo discusses the power of adjectives by reading the passage aloud without any adjectives; finally, they draw a
picture of one of the candies that is described in the text
Quick Quizzie: Formative assessment of students’ understanding of adjectives
J. Ottewell FSD 2012
N.B. Ongoing oral reading of The Princess Bride with introduction to and reinforcement of various figures of speech and
literary techniques, as well as powerful adjectives, in context: see student handout on literary terms with notes and examples
from the novel
Fame is a Bee poem: Show video of bee; read and discuss metaphorical poem
Sarah Cynthia Sylvia Stout Would Not Take The Garbage Out poem: Show excerpt of hoarding video; read and discuss
alliterative, hyperbolic poem; draw image
Love Story video: Read aloud “Romeo and Juliet at the Mall “ from Janet Allen and Patrick Dailey’s Scholastic Read-Aloud
Anthology (2004); view allusive video, and discuss references to Shakespeare play in Taylor Swift’s song lyrics and video
Identification Activity: students identify various literary techniques they have learned thus far
Formative Assessment: Cool Cat Literary Techniques
Performance task: Rich Photo with descriptions where students describe a picture using various literary techniques and adjective
Performance Task: “My Favorite Things” Song; students view scene from The Sound of Music; class discussion and
deconstruction of song and its elements; students write their own version, modeling it after the song, using rich adjectives and
the occasional figure of speech
Performance Task: “Ordinary Miracle” Song Video/Discussion: students view video and discuss the everyday amazing things in
life that we tend not to notice
Performance Task: Personal Response: Students write a description of an everyday something that they consider miraculous,
mindfully incorporating adjectives and literary techniques in order to embellish and enrich the description
The files for these activities in this learning plan that follow are listed in chronological order; I
have also included the discussion questions on the documents…
J. Ottewell FSD 2012
PRE TEST
Show yourself what you already know: circle the adjective(s) in each sentence and indicate
with an arrow the noun that it describes…
1. Juan handled the breakable glass very carefully.
2. Kareem Abdul Jabaar used to be one of the tallest basketball players in the NBA.
3. The Pomeranian puppy trotted happily ahead of the sled.
4. Marshes always seem to look scummy.
5. I have always dreamed of buying a European car.
6. These are huge cookies!
7. The king took an exhausting trip to Spain.
8. Alice definitely prefers leather furniture
9. My, but that movie was terrible.
10. That tiny red purse is simply darling.
J. Ottewell FSD 2012
UNPACK YOUR ADJECTIVES
Music & Lyrics: George R. Newall
Sung by: Blossom Dearie
Animation: Phil Kimmelman and Associates
Got home from camping last spring,
Saw people, places and things.
We barely had arrived,
Friends asked us to describe
The people, places and every last thing.
So we unpacked our adjectives.
We hiked along without care.
Then we ran into a bear.
He was a hairy bear.
He was a scary bear.
We beat a hasty retreat from his lair,
And described him with adjectives.
I unpacked "frustrating" first.
Reached in and found the word "worst."
Then I picked "soggy," and
Next I picked "foggy," and
Then I was ready to tell them my tale.
'Cause I'd unpacked my adjectives.
(Whoah! Boy, that was one big, ugly bear!)
Adjectives are words you use to really describe
things,
Handy words to carry around.
Days are sunny or they're rainy
Boys are dumb or else they're brainy
Adjectives can show you which way.
Adjectives are often used to help us compare
things:
To say how thin, how fat, how short, how tall.
Girls who are tall can get taller,
Boys who are small can get smaller,
‘Till one is the tallest
And the other's the smallest of all.
(You can even make adjectives out of the other
parts of speech, like verbs or nouns. All you
have to do is tack on an ending, like "ic"or "ish"
or "ary". For example, this boy can grow up to
be a huge man, but still have a boyish face.
"Boy" is a noun, but the ending "ish" makes it
an adjective. "Boyish": that describes the huge
man's face. Get it?)
Next time you go on a trip,
Remember this little tip:
The minute you get back,
They'll ask you this and that,
You can describe people, places and things...
Simply unpack your adjectives.
You can do it with adjectives.
Tell them 'bout it with adjectives.
You can shout it with adjectives.
http://www.youtube.com/watch?v=lbgZfQNBFS
0
Describe a recent memorable trip simply by listing 10 adjectives to describe it…probably we’ll be
able to guess what you did, and maybe where it was, and how you felt about it.
J. Ottewell FSD 2012
What is It? Poetry
red
smoky
crackling
scorching
blistering
Fire
sour
yellow
crunchy
sticky
citrusy
Lemon Lifesaver
One secret good writers know is how to reach their readers with words. They carefully
choose the perfect word for a given situation. Select a topic and write about the 5
senses as applied to your subject using only one vivid adjective per sense. Hold back
the title until the final line. (But first, can you identify each of the senses in the example
poems?)
Use the following planning framework:
sight (visual)
_______________
sound (auditory)
_______________
taste (gustatory)
_______________
touch (tactile)
_______________
J. Ottewell FSD 2012
smell (olfactory)
_______________
Subject
_______________
Of course, you may rearrange the order of senses to suit your subject and the rhythm
of the poem. Write 3 poems and the class will try to guess the subject of the one that
you think is the best.
What is It?
J. Ottewell FSD 2012
The Ugly Duckling
G
ood readers/viewers reflect about what they have read/seen, thinking about
other similar stories, and connecting them to their own lives.
“The Ugly Duckling,” by Hans Christian Anderson, is the beloved story of a
cygnet that is mistakenly hatched in a duck’s nest. Because of his oddball
appearance, just like Rudolph the Red Nosed Reindeer, the poor little baby bird is cruelly
teased and rejected. The ducklings quack; he honks. They are yellow; he is white. They are
cute; he is homely. Even his unloving mother can’t understand how this “ugly duckling” could
be one of her own. In the Disney cartoon version, unwanted by his cruel family, the friendless
duckling approaches some blue birds and a duck decoy. Alas, there is no acceptance there
either. Feeling alone and sad, he finally meets some graceful swans that happily accept him as
a new member of their family. The ugly duckling, now safe and secure, is destined one day to
mature into a lovely swan, one of the most beautiful birds of all. This meaningful story is about
acceptance, family, appearance, and potential. In fact, the expression “ugly
duckling,” has come to mean someone who may seem unattractive or appear to lack
potential, but will one day grow into a beautiful and accomplished person.
A
s you watch this video, make a list to describe the way the ugly duckling
felt before and after finding his family…a good writer is able to come up
with rich, descriptive adjectives to describe feelings in an exact way.
http://www.youtube.com/watch?v=THmHFHBWQZc
J. Ottewell FSD 2012
ADJECTIVES OF EMOTION: “THE UGLY
DUCKLING” class Compilation
POSITIVE
NEGATIVE
at-ease
excited
welcoming
comfortable
unique
joyful
proud
curious
hopeful
lucky
relieved
loved
accepted
positive
caring
happy
joyful
comforted
confident
secure
safe
delighted
worthy
calm
affectionate
content
sympathetic
kind
accepted
triumphant
uncomfortable
oddball
fearful
rejected
homely
embarrassed
ashamed
discouraged
abandoned
lonely
ugly
confused
desperate
worthless
different
frightened
self-conscious
unsure
worried
friendless
dejected
hopeless
hurt
frantic
jealous
regretful
insecure
annoyed
intimidated
miserable
J. Ottewell FSD 2012
Fun with Grammar: Adjectives
Adjectives are handy words to have around:
Days are sunny, or they're rainy
Boys are dumb, or else they're brainy.
I
n The Princess Bride after the visit of the Count and Countess to her farm, Buttercup begins
to see the farm boy in a new light. In fact, she is suddenly rather jealous, wondering why
the Countess might be attracted to him. Maybe it is his pale blond hair; maybe it’s his
broad shoulders. Perhaps it is his perfect and tanned skin. She decides, in the end, that it
must be his teeth. “The farm boy did have good teeth; give credit where credit is due. White
and perfect, particularly set against the sun-tanned face.”
An adjective, as you know, is a word that describes a noun or a pronoun. It provides more
information about a subject, giving the reader a clearer idea. In the case of the farm boy, there
is a big difference between flaming red hair and pale blond hair—or between decayed teeth
and perfect teeth. Adjectives also enliven writing, adding fascinating detail that appeals to the
reader’s 5 senses.
Underline the 25 adjectives in the following paragraph (Can you identify the simile and some alliteration, too?)
I peered out my window into the dark, deserted street. A tall, yellow streetlight cast a fuzzy
glow onto the sidewalk. A young policeman, with a shiny badge pinned to his cotton uniform
made his usual rounds. Our friendly neighbour, on his way to his demanding job, dashed out
of his sleepy house and let the heavy door slam behind him. A black cat sped across the wet
sidewalk into the velvety darkness. I looked again at the crescent moon and got into my
inviting bed. Just as I was about to pull my faded quilt over my tired body, I heard a faint
sound. It was a gentle hum, like a lovely lullaby. I pulled open my yellow curtains, looking
down. It was then that I saw the most amazing thing… Now read the paragraph without the
adjectives; how is it different?
Finally, insert at least 15 adjectives into this otherwise dull and general paragraph. Add some spice!
It was a day in July. We packed a lunch and bicycled over to the beach. We could hardly wait to jump
into the water. Some umbrellas dotted the sand. Mothers and toddlers lined the water’s edge. The
swimmers raced out to the raft. Several sailboats circled the lake. The smell of meat and the sound of
laughter permeated the air. It was a day!
J. Ottewell FSD 2012
Honeydukes Sweet Shop:
Excerpt from Harry Potter and the Philosopher’s Stone, p.147 “The Marauder’s Map”
I
n which Harry Potter, denied permission to go to Hogsmeade village, goes anyway to Honeydukes
Sweet Shop, hidden under his Invisibility Cloak…
Honeydukes was so crowded with Hogwarts students that no one looked twice at
Harry. He edged amongst them, looking around, and suppressed a laugh as he imagined the
look that would spread over Dudley’s piggy face if he could see where Harry was now.
There were shelves upon shelves of the most succulent-looking sweets imaginable.
Creamy chunks of nougat, shimmering pink squares of coconut ice, fat honey-coloured
toffees; hundreds of different kinds of chocolate in neat rows; there was a large barrel of
Every Flavour Beans, and another of Fizzing Whizzbees, the levitating sherbert balls that Ron
had mentioned; along yet another wall were “Special Effects” sweets: Droobles Best Blowing
Gum (which filled a room with bluebell-coloured bubbles that refused to pop for days), the
strange, splintery Toothflossing Stringmints, tiny black Pepper Imps (“breathe fire for your
friends!”), Ice Mice (“hear your teeth chatter and squeak”!), peppermint creams shaped like
toads (“hop realistically in the stomach!”), fragile sugar-spun quills and exploding bonbons.
Harry squeezed himself through a crowd of sixth-years and saw a sign hanging in the
furthest corner of the shop (“Unusual Tastes”). Ron and Hermione were standing underneath
it, examining a tray of blood-flavoured lollipops. Harry sneaked up behind them.
1. Make a list of any 5 adjectives that help to makes J.K. Rowling’s description of
Honeydukes so deliciously descriptive.
2. Compare your adjectives with a partner.
3. Try reading the passage together without any adjectives; what do you conclude about
the power of adjectives?
4. Draw and label an image of any candy that is described.
J. Ottewell FSD 2012
QUICK QUIZZIE: Circle the adjectives and draw an arrow to the noun it
describes. (Be careful! Some sentences have more than one adjective.)
1. Early people found that dogs made good hunters.
2. Strong sheepdogs help farmers with large herds of sheep.
3. One famous dog rescued forty lost people in the mountains.
4. Blind people use dogs to guide them through busy streets.
5. Some smart dogs learn to help deaf people.
6. Linda trains young dogs.
7. The dogs learn to help people.
8. Two people in California found a lost dog.
9. They took the little white dog to a shelter.
10. One kind worker at the shelter named the dog “Penny.”
J. Ottewell FSD 2012
Cool Cats Use and Recognize Cool Literary Techniques
Literary techniques are used by good writers to engage the reader by providing emphasis, freshness of
expression, humour, surprise, clarity, description, or comparison…Good readers recognize and
appreciate the techniques that authors use.
1. Turning point
When the nobleman comes to see Buttercup: “But he marked a turning point.”
The point at which an important change takes place; a decisive moment
2. Simile
When Buttercup begins to see the farm boy in a new light: “The farm boy had eyes like the sea before a
storm….”
A comparison of two unlike things using “like,” or “as”
3. Synecdoche
When the farm boy shuts the door in Buttercup’s face after she declares her love for him: “…but not
enough to ease her shattered heart.”
Part of something is used to mean the whole thing
4. Situational Irony
When Westley is suddenly and unexpectedly killed by the Dread Pirate Roberts: “Then she heard.”
The situation turns out differently than what is expected; the reader is surprised, amused,
shocked etc.
J. Ottewell FSD 2012
5. Apostrophe (and not in the sense of punctuation)
When Buttercup is waiting for Westley, who has left to seek his fortune in America, worried he might
find another, she talks to him as if he were there: “Oh, Westley, I must never disappoint you!”
Someone or something (usually away somewhere or dead—or maybe even imaginary) is
spoken to as though he/she/it were actually there
6. Alliteration
When Princess Noreena’s hat flies off, exposing her bald, shiny head: “Madam, feel free to flee!”
The repetition of the same consonant sounds at the beginning of several words…like tongue
twisters
7. Onomatopoeia
When Buttercup jumps into the water to escape the 3 assassins: “…the swish of giant tails.”
“Sound effect” words where the word itself sounds like its meaning
8. Flashback
When Inigo is lying atop the Cliffs of Insanity waiting for the man in black to ascend: “In the mountains
of central Spain, set high in the hills…”
The action of the story stops and goes back to the past, often to explain something to the
reader or enrich the story
9. Allusion
J. Ottewell FSD 2012
When the nobleman wants Inigo’s father to make a magnificent 6-fingered sword: “I desire to have
made for me the greatest sword since Excalibur.”
A reference to someone/something/some event/some place that’s well known. It is left to the
reader or hearer to make the connection.
(E.g. Worried that King Arthur would fall in battle, Merlin took the King to a magical lake where a
mysterious hand thrust itself up from the water, holding aloft a magnificent sword, Excalibur. It was the
Lady of the Lake offering Arthur a magic unbreakable blade, fashioned by an elf smith, along with a
scabbard which would protect him as long as he wore it.)
10. Metaphor
When the six-fingered man scars Inigo’s cheeks: “Two rivers of blood poured from his forehead to his
chin…”
A stronger comparison between two unlike things that have something in common—
like, as
11. Hyperbole
When Inigo and the man in black are dueling to the death: “…and, ohhhh, the skies shook…”
Deliberate exaggeration for effect
12. Dramatic Irony
When Vizzini and Fezzik think that Inigo has been killed by the man in black—when in reality he is
unconscious and tied to a tree: “…but that was before Inigo was dead…”
The reader/viewer knows something the character(s) do not
13. Cliché
When Fezzik’s parents are trying to persuade him to wrestle professionally: “When the going gets tough,
the tough get going.”
J. Ottewell FSD 2012
A tired, common expression/saying that people have heard many, many times before—a
ready-made phrase
14. Figurative Meaning
When Vizzini has a knife at Buttercup’s throat and is about to draw blood: “The man in black froze.”
The words do not mean exactly what they say: the reader must figure out what is really meant
It means that the man in black immediately stopped moving and stood very still because of Vizzini’s
threat.
15. Literal Meaning
The words mean exactly what they say
(see above) The man in black actually became a frozen icicle—an impossibility!
16. Pun
When Shel Silverstein writes about a punny poem about eggs: “Where’s the eggxit?”
A play on words (meaning or spelling)
17. Oxymoron
When Sarah McLachlan sings about so-called ordinary miracles: “Like every time a raindrop falls, it’s just
another ordinary miracle today.”
Things seem to be contradictory or opposite (from the Greek, meaning “sharp, dull”)
18. Verbal Irony (A.K.A. sarcasm)
J. Ottewell FSD 2012
When Buttercup is telling the man in black that Humperdinck will rescue her: “Tender couple.”
What is said is the opposite of what is meant
19. Foreshadowing
When Fezzik is hiding in the cave, unsure of where to go and what to do: “At least they weren’t throwing
things at him. Not yet anyway.”
When the writer hints about what is to come
20. Indeterminate Ending
When Buttercup, Westley, Inigo and Fezzik escape on the Prince’s whites: “However, this was before
Inigos’s wound reopened; and Westley relapsed again; and Fezzik took a wrong turn; and Buttercup’s
horse threw a shoe. And the night was filled with the crescendoing sound of pursuit…”
The ending of the story is uncertain and the conflict is still unresolved—a cliffhanger
J. Ottewell FSD 2012
A POEM for INIGO’S FATHER
Fame is a Bee
Emily Dickinson
Fame is a bee.
It has a song—
It has a sting—
Ah, too, it has a wing.
http://www.youtube.com/watch?v=xVKCRm724Fg
Like a simile, a metaphor is a comparison between two unlike things. However, a simile would
state that fame is like a bee, but a metaphor is a direct comparison and is thus a little more
forceful. Fame is a bee.
Discussion
1. How might fame be compared to a bee? List some similarities…
2. What are some great things about being famous? (“a song”)
3. What are some drawbacks to being famous? (“a sting”)
4. Does fame always last? (“a wing”)
5. Knowing that fame is a bee, Domingo Montoya refuses to make “…stupid sword[s] with
stupid jewels in the form of stupid initials….” for his friend Yeste’s clients. He prefers to
remain poor and unknown. Why? Relate his reasons to Emily Dickinson’s poem.
6. Is it easy being a celebrity in today’s world? Should the media give them more privacy?
J. Ottewell FSD 2012
SARAH CYNTHIA SYLVIA STOUT
WOULD NOT TAKE THE GARBAGE OUT
Shel Silverstein, 1974
Sarah Cynthia Sylvia Stout
Would not take the garbage out!
She'd scour the pots and scrape the pans,
Candy the yams and spice the hams,
And though her daddy would scream and shout,
She simply would not take the garbage out.
And so it piled up to the ceilings:
Coffee grounds, potato peelings,
Brown bananas, rotten peas,
Chunks of sour cottage cheese.
It filled the can, it covered the floor,
It cracked the window and blocked the door
With bacon rinds and chicken bones,
Drippy ends of ice cream cones,
Prune pits, peach pits, orange peel,
Gloppy glumps of cold oatmeal,
Pizza crusts and withered greens,
Soggy beans and tangerines,
Crusts of black burned buttered toast,
Gristly bits of beefy roasts. . .
The garbage rolled on down the hall,
It raised the roof, it broke the wall. . .
Greasy napkins, cookie crumbs,
Globs of gooey bubble gum,
Cellophane from green baloney,
Rubbery blubbery macaroni,
Peanut butter, caked and dry,
Curdled milk and crusts of pie,
Moldy melons, dried-up mustard,
Eggshells mixed with lemon custard,
Cold french fried and rancid meat,
Yellow lumps of Cream of Wheat.
At last the garbage reached so high
That it finally touched the sky.
And all the neighbors moved away,
J. Ottewell FSD 2012
And none of her friends would come to play.
And finally Sarah Cynthia Stout said,
"OK, I'll take the garbage out!"
But then, of course, it was too late:
The garbage reached across the state,
From New York to the Golden Gate.
And there, in the garbage she did hate,
Poor Sarah met an awful fate,
That I cannot now relate
Because the hour is much too late.
But children, remember Sarah Stout
And always take the garbage out!
DISCUSSION
1. Can you find and quote examples of the following: alliteration, hyperbole,
onomatopoeia, allusion, rhyming couplet? Which one(s) occur most frequently?
2. In a couple of sentences, describe Sarah, her problem, and what becomes of her.
3. Is Sarah a hoarder? (Quote lines from the poem to defend your answer.) This is a
person who cannot seem to get rid of food or seemingly useless possessions. As a
result, the unbelievable clutter interferes with basic living, such as sleeping, cooking,
showering or entertaining friends.
http://www.aetv.com/hoarders/
4. What lesson is Silverstein trying to give the reader?
5. What responsibilities do you have at home? Do you carry them out without being
reminded?
6. Just how important is cleanliness?
7. Find a particularly deliciously disgusting image of the towering garbage and draw it,
quoting the lines that describe the mess.
J. Ottewell FSD 2012
Romeo and Juliet
Like this is a totally sad play.
This guy Shakespeare must have really
wanted to get thegirls—and a few
dudes—crying at the end. Because,
trust me, there's no happy ending here.
Here's how it goes.
There is this dude Romeo—he's
fierce. And then there's this hottieJuliet. They had names like that 'cause
it was like the really old days, even way
before MW. So, no one had cool names
like Carson, Britney, or J Lo. They all
had really geeky names like Benvolio
and Tybalt and Mercutio.
They come from these two huge
families with like tons of cousins and
second cousins. One family is the
Montagues and the other is the Capulets.
And, man, they really hate each other. I
mean, they can't even walk down the
street without wailing on each other. And
that's what happens right at the
beginning of the story.
This dude, Sampson, who works for
old man Capulet, sees this other dude,
Abraham, who hangs with a Montague,
J. Ottewell FSD 2012
and he bites his thumb. I mean, like,
Sampson bites his own thumb, not
Abraham's thumb, which in the old days
was like saying "Wanna fight'?"
And Abraham says something like,
"Do you wanna fight?" So they both start
beatin' on each other. But it gets broken
up before anybody's really messed up,
you know. And the Prince—he's like the
principal of this whole town—he says,
"Yo, next time you guys get in each And
Abraham says something like, "Do you
wanna fight?" So they both start beatin'
on each other. But it gets broken up
before anybody's really messed up, you
know. And the Prince—he's like the
principal of this whole town—he says,
"Yo, next time you guys get in each
other's face, I'm gonna twist someone's
head around so their cap's on straight."
So, back to the story. Remember
Juliet? She's the cute one. Well her old
man decides he's going to have this
klckin' party. But he has to send this
servant out to tell everybody, 'cause,
like, they didn't have cell phones or
beepers then. But this servant is like a
little slow or something, and he can't
make out the names on the list, so he
stops someone to help him read It. And
check it out—it's Romeo.
completely ballistic over nothing—but
especially kissing.
So Romeo looks at the list, and there's
all these names of people he doesn't really
like. But then he sees Rosaline's name.
She's this chick who is like totally hot
and Romeo has always wanted to date
her. So he decides to crash the party,
which is easy, see 'cause it's a
masquerade party.
Juliet's cousin, Tybalt, sees that
Romeo is trying to ease in on Juliet. And
since she is a Capu let and Romeo is a
Montague, there is no way he is going to
let this happen. So he says, "Yo, hand me
that sword." But Juliet's dad says, "Chill.
Don't wreck the party."
Meanwhile, Juliet's mom, she's trying
to fix Juliet up with this guy named
Paris. Whatever.
Anyway, Romeo's kind of bummed
because he is totally Into Rosaline and he
thinks she, like, isn't into him. But one of
Romeo's buds, Mercutlo, tells him, like,
"Chill. Ro-boy. Just go to the party and
hang out. There's going to be like a lot of
girls there."
So Romeo goes to the party. He's
checking out the girls. Nobody really
makes him look twice. That is till he sees
Juliet! And he goes, HELLO!. "Who is that
totally crushable babe?" And at the same
time she's saying to herself. "Who is that
major cutie?" Which is bad, see, 'cause
like, in the beginning of the story.
Shakespeare, already said that Romeo
and Juliet were "star cross'd lovers,"
which probably means this relationship is
totally doomed anyway.
But that doesn't stop them. So Romeo
goes up and busts a move, and they hold
hands for a while. Then he gets some
nerve and he goes. "0, then, dear saint,
let lips do what hands do." And he kisses
her, and it's like, Wow! I mean it was
totally awesome for both of them. But
then Juliet's nurse pulls her away. In
those days a nurse was like a nanny for
older girls. And they were always going
J. Ottewell FSD 2012
Then it's curfew time or something
'cause everyone has to leave, but when
Romeo is heading for his part of town, he
stops, and jumps over this big fence Into
Juliet's yard. He's like climbing up trees
to get near Juliet's bedroom. At the same
time Juliet goes out to her balcony and
kind of stares up at the moon. She gets
all goofy and says. "0, Romeo, Romeo,
wherefore art thou Romeo?" And it's like,
HELLO!, he's sitting on a branch right
under her balcony. But maybe, like, she
took her contacts out to go to bed.
But she figures it out, and suddenly
Romeo's climbing up the wall cause he
wants to hang with his honey on the
balcony. He's not there but for only a
minute when, Boom!, they fall in love. I
mean, they have it so bad for each other
that Romeo goes, "Do you want to get
married?" And she goes, "Yeah, that
would be excellent!" So they run off and
get married. Only they get married in
secret because remember, their families
hate each other.
But then, like, right after this, Juliet's
pushy cousin Tybalt shows up again and
starts getting in Romeo's face. See he
doesn't know they're married ‘cause he
didn't get an invitation. And, like, he
should be happy because he didn't have
to buy a present or anything. But he
wants to kill Romeo. I mean, he's flipping
Romeoand Juliet at the Mall
out. (Nice, eh?) But Romeo won't fight
him, so Tybalt jumps in Mercutio's face,
and he and Mercutio start beating on
each other. Mercutio gets killed, so Romeo
kills Tybalt, which is dumb, 'cause now
he and Juliet definitely aren't gonna be
getting any wedding presents from either
side of the family.
Then the prince exiles Romeo, which
is like being expelled from school, but
you've got to go to a whole other state or
something. So Romeo and Juliet have to
split for a while. Juliet goes, "0, thlnk'st
thou we shall ever meet again'?" cause
she's really in love and is afraid that
Romeo won't be able to come back. And
then Juliet starts bummin' even more
'cause now her old man wants her to
marry Paris. EXCUSE ME! She's like
already married. But her parents are
clueless about that and are still
planning a wedding, so it looks like
she's going to get presents one way or
another. But then this priest guy gives
Juliet this stuff to drink so that
everyone will think she's dead, until
Romeo can get back from being
grounded. But this stuff is so good that
everybody thinks she really is dead, and
they put her in this tomb thing.
Then Romeo dreams Juliet has found
him dead, and even though he's
grounded in another state, he says,
"Later. I'm outta here." He takes off to see
Juliet, but he stops, like at a drugstore
for some poison. So he misses this
letter that the priest sent that says,
"Juliet isn't dead. She's just sleeping."
000ps.
J. Ottewell FSD 2012
But then Romeo sees Juliet and he
goes, "Ah, dear Juliet, why art thou yet so
fair?" 'Cause, you know, if she was dead
she ought to be green and starting to
smell funny. And that totally bums
himout, so he takes the poison. Duh! I
mean, Duhh! Then you'll never guess this
part. She wakes up and sees Romeo and
goes, "0 happy dagger!" and kills
herself.
I mean, are these people for real, or,
like, what?
And that's Shakespeare's most famous
love story.
LOVE STORY
Songwriters: Taylor Swift, Taylor Alison
We were both young, when I first saw you.
I close my eyes, and the flashback starts:
I’m standing there, on a balcony of summer air.
I see the lights; see the party, the ball gowns.
I see you make your way through the crowd.
You say, “Hello.” Little did I know…
That you were Romeo; you were throwing pebbles,
And my daddy said, “Stay away from Juliet.”
And I was crying on the staircase,
Begging you, please don’t go…
And I said…
“Romeo, take me somewhere we can be alone.
I’ll be waiting; all there’s left to do is run.
You’ll be the prince, and I’ll be the princess.
It’s a love story, baby, just say yes.”
So I sneak out to the garden to see you.
We keep quiet, because we’re dead if they knew.
So close your eyes,
Escape this town for a little while.
Oh, Ohhh
‘Cause you were Romeo; I was a scarlet letter,
And my daddy said “Stay away from Juliet,”
But you were everything to me.
I was begging you, please don’t go…
And I said…
“Romeo, take me somewhere we can be alone.
I’ll be waiting; all there’s left to do is run.
You’ll be the prince and I’ll be the princess.
It’s a love story, baby, just say yes.”
“Romeo, save me; they’re trying to tell me how to feel.
This love is difficult, but it’s real.
Don’t be afraid; we’ll make it out of this mess.
J. Ottewell FSD 2012
It’s a love story, baby, just say yes.”
Oh, Ohhh…
I got tired of waiting,
Wondering if you were ever coming around.
My faith in you was fading,
When I met you on the outskirts of town,
And I said…
“Romeo, save me; I’ve been feeling so alone.
I keep waiting for you, but you never come.
Is this in my head? I don’t know what to think.”
He knelt to the ground, and pulled out a ring, and said,
“Marry me Juliet; you’ll never have to be alone.
I love you, and that’s all I really know.
I talked to your dad—you’ll pick the white dress.
It’s a love story; baby, just say…yes…”
Oh, Ohhh… Oh, Oh, Ohhh…
We were both young when I first saw you.

Listen to the read-aloud called “Romeo and Juliet at the Mall.” Now you
know a little more background to the famous Shakespeare play and can
better appreciate the allusions in Taylor Swift’s song…

Highlight the allusions to Shakespeare’s play “Romeo and Juliet” in the lyrics
of the song. List the allusions that you see in the visuals of the music video.
(There’s also an allusion to The Scarlett Letter, too, a classic novel by
Nathaniel Hawthorne.)
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http://www.youtube.com/watch?v=sIL2MaHrY7E
J. Ottewell FSD 2012
Identification Activity
I
t’s one thing to have memorized the Cool Cat Literary Techniques; it’s another to
recognize them, and yet another to write your own!
Can you identify these ones—from the first 13 on our list?
1. _____________________ I went to the skate board shop and bought some cool new
threads.
2. _____________________, _____________________, _____________________
“What a great Grinchy trick!
With this coat and this hat, I look just like Saint Nick!”
3. _____________________ “Come and trim my Christmas tree,
With some decorations bought at Tiffany's.”
4. _____________________“Well now, one winter it was so cold that all the geese flew
backward and all the fish moved south and even the snow turned blue.”
5. _____________________ “The great, grey-green greasy Limpopo river…”
6. _____________________ Words are bullets.
7. _____________________In 1800, Beethoven performed his first symphony and
publishers soon began to compete for his newest works. While still in his 20s,
however, Beethoven became deaf.
8. _____________________The main character in a horror movie is being chased by an
axe murderer; the audience sees him hiding in the bathtub behind the curtains,
but the unsuspecting victim, about to take a shower, is unaware of his evil
presence.
9. _____________________ It’s raining on your wedding day in sunny Mexico.
10. _____________________ The tires screeched as he slammed on the brakes.
J. Ottewell FSD 2012
11. _____________________ The famous movie, “Titanic,” alternates between 100 year
old Rose telling her story to the explorers who are over the wreckage , and 1912
when, as a young girl, she was aboard the ship on its ill-fated maiden voyage.
12. _____________________ "Twinkle, twinkle, little star, How I wonder what you are.”
13. _____________________ Good coffee is like friendship: rich and warm and
strong.(slogan of Pan-American Coffee Bureau)
14. _____________________Money doesn’t grow on trees.
15. _____________________, _____________________ I paid for the purchase with plastic.
16. _____________________, _____________________ It’s raining cats and dogs.
NOW WRITE SOME OF YOUR OWN…
17. How long did you have to wait at the doctor’s office? (hyperbole)
18. Just how slowly does your sister eat? (simile)
19. Describe the popcorn popping. (onomatopoeia)
20. Describe your friend’s green eyes. (metaphor)
J. Ottewell FSD 2012
Formative Assessment:
Cool Cat Literary Techniques
Fill in the blank with the correct literary technique found in the box
below. (Not all words will apply!)
1. ___________________Comparing two unlike things that somehow resemble each
other using “like” or “as”
2. ___________________Words that imitate the sounds to which they refer
3. ___________________A reference to a person, place, thing, or event that the
reader is expected to know
4. ___________________Repetition of sounds in neighbouring words
5. ___________________What happens is very different than what was expected
6. ___________________Part of something is used to refer to the whole thing
7. ___________________Someone/thing is spoken to as if he/she/it were really there
(when that is not the case)
8. ___________________ a change in direction
Synecdoche, simile, turning point, metaphor, apostrophe, onomatopoeia,
personification, alliteration, allusion, dramatic irony, situational irony
J. Ottewell FSD 2012
Now identify the Cool Cat technique that is being used. (Take care:
not all terms will apply; some may be used more than once!)
1. ______________Sandy moves to Italy and starts school there
2. ______________Pretty purple purses
3. ______________You can’t possible lift that heavy ‘fridge—do you think you’re
Superman?
4. ______________The muscles on his arms are strong as iron.
5. ______________You finally buy yourself something after long months of saving, and
then your grandma gets it for you for Christmas!
6. ______________My brother just bought himself an SUV from the dealership in
Okotoks. I love his new wheels!
7. ______________Baa, baa black sheep
8. ______________Blue Moon, you saw me standing alone!
9. ______________His life is like a barren field covered in snow.
10. ______________
J. Ottewell FSD 2012
RICH PHOTO:
G
Cool Literary Techniques
ood writers use simile, metaphor, onomatopoeia and many other literary techniques in order
to engage the reader by providing emphasis, freshness of expression, humour, surprise,
clarity, and so on. Good
readers recognize and appreciate the techniques that authors
use; skilled writers use them in their own writing, too.
Using any of the
literary techniques that we have studied so far through reading The
Princess Bride (e.g. allusion, alliteration, metaphor, etc.), show your understanding of the power of this
kind of language by writing
a descriptive sentence of your own to describe a lovely
image.


You may cut out the beautifully illustrated National Geographic magazines, or print appropriate,
rich images from the Internet
Affix 5 pictures to some coloured paper, using both sides.

Describe the 5 images, using a different literary technique for each one; remember to use
adjectives, too!

o Should you choose to work with a partner, describe 8 images.
Provide a definition in your own words of the literary technique that you have chosen to use,
as well.
Here’s an example—without the definitions:
Hyperbole
The ecstatic boy swung a thousand times
over the deep pool that hot summer afternoon.
Allusion
“Tarzan,” yelled the carefree boy.
J. Ottewell FSD 2012
Alliteration/Foreshadowing
Little did poor Brian know that it would be the last time he would ever play in that perfect pool.
If you want to really show your stuff, write 5 sentences that describe only 1 image or research other
techniques or figures of speech, as they are often called, and use them.
J. Ottewell FSD 2012
RICH PHOTO: Cool Literary Techniques
E.L.A. G.O. 4 Students will…write…to enhance the clarity and artistry of communication
Beginning
Definitions
Techniques
Word Choice
Feedback
J. Ottewell FSD 2012
ACCEPTABLE
PROFICIENT
MASTERY
Provides dictionary
definitions and/or
inaccurate definitions
for literary techniques
Provides general
definitions of literary
techniques in own
words
Provides accurate
definitions of literary
techniques in own
words
Provides precise,
detailed definitions of
literary techniques in
own words
Contains numerous
errors in the usage of
literary techniques
Contains some errors
in the usage of
literary techniques
Contains relatively
few errors in the
usage of literary
techniques
Contains virtually no
errors
Words may be misused,
or unclear
Word choices may be
vague, repetitive,
plain, or imprecise
Word choices are
precise and colourful
Word choices are
imaginative and
exceptional
MY FAVOURITE THINGS sung by Julia Andrews from “The Sound of Music”
Raindrops on roses and whiskers on kittens,
Bright copper kettles and warm woolen mittens,
Brown paper packages tied up with strings:
These are a few of my favorite things
Cream-colored ponies and crisp apple streudels,
Doorbells and sleigh bells and schnitzel with noodles,
Wild geese that fly with the moon on their wings:
These are a few of my favorite things
Girls in white dresses with blue satin sashes,
Snowflakes that stay on my nose and eyelashes,
Silver white winters that melt into springs:
These are a few of my favorite things.
When the dog bites,
When the bee stings,
When I'm feeling sad,
I simply remember my favorite things,
And then I don't feel so bad.
[Repeat all verses]
The 1959 Rogers and Hammerstein musical The Sound of Music is based on the autobiography of Maria
von Trapp, The Story of The Trapp Family Singers. In the 1965 film adaptation, Maria, governess to
Captain von Trapp’s seven motherless children, sings this song to comfort the little ones during a
frightening thunderstorm. The lyrics to the song describe the things that Maria loves—like “whiskers on
kittens”— these are the thoughts that calm her when she is upset or feeling sad.
http://www.youtube.com/watch?v=5eaGxLZrLuk&feature=related
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Highlight the adjectives which help to paint a picture or sensory image (the 5 senses) in your head?
Does Maria only think of these particular things when she is bitten or stung? What does she really
mean, then? What is the difference between literal and figurative meaning?
What identical line is repeated?
What things comfort you when you are sad or frightened or hurt?

Write your own version of “My Favorite Things,” being sure to include many vivid adjectives, as
well as alliteration—and other literary techniques, as well.

Remember to repeat the chorus, as well as the line, “These are a few of my favorite things,” at the
end of each stanza. Decorate your page with one image.
J. Ottewell FSD 2012
MY FAVOURITE THINGS Rubric
ELA G.O 1 Students will write to explore thoughts, ideas, feelings, and experiences
ELA G.O. 4 Students will…write…to enhance the clarity and artistry of communication
Beginning
Literary
Techniques
Choice of
Adjectives
Big Idea
Acceptable
Proficient
Mastery
Literary techniques
may be basic or
ineffective
Use of literary
techniques
sometimes enhance
the overall imagery of
the song
Imaginative use of
literary technique
frequently enhances
the overall imagery of
the song
Inspired and creative
use of literary
techniques consistently
enhances
the overall imagery of
the song
Adjectives may be
misused, unclear, or
insufficient
Repetitive, imprecise,
or plain adjectives
sometimes enhance
the overall imagery of
the song
Precise and colourful
adjectives frequently
enhance the overall
imagery of the song
Rich and vivid
adjectives consistently
enhance the overall
imagery of the song
Shows an
incomplete
understanding of
the power of
adjectives and
literary technique to
enhance the artistry
of communication
Shows an adequate
understanding of the
power of adjectives
and literary technique
to enhance the
artistry of
communication
Shows a solid
understanding of
the power of adjectives
and literary technique
to enhance the artistry
of communication
Shows an insightful
understanding of the
power of adjectives
and literary technique
to enhance the artistry
of communication
J. Ottewell FSD 2012
Criteria
NOUNS
Favorite THINGS are described
VERSES
Verses are structured and punctuated
like that of the song
REPETITION
“These are a few of my favorite things”
is included at the end of each verse
FINAL VERSE
Final verse is supplied
IMAGE
Contains a symbolic picture
IDENTIFICATION
Includes student name and class
PUNCTUALITY
Work is submitted on time
J. Ottewell FSD 2012
Met
Not As Yet
Feedback
ORDINARY MIRACLES
“…Roger’s jaw dropped as he saw the white spitting and bubbling and the golden yolk glistening in the
middle.” Having only eaten eggs in the dark, Roger is astonished in chapter 2 by the beauty of an
ordinary fried egg that Bob makes him for breakfast. Have you ever thought about eggs like that? Think
of how many ways they can be miraculously transformed.
Many beautiful every day things surround us, yet we do not “stop and smell the roses,” or do not take
the time in our busy lives to appreciate life. The following song reminds us of all the wonder that is in
front of us every day…
http://ca.youtube.com/watch?v=JrlVp8vRHIg
Ordinary Miracles Sarah McLachlan
It’s not that unusual when everything is beautiful
It’s just another ordinary miracle today
The sky knows when it’s time to snow
Don’t need to teach a seed to grow
It’s just another ordinary miracle today
Life is like a gift they say
Wrapped up for you everyday
Open up and find a way
To give some of your own
Isn’t it remarkable?
Like every time a raindrop falls
It’s just another ordinary miracle today
Birds in winter have their fling
And always make it home by spring
It’s just another ordinary miracle today
When you wake up everyday
J. Ottewell FSD 2012
Please don’t throw your dreams away
Hold them close to your heart
‘Cause we’re all a part
Of the ordinary miracle
Ordinary miracle
Do you want to see a miracle?
Its seems so exceptional
Things just work out after all
It’s just another ordinary miracle today
The sun comes up and shines so bright
It disappears again at night
It’s just another ordinary miracle today
It’s just another ordinary miracle today
Discussion



Explain the simile “Life is like a gift they say, wrapped up for you everyday.”
What are some of the things that are considered miraculous in the song?
Have you ever had an experience when you saw something natural that took your breath
away?

Vividly describe and explain something that you consider to be an “ordinary miracle” in a
personal response. Use the following frame, with the example of a pimple, to guide you—of
course, BLAH, BLAH, BLAH means the detail that you will write in the middle:
An ordinary pimple is quite a miracle. It suddenly erupts one day onto your face like a volcano, filled
with oozing, creamy pus. BLAH BLAH BLAH. Really, something as unremarkable as a zit is simply amazing.
J. Ottewell FSD 2012
PERSONAL RESPONSE
E.L.A. G.O 1 Students will write to explore thoughts, ideas, feelings, and experiences
E.L.A. G.O. 4 Students will…write…to enhance the clarity and artistry of communication
Length and complexity of response is considered
CONTENT

Detail
Beginning
Insufficient detail makes Adequate detail makes
the piece undeveloped
the piece complete
Word choice
Literary technique
CONVENTIONS




Punctuation
Spelling
Grammar
Sentences
BiG Idea
J. Ottewell FSD 2012
Proficient
Mastery
Extensive detail makes
the piece clear and
appealing
Generous detail makes
the piece lucid and
engaging
Suitable adjectives and
straightforward literary
techniques create
passable images
Fitting adjectives and
imaginative literary
techniques create vivid
images
Precise, colorful
adjectives and
inspired literary
techniques create
remarkable images
Errors that are present
severely reduce clarity
or interrupt the flow of
the communication
Errors that are present
occasionally reduce
clarity or interrupt the
flow of the
communication
Errors that are present
rarely reduce clarity or
interrupt the flow of the
communication
Errors, if present, do
not reduce clarity or
interrupt the flow of
the communication
Shows an incomplete
understanding of the
artistry of
communication
Shows an adequate
understanding of the
artistry of
communication
Shows a solid
understanding of
the artistry of
communication
Shows an insightful
understanding of the
artistry of
communication
Communication Commonplace


Acceptable
adjectives and
undeveloped
literary techniques
create vague images
FEEDBACK: Personal Responses
CONGRATULATIONS! NEXT TIME
CONTENT
CONVENTIONS
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J. Ottewell FSD 2012