Second Through Sixth Grade Language Arts icon

Second Through Sixth Grade Language Arts

Presentation – 6th Grade Language Arts...
Four Types of Sentences: 7th Grade, Language Arts...
Grade Language Arts / Pacing Guide 2011-2012...
English Language Arts Grade 9 Inter-Relationships and Self-Reliance Unit 4 Epic Poetry...
Select grade range for eligible students, I e., sixth through ninth grade...
Part LXIII. Bulletin 1965―Louisiana Content Standards, Benchmarks...
Sixth Grade Technology Curriculum...
L a journal for sharing ideas about the teaching of language arts anguage Arts: Current Issues...
Bachelor of Arts in English language and literature As a Foreign language, Yazd University, Yazd...
Massachusetts English Language Arts/Massachusetts English Language Proficiency Benchmarks and...
+ ” Grade by naac n. T. S. Samiti’s Shri Shankar Arts & Commerce College, Navalgund...
English Langua ge Arts Grade 10 Critical Response and Stance Unit 10. 2 Integrity – Romanticism...


Compiled and modified by: XXXXXXX

Chasing Metaphors

Second Through Sixth Grade Language Arts: iMovie, iPhoto, and iTunes


5.2.09 Write expressively using original ideas, reflections, and observations.

    1. Express thoughts and feelings using colorful, fully elaborated descriptions.

    2. Incorporate vivid words and figurative language.

    3. Write poems and stories based upon personal reflections, observations, and experiences.

    4. View, read, or listen to examples of various writing styles.


In this project, students explore the figurative language of metaphors by turning a

series of objects, concepts, events, or characters into metaphors, first in written form and

then by creating a video with images, text, and sound. Using metaphors assists students to see commonly experienced objects, events, and people in new and more meaningful ways.


Students can better understand and appreciate the figurative qualities of language by connecting them in meaningful ways to images and sounds present in their environment.


After completing this project, students will be able to:

• Distinguish figurative from literal language.

• Work collaboratively to revise and enhance textual and media formats.

• Create a desired impression or mood through language, sentence patterns, camera angles, and audio clips.

• Integrate a variety of media and display techniques to enhance the appeal and

persuasiveness of a presentation.

• Create a multimedia presentation incorporating visual images, text, sound clips, and video clips.

• Use a word-processing application to organize ideas in poetic verse and storyboard the key elements of the presentation.

• Use a digital video camera, digital still camera, or scanner to capture video clips and visual images.

• Use iPhoto to import, organize, and edit photos.

• Use iMovie to import and edit video clips and sound clips as needed.


Macintosh computers (computer with a CD burner or SuperDrive is optional), digital video camera, digital still camera, scanner (optional), iMovie, iPhoto, iTunes, iDVD (optional), AppleWorks


• Mary Anne Hoberman, ^ A House Is a House for Me, Puffin Books, 1982

• George Lakoff, Metaphors We Live By, University of Chicago Press, 1983

• Elyse Sommers, Metaphors Dictionary, Visible Ink Press, 2001





• iLife How-To Guides:


First, the class reviews a number of metaphors from works they have recently read and by visiting a website. The class discusses how the relationship between the two subjects of the metaphor helps them to understand both subjects in new ways. Students brainstorm a list of people, characters, objects, events, or places that would make interesting subjects for metaphors. Students attempt to view each suggested subject through the eyes of other characters or objects that might have a unique relationship with or perspective on the subject. For example, how might a honeybee view a flower?

How might an ant view a large rock?

The class comes up with metaphorical statements that capture something of the relationship between the pairs of subjects. For example: A flower is a soda shop to a bee. It sips sweet nectar (soda pop) through a curled straw (its proboscis).

Small groups of students create their own metaphorical statements by selecting one or several of the suggested metaphors and creating a one- or two-line stanza that compares the selected object to its metaphorical equivalent. This format can be used:

A(n) ______ is a ______ to/for a _______. Example: Grass is a jungle to a millipede. It is an anaconda in the weeds.

The class discusses which of the metaphorical relationships might be captured in images or video within the area of the school, school grounds, or neighborhood. Groups are then assigned one or more of their metaphorical statements and poems to use as a basis for an iMovie project.


Students complete a storyboard for their project, planninghow they will depict their metaphors. Students use a digital video camera to capture video clips and a digital still camera to take photos in their surroundings. Students can also use a scanner to capture images from books. Students import photos into iPhoto and organize and edit the images. Students locate any music they want to use for the background and import it into iTunes. Students import their video clips into iMovie. Students edit the photos and video clips to better display the relationships between the pairs of subjects in the metaphors. Students import the photos into their iMovie project and add text to coordinate the metaphor as text with the video clips and images. These can also be assembled as one larger project in iMovie or presented on the Internet as QuickTime movies.


• Imaged metaphors can be assessed by their ability to evoke the written metaphor. In other words, will a viewer of the imaged metaphor arrive at a similar verbal metaphor when viewing the video sequence without text?

• A rubric can be used to assess each imaged metaphor according to the following


The poem includes words with strong emotive qualities and clear images.

Each verse in the poem is effectively centered around a metaphor.

Images and video clips effectively depict the metaphor.


* Special thanks to Oscar Tavernini, Technology Facilitator and teacher, for contributing this project.*

Facilitation Tip

It is important that students have a specific objective and plan before venturing out to

capture a metaphor. If the metaphor is, “A rock is a mountain to an ant,” students need

to have decided upon a location for their shoot where there are rocks and ants.

Students should list each metaphor, a proposed visual image, and a planned shooting

location before they leave the classroom.

Download 12.32 Kb.
leave a comment
Date conversion22.09.2011
Size12.32 Kb.
TypeДокументы, Educational materials
Add document to your blog or website

Be the first user to rate this..
Your rate:
Place this button on your site:

The database is protected by copyright ©exdat 2000-2017
При копировании материала укажите ссылку
send message