OUTCOME The student will be able to identify similarities and differences in word groups and to see surprising connections between groups of words. The student will be able to complete the statement, "If _______, then ______" as well as "If ________, then not ________". The student will know that there are similarities as well as differences between words and they will understand that using these differences can create interesting imagery.
CONDITIONS: The lesson could take a full class period of one hour.
ACTIVITIES:
| TEACHER | STUDENT |
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¨ Use the lines created from Lesson 3. Working with the entire class, discuss the "what if" as applied to these lines: what if you changed red bat flies to red bat swims? Brown bat swims? What does it do to the sense of the line? How can you change the lines you wrote to surprise? Let students form groups again and try to write as many of these as they can, using words that are on the wall or from the slips of paper used in Lesson 3.
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¨ Let your mind wander a little. What if your world were literally upside down? What would be surprising? What if rain went up? Think like small children who do not make assumptions because they don’t yet know how everything is "supposed" to function. |
MATERIALS: Butcher paper and pens.
METHOD OF ASSESMENT: Use the General Rubric, Strategy section.
MODIFICATIONS/ACCOMODATIONS: Give many examples from the students’ lives, such as "If Nikes, then not Adidas."
STANDARDS: Language Arts, Listening and Speaking (1.0); Life Skills #68, #63.