Grade 3 ELAR TEKS 3.10D:Author's Imagery and Language

Learning Target: I can describe how an author uses imagery to achieve specific purposes.​

Focuses On:

• Using the five senses to create imagery
• The author's purpose of using imagery in a passage

Builds On:

2.10D:

Discuss the use of descriptive, literal, and figurative language

Next Level:

4.10D:

Describe how the author's use of imagery, literal and figurative language such as simile and metaphor, and sound devices such as alliteration and assonance achieves specific purposes

Read More:

This lesson is designed to support student understanding of imagery. It starts with a quick spiral warm up to review silent letters, followed by explicit instruction to review imagery learned in second grade.

The two instructional blocks in this lesson focus on the five senses and the purpose of using imagery in writing. The first instructional block explores how the five senses might adjust in writing based on the setting. For example, students work with the teacher to build a sentence about the desert for each of the five senses.

The second instructional block focuses on why author's use imagery in their writing. The class explores passages to determine the imagery and the purpose of using that imagery.

Passages are intentionally built throughout the lesson to support deeper understanding and put their learning into context. 

Learning Target: I can describe how an author uses literal and figurative language to achieve specific purposes.​

Focuses On:

• The difference between literal and figurative language
• Similes

Builds On:

2.10D:

Discuss the use of descriptive, literal, and figurative language

Next Level:

4.10D:

Describe how the author's use of imagery, literal and figurative language such as simile and metaphor, and sound devices such as alliteration and assonance achieves specific purposes

Read More:

This lesson is designed to support student understanding of literal and figurative language. It starts with a quick spiral warm up to split and sort syllables.

The first instructional block dives deeper into literal language and how descriptive, literal language supports visualization. The second block teaches students about similes and how they help the reader understand the text better. Students explore why an author would use a simile over literal language to describe something.

Passages are intentionally built throughout the lesson to support deeper understanding and put their learning into context. 

Learning Target: I can describe how an author uses onomatopoeia to achieve specific purposes.​

Focuses On:

• Identifying onomatopoeia in passages
• Understanding the purpose of using onomatopoeia in writing

Builds On:

2.10D:

Discuss the use of descriptive, literal, and figurative language

Next Level:

4.10D:

Describe how the author's use of imagery, literal and figurative language such as simile and metaphor, and sound devices such as alliteration and assonance achieves specific purposes

Read More:

This lesson is designed to support student understanding to identify and understand onomatopoeia used in writing. The lesson starts with a quick spiral warm up on silent letters, followed by explicit instruction on onomatopoeia.

The first instructional block focuses on identifying onomatopoeia and generating words that fit within particular story guidelines. The second instructional block goes deeper into the purpose of using onomatopoeia. Author's determine to use sound devices for a certain effect, and seeing this modeled through writing helps students understand how to use it in their own writing.

Passages are intentionally built throughout the lesson to support deeper understanding and put their learning into context.