Grade 4 ELAR TEKS 4.10D:Author's Imagery and Language

Learning Target: I can describe the author's use of imagery in text.

Focuses On:

• Explaining what the imagery helps a reader understanding
• Analyzing the author's purpose for using specific imagery

Builds On:

3.10D

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

Next Level:

5.10D

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

Read More:

This lesson is designed to support student understanding how imagery helps the reader comprehend a text better and why an author uses it in specific parts of a text. Students begin by sorting adjective and adverbs and identifying sensory details.

The two instructional blocks in this lesson focus on imagery and how it is used to achieve specific purposes. In the first instructional block students examine how imagery is used to help the reader understand specific parts of the text better.

In the second instructional block students analyze the author's purpose for including imagery in various parts of the text.

Passages are intentionally built throughout the lesson to support deeper understanding and allow students to practice the skill in context.

Learning Target: I can tell the difference between literal and figurative language and understand how the author uses figurative language.

Focuses On:

• Identifying examples of figurative language
• Explaining the author's purpose for including figurative and literal language

Builds On:

3.10D

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

Next Level:

5.10D

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

Read More:

This lesson is designed to support student understanding of literal and figurative language and how and why it is used in text. Students begin by completing sentences using the correct verb forms.

The instructional block in this lesson focuses on literal and figurative language.

Students focus on identifying the author's purpose of the text. Additionally, students practice pulling out the figurative language and literal text in a number of different sentences and passages.

Passages are intentionally built throughout the lesson to support deeper understanding and allow students to practice the skill in context.

Learning Target: I can describe how the author uses similes and metaphors for a variety of purposes.

Focuses On:

• Describing the purpose of simile as it is used in a text
• Describing the purpose of metaphor as it is used in a text

Builds On:

3.10D

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

Next Level:

5.10D

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

Read More:

This lesson is designed to support student understanding of similes and metaphors in a text. Students begin by sorting literal and figurative language into the appropriate categories.

The two instructional blocks in this lesson focus on describing the purpose of similes and metaphors as they are used in texts.

In the first instructional block students are introduced to similes and how they are used to make descriptions more vivid.

In the second instructional block students are introduced to metaphors and how they help understand something by comparing something unfamiliar to something more familiar.

Passages are intentionally built throughout the lesson to support deeper understanding and allow students to practice the skill in context.

Learning Target: I can describe the author's use of alliteration and assonance and how it achieves specific purposes.

Focuses On:

• Identifying alliteration and explaining its purpose in a text
• Identifying assonance and explaining its purpose in a text

Builds On:

3.10D

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

Next Level:

5.10D

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

Read More:

This lesson is designed to support student understanding about alliteration and assonance uses in texts. Students begin by identifying word groups that share similar sounds.

The two instructional blocks in this lesson focus on alliteration and assonance. In the first instructional block students identify the use of alliteration in a passage and explain the author's purpose for using this sound device.

In the second instructional block students are introduced to assonance, identify the vowels teams that create the assonance and explain the author's purpose for using it in a text.

Passages are intentionally built throughout the lesson to support deeper understanding and allow students to practice the skill in context.