Grade 5 ELAR TEKS 5.10G:Explain Hyperbole, Stereotyping, and Anecdote

Learning Target: I can explain the purpose of hyperboles.

Focuses On:

• Determining the meaning of hyperboles used in text
• Identifying the author's purpose for using hyperbole

Builds On:

3.10G

Identify and explain the use of hyperbole

Next Level:

6.9G

Explain the differences between rhetorical devices and logical fallacies

Read More:

This lesson is designed to support student understanding of the use of hyperbole in a variety of texts. Students begin by differentiating between literal and figurative language and discussing the meaning of exaggeration.

The two instructional blocks in this lesson focus on identifying and determining the author's purpose for using hyperbole. In the first instructional block students are introduced to a variety of hyperboles and determine their meanings.

In the second instructional block students identify hyperbole used in passages and determine the author's purpose for including the hyperbole in the text.

Passages are intentionally built throughout the lesson to support deeper understanding and provide authentic contexts to practice the skill.

Learning Target: I can explain the purpose of stereotypes.

Focuses On:

• Identifying stereotypes
• Explaining the purpose of stereotypes

Builds On:

4.10G

Identify and explain the use of anecdote.

Next Level:

6.9G

 Explain the differences between rhetorical devices and logical fallacies.

Read More:

This lesson is designed to help students understand stereotypes used in text and explain the purpose for using those stereotypes. Students begin by completing a paragraph using the correct spelling of commonly confused words and discussing the accuracy of stereotypes.

The two instructional blocks in this lesson focus on identifying and explaining the author's reason for using stereotypes in a text. In the first instructional block students read passages and are asked to identify the stereotypes that are used. Students must also explain how they know something is a stereotype.

In the second instructional block students explain the author's purpose for using stereotypes in a text. The purposes include: to teach a lesson, to disprove the stereotype, to make something funny or dramatic or to show what a character things or believes.

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

Learning Target: I can explain the purpose of anecdotes.​

Focuses On:

• Identifying anecdotes in a text
• Explaining the author purpose for using anecdotes

Builds On:

4.10G

Identify and explain the use of anecdote.

Next Level:

6.9G

Explain the differences between rhetorical devices and logical fallacies.

Read More:

This lesson is designed to support student understanding of anecdotes, how to identify them, and the reason an author would choose to include them in a text. Students begin by unscrambling words to create a sentence and defining the term, anecdote.

The two instructional blocks in this lesson focus on identifying and explaining the author's purpose for using anecdotes in a text. In the first instructional block, students read a passage and determine what anecdote was used. They also decide if short paragraphs are examples of anecdotes or not.

In the second instructional block students explain the author's purpose for including anecdotes in a text including creating an emotional connection, providing evidence for a point, building credibility, and making the text more relatable.

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