Spanish Language Arts.4.9.B

The student is expected to

explain figurative language such as simile, metaphor, and personification that the poet uses to create images;

Artes del lenguaje y lectura en español.4.9.B

Se espera que el estudiante

explique el lenguaje figurado, tal como el símil, la metáfora y la personificación que el poeta utiliza para crear imágenes;

SLA multiple genres strand teks talk image

Knowledge and Skills Statement

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.

Deles a los estudiantes un poema que incluya un símil. Pídales que trabajen en pares para leer el poema, identificar el símil y explicar el significado del símil en el contexto del poema.

Posibles ejemplos de símil para incluir:

  • Bonita como una muñeca
  • Sus ojos eran como dos estrellas
  • Es tan fuerte como un toro
  • Lento como tortuga
  • La solución es tan clara como el agua


Further Explanation

Examinar los diferentes tipos de lenguaje figurado en poesía es esencial para el desarrollo de la comprensión del lenguaje abstracto entre los estudiantes. En cuarto grado, esto incluye metáforas y personificación, así como símiles. El lenguaje figurado apoya la lectura en el momento en que los estudiantes ven más allá del significado literal de las palabras y reconocen conceptos más abstractos.

justify or make clear an idea by describing it in detail and/or including relevant facts
Figurative language is language that uses words or expressions with a meaning that is different from the literal interpretation. Poets use figurative language to create mental images with words in the hopes of producing a response from the reader. Often, figurative language is used to draw a comparison, making the idea the poet is trying to convey more accessible and relatable to the reader. In other instances, the use of figurative language is meant to appeal to the senses or as a means of emphasizing something in the poem.
a subtle comparison in which the author describes two seemingly dissimilar things using words that are not meant to be taken literally (e.g., Time is a dressmaker specializing in alterations.) An extended metaphor carries the comparison through several lines, parts, or the whole text.
figurative language in which nonhuman things or abstractions are represented as having human qualities or abilities (e.g., “The parched sun crawled across the sand.”)
a figure of speech in which two things that are essentially different are likened to each other, usually using the words like or as (e.g., “O my love is like a red, red rose”)
Comparación sutil en la que el autor describe a una persona o cosa usando palabras que no deben ser tomadas literalmente (por ej., sus ojos son dos luceros).
Lenguaje figurado en que cosas o ideas abstractas se representan como si estuvieran dotadas de cualidades humanas (por ej. La naturaleza es sabia).
Comparación que expresa una semejanza entre dos cosas que son esencialmente distintas, a partir de utilizar las palabras “como” “cual” y “tal como” (por ej. tus verdes ojos como el mar).

Research

1. Palmer, B. C., Shackelford, V. S., Miller, S. C., & Leclere, J. T. (2006). Bridging two worlds: reading comprehension, figurative language instruction, and the English-language learner. Journal of Adolescent & Adult Literacy, 50(4), 258+. Retrieved from https://link.galegroup.com/apps/doc/A156736307/PROF?u=tea&sid=PROF&xid=4ec470e1

Summary: Recognizing that figurative language is a challenge for EL students, the authors consider ways to transition students from modeled practice steps in interpreting figurative language when reading to self-assessed interpretations. Specific strategies and examples are provided, including discussing with students about the importance of figurative language and its contexts.

2. McDonough, S. (2013). Playing with poetry: figurative language in action. Practically Primary, 18(2), 27+. Retrieved from https://link.galegroup.com/apps/doc/A334276548/PROF?u=tea&sid=PROF&xid=75cf65b2

Summary: As part of a lesson on myths and lessons, students are asked to produce poems about characters in the myths. In brainstorming exercises, students were given specific prompts to generate figurative language about their characters. The explicit focus is on figurative language as a narrative device.