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HYPERBOLE LESSON PLAN OBJECTIVE: To demonstrate the use of hyperbole in poetry GRADE LEVEL: 4TH - 8TH PROCEDURE: 1. Display the definition of hyperbole and review it with the students: Hyperbole is a figure of speech in which statements are exaggerated in order to create strong feelings or to make an impression. Like most figures of speech, it's not intended to be taken literally, but is used for emphasis. Some examples include: - "He has a brain the size of a pea." - "I could eat a horse." - "I've heard that a million times before." - "I nearly died laughing." 2. Display the following poem, "Back in the Saddle Again" from the book, The Endless String, by Tom and Tess Hannah. BACK IN THE SADDLE AGAIN I always wanted a dog for a pet but this one is putting us deeply in debt. The food he consumes would feed a small nation; (I think he's part Big Foot and part dalmatian.) When we brought him home he seemed so petite, and now his front paws are as big as the street. We never can take him on summer vacation unless he's shipped from a railway station. We've always had problems because of this size; when he stands in his house it just starts to rise… We try hard to keep him quite close at hand cause the neighbors, sadly, just don't understand. They call the police about our large "horse" - they don't recognize what he is, of course. I calmly explain that it's just a big dog, "Does a horse wear a collar and go for a jog?" The policeman agrees, but warns us once more, "Don't ride him again when you go to the store…" 3. Ask students to identify examples of hyperbole in the poem: Line 3: The food he consumes would feed a small nation. Line 4: (I think he's part Big Foot and part Dalmatian.) Line 6: and now his front paws are as big as the street. Lines 7 & 8: We never can take him on summer vacation unless he's shipped from a railway station. Line 10: when he stands in his house it just starts to rise… Line 13: They call the police about our large "horse" - 4. Referring back to the definition of hyperbole, ask the students: What was the author saying about the dog? What is the mood of the poem? What impression was the author trying to make with these figures of speech? ASSESSMENT: To give the students practice creating images with hyperbole, use this poem as a model and have them write their own poems. For example, they could begin with: I always wanted a ____________for a pet but this one is surely the strangest one yet. In place of "strangest" students can substitute: smallest, tallest, weirdest, slimiest, scariest, hairiest, cutest, etc. The students then continue the poem, explaining what makes their pet so unusual: size, shape, diet, behavior, etc., using examples of hyperbole in their descriptions. To add color and interest, have the students draw pictures of their pets next to their poems. |