School Improvement in Maryland

Using the State Curriculum: Reading/ELA, Grade 3

Reading/ELA | Informational | Literary | Writing | Language | Listening | Speaking

Advanced/Gifted and Talented: An advanced/gifted and talented tool is an idea for a complex, multi-step instructional task that requires students to apply knowledge and skills of multiple objectives that support one indicator. Tasks require students to interpret, analyze, and evaluate text at an appropriate level of complexity and embed a variety of differentiation strategies to challenge advanced readers. Many of these strategies and activities can be adapted for use with all students.

Standard 3.0 Comprehension of Literary Text

Indicator 7. Identify and describe the author's use of language

Objective d. Identify and explain figurative language

Other Objectives Addressed

a.Identify and explain how the use of dialogue contributes to a story
b.Identify and explain specific words and phrases that contribute to meaning
c.Identify and explain words and punctuation that create tone
e.Identify and explain language that appeals to the senses and feelings
f.Identify and explain repetition and exaggeration

Instructional Task

The students will identify and describe the author's use of language in tall tales. The students will use dialogue, figurative language, repetition, exaggeration, and other techniques to create tall tales, using themselves as the main characters. The students will then create movie posters to advertise their tale tales and share them in a gallery walk (synthesis).

Development of Task

  1. The teacher will model how the author's use of language, especially exaggeration, adds to comprehension of a tall tale. The teacher will read aloud a tall tale picture book without stopping for discussion (auditory learning style). The teacher will reread the same text, this time, thinking aloud about the characteristics of a tall tale: larger than life or superhuman main character, problem solved in an outrageous or humorous way, exaggerated details, and characters who use everyday language.
  2. Students will read tall tales of appropriate complexity to identify and explain how the author's use of language adds to their comprehension of the story (analysis). The students should look for examples of the author's use of language including dialogue, specific words and phrases that contribute to meaning, and figurative language. Students may use the chart "Author's Use of Purposeful Language" to organize their ideas (Objectives a - f).
  3. In preparation for writing a tall tale, the teacher will ask students to generate a list of character traits that describe them. The teacher will share a personal character trait and model how an author would exaggerate that trait in a tall tale (intrapersonal intelligence).
  4. Students will write a tall tale with themselves as the main character, using purposeful language to create the characteristics of a tall tale.
  5. Students will share their drafts with peers in editor groups. The peer editors will make suggestions for improvements based on the effective use of purposeful language to create a tall tale (evaluation).
  6. Students will create movie posters using language purposefully to promote their tall tales. They will share their posters and tall tales in a gallery walk (visual-spatial intelligence).

Author's Use of Language

Author's Use of LanguageExample in storyHow does this add to my understanding?
specific words and phrases that contribute to meaning.
words and punctuation that create tone.
figurative language
language that appeals to the senses and feelings.
repetition and exaggeration.
Resources for Objective 3.A.7.d:
Lesson Seeds | ADVANCED/G-T |