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Using Flip Video to Identify and Analyze Figurative Language


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Keywords: Flip Video, Figurative Language, Identify, Analyze, Production
Subject(s): Art, Video, Social Skills, Technology, Autism, Special Needs, Music, Reading, Information Skills, English/Language Arts, Grammar, Drama
Grades 6 through 8
NETS-S Standard:
  • Creativity and Innovation
  • Communication and Collaboration
  • Research and Information Fluency
  • Critical Thinking, Problem Solving, and Decision Making
  • Digital Citizenship
  • Technology Operations and Concepts
View Full Text of Standards
School: Allardt Elementary School, Allardt, TN
Planned By: Leslie Moody
Original Author: Leslie Moody, Allardt
Essential Questions: How does the use of figurative language contribute to the writing and speaking of the English language?

Students will know the definitions of the different types of figurative language by participating in a video production.

Students will be able to identify and analyze different types of figurative language.

Instruction:

1. The class will be given an introduction to figurative language through a powerpoint presentation on the SmartBoard. The teacher will lead a discussion afterward about why figurative language is important in writing and speaking.

2. Students will be assigned to groups of 2 or 3. They will be given a type of figurative language to identify and analyze. Students will then be given a criteria to follow when making a video production explaining their type of figurative language.

Criteria for Video Production:
* The collaborative group must identify their type of figurative language through a strict definition. This can be achieved through simply stating the defintion, holding up posters, or any other creative means.
* The group must provide a medium which allows their type of figurative language to be used with several examples. Students might choose to use songs, skits, dialogue, picture books, etc.
* The group then must analyze their type of figurative language in the medium that was used.
* The video should be 2 to 4 minutes long. It should contain all three steps. The video should be creative and appropriate. Information should be presented clearly. Props may be used. Everyone in the group needs to participate in the video.

3. The teacher will then discuss Flip Video Usage. A set of instructions and rules for use will be given to each group.

4. The teacher will model the use of the flip video as well as show a model for the video production. Questions can be asked and answered concerning the assignment.

5. Students will be given 3 class periods to prepare information and practice for the video production. Students may need props, music, etc. They will be responsible for making sure such items are at school on day of shooting the video.

6. Students will be given 1 class period to record their video identifying and analyzing a type of figurative language. The whole class period has been allotted for this for retakes if necessary.

7. Videos will be assessed according to criteria with a rubric.

8. Videos will be combined and shown to the entire class as an introduction to figurative language.

9. Students will then be assessed about figuative language and using a flip video through CPS Clickers.
Comments
Students may be as creative as they wish as long as their video completes the assignment as is appropriate for school.
Cross-Curriculum Ideas
Students are asked to write across the curriculum. Students could share their videos with other teachers as well as other classes. Students could also share videos with upcoming classes to motivate students to do well.
Follow-Up
After the unit on figurative language, students will revisit the videos. They will be asked to revise and edit anything they feel needs to be added or changed in their video. The class will watch the videos as a concluding activity. The video can also be show periodically as a review.
Links: Link to Fentress County Schools
Materials: Whiteboards, Flip Video, Short Throw Projectors, MP3 Players, Flash/USB Drives, Tripods, Batteries, Memory Cards, Power, Keyboards, Autism