The Bees

Learning Intention:

I am learning to understand why authors use figurative language and to experiment with using figurative language so that I can construct texts that engage readers.

Success Criteria:

• I can sort figurative language into examples of personification and of metaphor
• I can reflect on why authors choose to use figurative language and the impact of the language
• I can construct examples of personification and metaphor
• I can include examples of personification and metaphor in a poem

Essential knowledge:

View the video Understanding connotation, imagery and symbolungroup from the English Textual Concepts. Ensure students note the following:

• Imagery brings two different things together to say something new about each one
• Words can be used in lots of different descriptions which allow us to experience more than one thing at a time

Tell students that figurative language is often used when creating imagery.

Ensure students are familiar with the following examples of figurative language:

• Metaphor
• Personification

Further information on each of these can be found on the Glossaryungroup from NSW Department of Education.

Vocabulary

Display the following examples of figurative language:

• The rock gazed sadly over the ocean.
• The fairy floss clouds were bright pink.
• The sun kindly shone down on the town.
• The dog stared lovingly at its owner.
• The scientist was a computer with all they could process.
• The grass spanned the horizon in a green carpet.

Instruct students to discuss with a partner whether each example is a metaphor or an example of personification.

Discuss whether each example is personification or metaphor and instruct students to provide reasons for their choices. Answers are:

• The rock gazed sadly over the ocean. (Personification)
• The fairy floss clouds were bright pink. (Metaphor)
• The sun kindly shone down on the town. (Personification)
• The dog stared lovingly at its owner. (Personification)
• The scientist was a computer with all they could process. (Metaphor)
• The grass spanned the horizon in a green carpet. (Metaphor)

Discuss the following:

• What impact does the impact have on readers? (It creates a connection between readers and the subject of a text, it enables readers to create a clear picture in their minds of what is being described)
• What are some of the reasons why authors may use figurative language? (To make their texts engaging, the make their texts interesting and unique)

Understanding text:

Read The Bees or listen to the audio version if you have a digital subscription. Collaboratively discuss examples of personification, instructing students to provide an explanation for their choice. For example:

• Waiting for their friends (Personification, as both waiting and friends are things connected with humans)
• Wearing stripes (Personification, as wearing clothing is a human attribute)

Inform students that this poem doesn’t feature any metaphors, but you will consider some examples and imagine that they are featured in the poem. Display the following metaphors that might be used in the poem:

• The bees, fuzzy watchmen
• The flowers dancing in the breeze

Discuss the following:

• How does using figurative language impact reader enjoyment/engagement with the poem?
• How does the impact differ between using metaphor and using personification?
• Which do you prefer and why?

Creating text:

Refer back to The Bees and identify what type of information is included in the poem. For example:

• How the plants are moving (Swaying in the breeze)
• The purpose of flowers (To attract bees)
• What bees do after they have eaten them (Buzz away drowsily after their feast)

View the webpage Awesome 8 Carnivorous Plants,ungroup from National Geographic Kids. Select one of the plants (such as the pitcher plant) and discuss the questions below:

• What does the plant look like? (Long tubes in red and green)
• What is the purpose of the plant? (To attract frogs)
• What do the plants do to frogs? (They digest them all, apart from their feet)

Collaboratively compose examples of metaphor and of personification to describe the plants. For example:

Personification

• Hungrily gobble frogs
• Greedily eating

Metaphor

• Vacuum cleaners that suck in frogs
• Poachers hunting frogs

Instruct students to work with the same partner as before. Alternatively, they may work independently if they wish. Students may choose to do the following:

Compose their own examples of personification and metaphor to describe the plants

Or

Use the examples composed collaboratively

Tell students that they will be including their examples of personification and metaphor in a poem about the plants. Gradually release responsibility by constructing an example together first. A sample response is:

The pitcher plant is a poacher,

Hunting frogs all day,

Their long tubes vacuum cleaners,

Hungry for their prey.

Instruct students to work on their poems.

Assessment for/as learning:

Instruct students to swap their poems with another student/pair. Discuss criteria that can be used to assess the poems, for example:

• Includes metaphor
• Includes personification
• Creates a poem

Tell students to use the criteria to allow them to provide oral feedback to their peers. Students may edit their poems based on their feedback if they wish.