A SAMPLE UNIVERSITY-LEVEL UNDERSTANDING BY DESIGN UNIT (II)

Unit Title: Using Figurative Language Effectively: Putting the POW! Factor in Your
Writing
Course: English 101: Freshman Composition
Topics: the role of figurative language in powerful writing; major forms of figurative
language; enlivening narrative and persuasive writing with figurative language
Time Frame: Seven hours (2.25 classes in a 16-week course; two classes for instruction and
one-fourth of a third class for peer response group review of a final writing
assignment)
Status: First draft, completed January 17, 2004
Date Revised: N/A
Designer(s): J. Brown

Summary:
This unit emphasizes students use of figurative language as a tool for increasing the impact and
effectiveness of their writing, i.e., the POW! factor. Students will investigate types of figurative language
available to them as writers and learn to incorporate it into brief and extended-response narrative and
persuasive writing samples. After analyzing Martin Luther Kings I Have a Dream speech and its use of
various figurative devices, students will respond to in-class writing prompts and complete a culminating
essay incorporating a variety of examples of figurative language. The unit will also address the role of
figurative language within the editing process, with a focus upon eliminating clichd and hackneyed
expressions.

Attached Print Materials:

Figurative Language Definitions Model, Martin Luther Kings I Have a Dream Speech Model,
Figurative Language in Narrative Tool, Revising Tool: Simile Development, Revising Tool: Cliches

Internet Resource Links:

Link One: http://eduscapes.com/42explore/figlang.htm
Line Two: http://www.critical-reading.com/inference_figurative_language.htm

Stage 1: Identify Desired Results

Content Standard: Students will incorporate a variety of language conventions and devices to enhance
the impact of their written communication upon identified audience(s).

Enduring Understandings: Students will understand that

As human beings, we are image-driven thinkers and learners.
When using figurative language, a writer or speaker uses comparative images to increase the
effect, interest, and clarity of communication.
Appealing to the imagination, figurative language provides new ways of looking at our world.

Essential Questions:
What is figurative language? How does it differ in form and use from other types of language?
How can figurative language help us to increase the impact and power of our writing or oral
communication?
How can we determine the most appropriate and effective figurative devices for inclusion in our
writing?
How can we use the editing process to overcome clichd or hackneyed expressions?
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Essential Declarative (Facts, Concepts, Generalizations, Principles) and Procedural Knowledge

(Skills, Procedures, Processes): As a result of this unit, students will be able to

1. Create an original operational definition for each of the following concepts:

figurative language
the literal v. figurative meanings of language
denotation v. connotation
inference v. implication
alliteration
metaphor
onomatopoeia
personification
rhyme
simile

2. Identify and describe the function of figurative language devices in examples of narrative
and persuasive writing.
3. Create original examples of various forms of figurative language.
4. Integrate figurative language devices into short- and extended-response writing samples.
5. Edit drafts of their own writing to eliminate clichd or hackneyed examples of figurative
language.

Stage 2: Determine Acceptable Evidence

1. Tests and Quizzes: At the beginning of class two, students will complete in class a brief quiz in
which they: (a) identify the type of figurative language represented by each of ten examples presented;
(b) generate operational definitions for the following concepts: figurative language; denotation v.
connotation; inference v. implication; alliteration; metaphor; onomatopoeia; rhyme; simile.

2. Reflective Assessments: (a) Throughout this unit, students will be asked to engage in listen-
think-pair-share activities in which they pair up and process and reflect upon key concepts and
principles presented in the course; (b) At the conclusion of each of the two classes comprising this
unit, students will be asked to complete a reflective journal entry in which they analyze and evaluate
their understanding of and ability to use key unit concepts and processes.

3. Academic Prompts: Throughout this two-class unit, students will be asked to complete a series
of brief in-class writing activities in response to the following prompts:

(a) Imagine that you are on a vacation to the travel spot of your dreams. Write a postcard
to a friend describing a setting you are observing located in that spot. Incorporate figurative
language to enhance the impact and power of your description.

(b) Think about a time when you were surprised about something. Write a one- to two-
paragraph narrative of the events associated with that time to share with other members of this
class. Use figurative language to enhance the persuasiveness of your narrative sequence and to
help your reader relate to what you were thinking and feeling at that time.

(c) Write a letter to the chancellor of this university in which you attempt to persuade him/her to
make a change in a physical location or setting on-campus (e.g., cafeteria, gymnasium,
dormitories, recreation facilities, roads and related transportation infrastructure.). Incorporate
figurative language throughout the presentation of your arguments to make them as concrete,
persuasive and convincing as possible.
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Holistic Rubric for Academic Prompts:

3 Score Point Descriptor: The response makes highly effective use of figurative language to
reinforce the writers purpose. The writing is coherently organized and well supported with images that
enhance its power and impact. It is free of major grammar and usage errors as well as clichd
expressions.

2 Score Point Descriptor: The response makes some use of figurative language to reinforce the
writers purpose. The writing is coherently organized but would benefit from elaboration. There are
some editing errors involving grammar, usage, and/or clichd expressions.

1 Score Point Descriptor: The response makes little use of figurative language to reinforce the
writers purpose. The writing lacks coherence and clarity because of inadequate organization and
supporting details. An apparent lack of editing results in many grammar, usage, and language-choice
problems.

4. Culminating G.R.A.S.P.S. Performance Task: At the conclusion of this two-class unit,

students will assume the role of a reporter investigating a human interest story based upon an
individual they select to interview. This story should be designed for publication in a magazine of the
students choice. The story should contain a narrative structure, but should also include observations
and analysis by the student author of key themes and universal implications based upon the interview
subjects experiences. Prior to submitting the story, students should prepare a two-minute oral
summary that they will present to a peer response group assuming the role of the editorial board of
the magazine for which they are writing.

Analytic Rubric for Culminating G.R.A.S.P.S. Performance Task

Use of Figurative Language Quality of Content Editing

(40%)
4=Figurative language is used
extensively and powerfully
throughout the essay to reinforce the
impact and power of the human
interest story and its implications.
3=Figurative language is used
effectively in some sections of the
story to reinforce reader impact, but
other sections would benefit from
enhanced use of figurative devices.
2=Figurative language is used
sporadically throughout the story,
diminishing the impact of the
narrative and related analysis by the
author of key themes and ideas.
1=Figurative language is used
minimally within the story, greatly
lessening the overall impact and
verisimilitude of the events and
conclusions presented by the author.
(40%)
4=The story is thoroughly but
appropriately developed, with a
powerful treatment of all required
elements: narrative structure, key
themes, and universal implications.
3=The story is clearly developed, but
it would benefit from further
descriptive and narrative details to
enhance required elements: narrative
structure, key themes, and universal
implications.
2=The story reflects some problems
in overall organization and
presentation of content, with some
required elements (narrative
structure, key themes, and universal
implications) treated cursorily or
superficially.
1=The story presents minimally or
poorly developed and organized
content, with some required elements
totally absent while others receive
only minimal attention.
(20%)
4=The story is extremely well edited,
with minimal or no major errors in
grammar, usage, sentence structure
and variety, and/or clichd
expressions.
3=The story is well edited, although
some sections contain minor errors in
grammar, usage, sentence structure
and variety, and/or clichd
expressions.
2=The story would benefit from
further editing to eliminate recurring
problems with grammar, usage,
sentence structure and variety, and
overuse of clichd expressions.
1=The story is poorly edited, with
many examples of problems related
to grammar, usage, sentence structure
and variety, and clichd language.
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Stage 3: Plan Learning Experiences and Instruction

Part I: W.H.E.R.E.T.O. Design Template

W=How will students be helped to understand where they are headed, why they are headed there, and ways
they will be evaluated along the way?
At the beginning of the unit, students will react to unit essential questions and discuss their current
understanding of figurative language and its various forms.
Instructor will highlight the major short and extended writing responses required for the unit.
The second-class quiz will be briefly discussed to focus student attention on the various types of
figurative language to be discussed during the first class.

H=How will student interest be hooked at the beginning of the unit and at significant juncture points
throughout the unit?
Students will form groups of three to brainstorm examples of figurative language they have
experienced in contemporary advertising, slang, film, television, and other contexts.

E=How will students be equipped for success in the unit via experience-based learning opportunities?
Throughout the unit, students will participate in writing assignments requiring them to apply
various types of figurative language to a range of writing purposes.
The unit will incorporate in-class coaching by the instructor and peer response group critiques to
provide feedback to students about their progress.

R=How will students be supported to revisit, revise, rethink, and refine their understandings of key unit
ideas, concepts, and essential questions?
Students will engage in paired brainstorming activities to reinforce their growing understanding of
various forms of figurative language.
Students will complete a reflective journal entry during each class period, synthesizing their
growing understanding of the role of figurative language in powerful writing.

E=How will students be encouraged to self-express and self-evaluate throughout the unit?
Peer critiques
Self-evaluation exercises applying unit rubrics
Culminating presentation of their human interest story to other members of the class with follow-
up peer coaching

T=How will teaching and learning be tailored to meet the specific needs and strengths of the students
participating in this unit?
Instructor will monitor each students participation and demonstration of understanding and
provide full-group, small-group, and/or one-on-one coaching, as needed.
Feedback from reflective journal entries will be used to adjust and revisit key ideas and areas of
misunderstanding.
Students can request coaching support during office hours to ensure they are progressing
appropriately with their culminating projects (i.e., human interest stories).

O=How will the unit be organized so that students move from initial knowledge acquisition toward
conceptual understanding and independent application?
The entire unit will be structured to allow students to develop initial conceptual knowledge and
understanding of figurative language.
Next, they will transfer their growing knowledge and skills to independent application via short
responses to academic prompts.
Students will demonstrate independent application and internalized understanding of figurative
language as a writing tool via their culminating projects (i.e., human interest stories).
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Part II: Sequenced Learning Activities

Class One:
1. Begin class by presenting examples (print, electronic, music) of figurative language and
asking for student reactions and analysis of the language used.
2. Ask students to brainstorm their understanding of the term figurative language with follow-
up consensus building about an initial class definition.
3. Hook student interest by asking them to partner with one or two other students to brainstorm
as many examples as they can of figurative language they have experienced in their world (5 minutes):
e.g., in music, television, film, slang and popular language, advertising, etc.
4. Conduct an initial discussion (full-group or mini-seminar format with students forming triads)
of the following essential questions: What is figurative language? How does it differ in form and use
from other types of language? How can figurative language help us to increase the impact and power
of our writing or oral communication?
5. Distribute Handout One, Figurative Language Definitions Model, and review with students
the six types of figurative language presented there. Ask them to identify or create additional examples
of each of the six forms.
6. Pass out the handout Martin Luther Kings I Have a Dream Speech Model. Give students
time to read the speech for content and organization. Next, distribute the Figurative Language in
Narrative Tool and ask students to reread the speech, underlining all examples they can find of the six
different figurative language devices identified on the sheet. At the conclusion of students independent
work, reassemble as a full group and process student responses, identifying areas of similarity and, if
any, areas of disagreement or debate.
7. Continue the discussion of Kings speech and his use of figurative language by asking
students: How would the impact of Kings I Have a Dream speech differ if its figurative language
were eliminated or used less extensively?
8. Next, prepare students to complete the first in-class writing response to Academic Prompt
One: Imagine that you are on a vacation to the travel spot of your dreams. Write a postcard to a
friend describing a setting you are observing located in that spot. Incorporate figurative language to
enhance the impact and power of your description. Before students begin writing, review with them
the holistic rubric presented in Stage Two. Give them 30 minutes to complete their first draft.
9. At the conclusion of the writing assignment, ask students to form peer response groups to
allow students to use the P-Q-P process (Praise, Question, Polishing Recommendations) to provide
feedback on areas of strength and areas in need of improvement. Encourage them to use the holistic
rubric as a basis for their critique.
10. Next, revisit the Figurative Language in Narrative Tool handout. Ask students to pair up and
create original versions of the six different types of figurative language presented there.
11. After students have completed this paired activity, ask them to complete a reflective journal
entry: As we complete this first class on figurative language, how do you now define this term? In your
opinion, what is the function of figurative language in writing?
12. At the completion of this journal entry, ask some students to read or summarize their
responses. Extend this discussion into the presentation of the culminating project for the unit, i.e., the
human interest story culminating performance task described in Stage 2. Ask them to begin thinking
about potential subjects for this assignment and to be prepared to declare their choice at the beginning
of the second class.
13. Conclude the class by asking students to be on the lookout for various examples of figurative
language they encounter during the coming week. Inform them that to reinforce their understanding of
figurative language and its various forms, we will have a brief quiz at the beginning of class two. The
examples they discover from their experiences during the week can help them to complete the quiz
successfully.

Class Two:

1. Begin the class by asking students to share examples of figurative language they have discovered
during the past week. Use this activity as an informal review for the quiz to follow.
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2. Administer the quiz identified in Stage 2 (20 minutes): (a) Identify the type of figurative language
represented by each of the following ten examples; (b) Generate operational definitions for the
following concepts: figurative language; denotation v. connotation; inference v. implication;
alliteration; metaphor; onomatopoeia; rhyme; simile.
3. Discuss students responses to the quiz at its conclusion. Next, segue into the focus for this second
class on figurative language by asking for student responses to the following essential questions: How
can we determine the most appropriate and effective figurative devices for inclusion in our writing?
How can we use the editing process to overcome clichd or hackneyed expressions?
4. Begin this exploration of selecting appropriate figurative devices and eliminating clichd
expressions by asking students to respond to the second academic prompt identified in Stage 2: Think
about a time when you were surprised about something. Write a one- to two-paragraph narrative of
the events associated with that time to share with other members of this class. Use figurative language
to enhance the persuasiveness of your narrative sequence and to help your reader relate to what you
were thinking and feeling at that time. Review with students the holistic rubric presented in Stage 2.
5. At the conclusion of this second in-class writing assignment, ask students to hold on to their initial
drafts. They will revisit them when they have completed two follow-up editing activities: Simile
Development and Cliches (final two handouts included in this unit). Begin with a brief discussion
with students of what a simile is. Ask them to generate examples of similes with which they are
familiaror original similes they have created.
6. Distribute the Simile Development Tool. After reviewing the directions with students (and
modeling one to two examples, if required), ask students to spend ten minutes completing the sheet
independently, creating as many similes as possible during the time provided.
7. Next, have students pair up and complete at least three additional examples (ten minutes). Have
partners share their examples with the rest of the class at the end of this time period.
8. Explore with students the problem of clichd expressions in writing: Why is the use of
overworked language, including clichs, detrimental to the impact and power of your writing and that
of others?
9. Distribute the Cliches Tool handout. Have students complete the handout either individually or
in pairs. At the conclusion of this exercise (15 minutes), elicit examples from students.
10. Now have students take out the draft of their second prompt response. Ask them to edit it,
eliminating clichs or overused expressions while adding figurative language in sections where it is
missing. Again, ask them to revisit the holistic rubric and the requirements for a 3 score.
11. Continue this multi-step process (writing, peer review, editing, discussion) during the next in-class
writing assignment: i.e., the third academic prompt presented in Stage 2: Write a letter to the
chancellor of this university in which you attempt to persuade him/her to make a change in a physical
location or setting on-campus (e.g., cafeteria, gymnasium, dormitories, recreation facilities, roads and
related transportation infrastructure.). Incorporate figurative language throughout the presentation of
your arguments to make them as concrete, persuasive and convincing as possible. Before having
students write, peer review, and edit/revise, discuss with them ways in which this assignment (i.e., an
argumentative/persuasive stance) differs from the first two. How will their topic, audience, and purpose
shape their choices about figurative language?
12. At the conclusion of this second in-class writing process and follow-up debriefing, ask students to
complete a reflective journal entry: How has your understanding of figurative language changed or
grown since we began this unit? What questions or issues would you like addressed? If time permits,
respond to any questions or issues students choose to present after completing the entry.
13. Finally, revisit the culminating G.R.A.S.P.S. writing assignment (i.e., the human interest story) and
accompanying analytic rubric. Use the closing section of the class to address any questions or
concerns. Also, invite students to visit the two websites identified at the beginning of this unit if they
would like additional information or analysis of figurative language as they prepare their assignment.

Class Three: (One Quarter of Which Is Devoted to Unit Conclusion)

1. Ask students how their assignment went and what their experiences were while completing it.
2. Before having students engage in peer response group work related to this assignment, revisit the
four essential questions and three enduring understandings for this unit.
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3. Ask students to form peer response groups with time for cohorts to use the analytic rubric to
provide P-Q-P (Praise, Question, Polish) reactions and suggestions.
4. Bring closure to this section of the course by asking students to complete a final reflective journal
entry: How will you use figurative language in future writing in this courseand beyond?