Angry Arthur Lesson Plan

Instructor: Maria Airth

Maria has a Doctorate of Education and over 20 years of experience teaching psychology and math related courses at the university level.

Explaining hyperbole and metaphor is easy when you use 'Angry Arthur' as an example. In this lesson plan, students will use Arthur's experience of anger to explore metaphors, hyperbole and emotion through discussion, activities and writing.

Learning Objectives

After this lesson, students will be able to:

  • define hyperbole
  • define metaphor
  • demonstrate understanding of hyperbole and metaphor through written and oral presentation

Length

60-90 minutes

Curriculum Standards

  • CCSS.ELA-LITERACY.RL.4.1

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

  • CCSS.ELA-LITERACY.L.4.5.a

Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

  • CCSS.ELA-LITERACY.SL.4.1.d

Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

Materials

  • Angry Arthur by Hiawyn Oram (multiple copies if possible)
  • Props of all sorts (sheets, card board boxes, anything for the students to use in an impromptu skit)
  • Art supplies
  • Magazines that can be used as art supplies
  • Poster paper
  • Audio/visual capabilities (optional)

Key Vocabulary

  • Hyperbole
  • Simile
  • Metaphor

Instructions

  • Before you begin reading Angry Arthur ask your students if they know what the word hyperbole means. Call on students for answers.
  • Ask for definitions of simile and metaphor.
  • After receiving responses from the students, write down the correct definitions for hyperbole, simile and metaphor on the board. Ask students to watch out for examples of these concepts as you read.
  • Begin reading Angry Arthur. Pause just after Arthur says that he will get angry because his mother told him to go to bed. Discuss:
    • How do you feel when your parents ask you to stop doing something fun?
    • When you get angry what do you do?
    • Is it okay to get angry?
    • What are some healthy ways to show anger?
  • Continue reading. Stop after the line ''his anger became a storm cloud.'' Discuss:
    • Is this a metaphor or simile?
    • How can you tell? (metaphor because there is no 'like' or 'as' in the phrase)
    • Is it also hyperbole (exaggeration)?
  • Continue reading. Pause after Arthur's grandfather says ''That's enough.'' Discuss:
    • Is the text speaking figuratively or did these things really happen?
    • Ask the students to point out a few of the metaphors that have been read.
    • If this represents hyperbole, what is being exaggerated? (Is it Arthur's level of anger or the results of his anger?)
  • Continue reading. Pause after Arthur's grandmother says ''That's enough.'' Discuss:
    • Each time a grown up says ''That's enough'' Arthur's anger gets worse. Why do you think that is?
    • What could be worse to come?
  • Finish the story. Discuss:
    • How did you feel about that ending?
    • Can you remember what Arthur was angry about?
    • Do you think it would be easy to live with a person like Arthur?
    • How could Arthur do things differently when he gets angry?

Small Group Activity

  • Break the class into groups of three or four.
  • Give each group a copy of Angry Arthur.
  • Instruct the students to find every metaphor and example of hyperbole they can in the text and write it down. Give them 5-10 minutes to do this.
  • Ask the groups to share their examples with the class by calling on the groups in turn to give one example at a time. Allow a representative of each group to write their group's example on the board when called on.

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