IDEA@theBass 4 th Grade Language Arts Lesson Plans Figurative Language

1. IDEA@theBass 4th Grade Language Arts Lesson Plans Figurative Language Inspired by Silvie Fleury, Skin Crime 3 ( Givency 318), 1997, Crushed Fiat convertible painted with pink nail polish enamel Tina Arenas, Curriculum designer

2. Writing:Figurative Language: simile, metaphor, hyperbole, onomatopoeia. (LA.4.3.3.3 Creating precision and interest by expressing ideas vividly through varied language techniques (e.g., imagery, simile, metaphor, sensory language) and modifying word choices using resources and reference materials (e.g. dictionary, thesaurus) Time: 30-45 min. Objective: Students will be able to view the crushed pink car and describe it by using figurative language. Materials: postcard, poster or disc with image, writing journal, and a pencil. Artwork: Sylvie Fleury, Skin Crime 3 (Givenchy 318), 1997 ( crushed Fiat convertible covered in pink nail polish)

4. History:Sylvie Fleury was born in Geneva, Switzerland in 1961, where she currently lives. She has painted a crushed Fiat convertible using pink nail polish enamel. By choosing nail enamel over an industrial varnish, Fleury is firmly feminizing the object through coloration and texture. In this way she explores issues of male dominance and gender hierarchies in culture and contemporary art while celebrating traditionally female preoccupations. Automobiles have always played a big part in Fleury’s art and life. Despite having been raised in Switzerland, her first car was a 1968 Chevy Camero and she was the founder of a Swiss motoring club for women called She-Devils on Wheels. Fleury freely merges the realms of the garage and dressing room. She has presented hubcaps as a wall of trophies, enlarged car insignias and spoiler decals to mural-like scale, and created nstallations with titles such as IS YOUR MAKE UP CRASHPROOF?

5. Directions:Ask this question: What is figurative language? Write responses on the board. Ask students why do we use figurative language? (Answers should lead to the idea of making writing better or more interesting.) Vocabulary: Figurative language: Figurative language uses figures of speech to describe or discuss a concept, as opposed to literal language, which has a concrete meaning. Figurative language uses exaggeration, comparison or imagery to illustrate or emphasize a point. Simile: A simile uses the words “like” or “as”to compare one object or idea with another to suggest they are alike.Example: busy as a bee Metaphor: The metaphor states a fact or draws a verbal picture by the use of comparison. A simile would say you are like something; a metaphor is more positive - it says you are something.Example: You are what you eat.

6. Hyperbole: An exaggeration that is so dramatic that no one would believe the statement is true.Tall tales are hyperboles.Example: He was so hungry; he ate that whole cornfield for lunch, stalks and all. Onomatopoeia: The use of a word to describe or imitate a natural sound or the soundmade by an object or an action. Example: snap crackle pop 1. Show students visual of the crushed pink car. 2. Review figurative language vocabulary. 3. Have students write crushed pink car in the middle of a brainstorm bubble. 4. Then have students describe the crushed pink car only by using similes. As flat as a pancake, pink as a carnation 5. Then by using metaphors: The car is trashed. The car is sweet. The car is angry. 6. Then by using onomatopoeia: crash, crunch, smack, squish 7. Finally by using hyperbole: The car is so pink it is as if it turned into a carnation . 8. The winning vote gets to share and display with the class. 9. Praise their positives! Display all of the children’s artwork within the class.

7. Other writing activities: Have students bring in an easily recycled item like: water bottle, shoe box, cereal box or an old container from baby wipes. Have students crush this by stomping outside. Ask them: What color would they paint it? Let them paint it. Then they must write why they chose the item? Why they chose that color? How it makes them feel? What is their connection to the item? What they would like others to see when they view their piece of artwork. Students can create a shape poem about the car or their item they created. Students can create a rhyming poem about their painted object or the pink car. Art connection: Have students bring in an old item of theirs like old ruler, pencil sharpener, eraser. Have them paint the item. Ask students to write an essay describing why they decorated that particular item in the manner that they did. Art lesson can follow IDEA concepts: Identify, Discuss, Envision, and Assess.

8. Above, artist Sylvie Fleury car engine painted white, crushed car painted pink

9. Silvie Fleury re-created her She-devil on Wheels auto club in this art installation

11. Sylvia Fleury, Installation of over-sized painted covers of car magazines.

12. Gilded car tires by Silvie Fleury

13. Similes using “like”

14. A lightbulb is a metaphor for an idea.

15. Miami has mosquitos so big, we dry them out and use them as footstools!