Teaching with the Web:
A Collection of Online Treasure Hunts and Webquests
Teacherís Guide to Figures of Speech
This activity introduces students to figures of speech, which are used not only in poetry but also in prose. Only the more commonly used figures of speech are included: simile, metaphor, personification, hyperbole, oxymoron, synechdoche, onomatopoeia, assonance, and alliteration.
The point is not for students to be able to enumerate these figures of speech. Rather, the objective is to enable students to appreciate the use of figurative language in what they read and to use figurative language in the texts that they write.
A week before the online treasure hunt is implemented, do the following:
1. At the computer lab and with the help of the Center Manager, download all of the online resources/ websites and save these for offline viewing. Make sure that the saved files can be accessed from all of the computers in the lab.
2. Make sure that all computers are working.
3. Load the treasure hunt onto each computer or to the teacherís PC and make sure it can be accessed from of the computers in the lab.
4. Load the treasure hunt onto each computer or to the teacherís PC and make sure it can be accessed from all of the computers in the lab.
5. Print copies of the treasure hunt for your students (one copy per group). (optional)
6. In the classroom, group your students into groups of three or four members each.
7. Each group computer will be assigned a computer. If you have more groups than computers, you may have to divide your class into two sets, with one set of groups working in the lab on this treasure hunt on Day 1 of this lesson and the other set of groups working on the treasure hunt on Day 2. Prepare a worthwhile classroom activity (seatwork) that is related to the topic for groups that will remain in the classroom on Day 1. On Day 2, the set of students who will remain in the classroom may work on their answer to the Big Question or be given a seatwork as well.
8. Explain the procedure of the online treasure hunt. You may distribute the print copies of the online treasure hunt (one copy per group).
9. Find out whether your students know how to use a computer (keyboard and mouse). If needed, bring your students to the computer laboratory and orient them to its use. Also give them instructions on proper behavior in the computer lab.
During the online treasure hunt (Day 1 for the first set of groups and Day 2 for the second set of groups), do the following:
1. Lead the groups into the computer lab and get them settled in. When everyone is ready, instruct all groups to start reading the online treasure hunt. (You and the Center Manager may open the treasure hunt file and have it ready for reading before the students enter the lab, or you can ask your students to open the file following oral instructions from you.) There is no need for a motivational activity since students will be motivated enough by the prospect of using the computer lab for this lesson. Also, the introduction to the online treasure serves as motivation.
2. Use the time allotted for your class. Do not borrow the time intended for other subjects. Start on time and end on time. The students should be able to finish answering the treasure hunt questions in 40 or so minutes. The Big Question is homework so it need not be done during the session.
3. Move around the room. Observe how each group is doing the activity and write down your observations in a teacherís log/journal. Assist students as needed.
4. Collect the group answers to the treasure hunt questions and remind the class to answer the Big Question as homework. Tell the class that the whole class discussion of the lesson will be done when all of the groups have completed the online treasure hunt.
5. At the end of your workday, complete your personal notes on the conduct of the online treasure hunt in your teacherís log/journal.
After the online treasure hunt, in the classroom (on Day 2 if all groups finished the online treasure hunt on Day 1, or on Day 3 if a set of groups finished the online treasure hunt only on Day 2, in the classroom):
1. Lead a class discussion of the answers to the online treasure hunt questions. Make sure everyone participates.
2. Summarize the main points of the lesson and then remind the groups that their scrapbook (the answer to the Big Question) is due a week later. Set a specific date for submission.
3. Before dismissing the class, ask your students to comment on the online treasure hunt activity. On a piece of paper, ask them to write:
ē what they enjoyed the most,
ē what they found difficult, and
ē what improvements, if any, they suggest for future activities of this type.
Give the students 5-10 minutes to do this, and then collect the answer sheets.
4. Study the studentsí assessment of the online treasure hunt and take this and your own notes into account when planning your next online treasure hunt.
5. From time to time during the week following the activity in the computer lab, ask the students about their work on the scrapbook to make sure that they are staying on task and that they will be able to submit the requirement on the due date.
When the answers to the Big Question are due (1 week after the online treasure hunt):
1. Collect the scrapbooks in class.
2. Ask for volunteers to read aloud one of the childrenís poems in their scrapbooks and to discuss the figures of speech illustrated in the poem.
3. End the session with a reiteration of the main points of the lesson on figures of speech
4. Grade your studentsí work using the scoring guide for scrapbooks. Record the scores and return the graded scrapbooks as soon as possible.
Copyright 2004 by the Foundation for IT Education & Development. All rights reserved.