Hyperbole and Paradox

Using Internet resources the students find definitions and examples of hyperboles and paradox, and then create their own to share with peers, and identify their use in a current reading selection.

Grade Level: 11 - 12th

Subject: English/Language Arts

Length of Time: About 2 Class Periods

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Common Core Alignment

CCSS.ELA-LITERACY.L.11-12.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

CCSS.ELA-LITERACY.L.11-12.5B - Analyze nuances in the meaning of words with similar denotations.

Objectives & Outcomes

The students will be able define hyperbole and paradox, create examples of each, and identify examples in current literature.

Materials Needed

• Internet access for each student, class notebooks, 5-7 index cards, current class reading selection
• Prepare ahead of time:  Samples of popular or common hyperboles and paradox to display, 2 or 3 or each.  Current class reading selection identifying hyperboles and paradox.

Procedure

Opening to Lesson

• Display the examples of hyperboles and paradox
• Ask students what makes the statements unusual
• Allow for all responses, and ask if students can think of other examples off the top of their head
• Ask students: What is the purpose of such statements?
• Reveal the terminology for each statement

Body of Lesson

Modeling

• Direct students to the numerous web sites on the Internet to learn more about hyperboles and paradox
• Guide students to visit more than one web site to find information and examples.

Guided Practice

• Students must then list the definition of each in their notebooks and the various synonyms for hyperbole (exaggeration, overkill, embellishment, etc.) and paradox (contradiction, inconsistency, etc.)
• Once each student is completed with the research and is away from the computer, distribute the index cards
• Each student is to create 3 or 4 hyperboles and paradox of their own, writing their name on each index card (Remind them to write each on the index card, but do not identify it is a hyperbole or paradox.)
• Once students are completed, the teacher collects all of the cards, mixing them, and then reading two or three aloud for students to identify
• The teacher will then distribute the remaining cards equally to the class
• The students will identify each statement and return the card to the writer to discover the correct answers
• Using the current class reading selection the students will identify hyperboles or paradox used by the author
• Have a class discussion and allow students to read aloud the identified statements as hyperbole or paradox

Independent Practice

• The teacher will distribute the worksheets and/or reading passages to evaluate the students’ knowledge of hyperboles and paradox.

Closing

Repeat the question:  What is the purpose of using hyperboles and paradox?  Allow for discussion to evaluate understanding.

Assessment & Evaluation

A teacher-created or commercial worksheet allowing students to identify the different types of hyperboles or paradox, matching or multiple choice.  Passages from popular/classic literature with hyperboles or paradox for students to identify.

Modification & Differentiation

Students may work in pairs.  Assign some of the lesson for homework.  Teach the two terms separately.  Include other figurative/literal language concepts, etc.