Figurative Language Dusting

Presentation

Figurative Language

"Dusting"

Lesson Standards

9.4(F)

9.1(D)

9.1(A)

9.5(G)

9.5(E)

9.5(A)

9.7(B)

relevant data

Success Criteria

Learning Intention

Language Objective

Today, we will explore the use of figurative language in the poem "Dusting" by Rita Dove and analyze its impact on the poem's meaning and tone.

I will be able to use academic vocabulary related to figurative language, such as metaphor, simile, personification, and imagery, when discussing the poem "Dusting" by Rita Dove.

• Identify and annotate instances of figurative language in "Dusting" by Rita Dove.

Do Now

• Take a look at a stanza from "Dusting
• Look for any figurative language you see and put it in the chat!

Under her hand scrolls and crests gleam darker still. What was his name, that silly boy at the fair with the rifle booth? And his kiss and the clear bowl with one bright fish, rippling wound!

Vocabulary

euphemism

hyperbole

figurative language

noun a gentle word or expression used in place of a harsh one, often out of politeness

noun expressions used for descriptive or rhetorical effect that are not literally true but that express some truth beyond the literal level

noun an exaggerated statement or claim not meant to be taken literally; often used for humorous effect

Vocabulary

metaphor

simile

personification

noun a figure of speech that compares two seemingly unlike things but implies a comparison instead of stating it directly with the word like or as

noun a figure of speech that uses the word like or as to compare two seemingly unlike things

noun a figure of speech in which an animal, an object, a force of nature, or an idea is given human form or qualities

Model

Directions: Review the Checklist for Figurative Language below. Then read the Skill Model to examine how one student used the checklist to analyze the author’s use of figurative language in “Dusting.” As you read, identify the question from the checklist the student used for each annotation.

Checklist for Figurative LanguageIn order to identify examples of figurative language in a text, note the following:

• words that mean one thing literally and suggest something else
• similes
• metaphors

To analyze the effect of figurative language on meaning, use the following questions as a guide:

• Where do I see words that mean one thing, but might suggest another because of an emotional association?
• What figurative language does the poet use, and what is being described or compared?
• What mental images does the language help create?
• What is the effect of the language on the poem’s meaning?

Skill Model

Analyzing figurative language an author uses and the mental images it creates will help you better understand important ideas the poet wishes to convey. Let’s look at how one reader analyzes the author’s use of figurative language in the first stanza of “Dusting”: The reader notes how the author uses figurative language to characterize Beulah’s life. For her, every day is a “wilderness” with “no shade in sight.” The reader thinks that this comparison might mean that Beulah’s life is full of tiresome tasks such as dusting, without any kind of relief. Such language creates a strong mental image and helps readers get a sense of what life for Buelah is like.

The title and second sentence clarify that Beulah is patiently dusting knicknacks. The figurative language of “Every day a wilderness—no shade in sight” seems to suggest that such mundane tasks make up her whole life.

Skill Model

He continues reading “Dusting” and analyzes the author’s further use of figurative language to create strong mental images and convey meaning.

The poet uses a metaphor to compare each dust stroke to a deep breath and to compare ice to a locket in which a fish is trapped until it is dissolved. Both create strong images and convey the idea of memory coming to life or being freed.

In this passage, the reader highlights two instances of figurative language in the form of metaphor. The poet compares each dust stroke to taking a deep breath. Breathing sustains life, and in this passage, Beulah is bringing her memories back to life. One of those memories involves another metaphor: a fish in a bowl is trapped in a “locket of ice” until a younger Beulah dissolved it, allowing the fish to swim free. Both metaphors create strong mental images and are linked to the idea of memory being brought back to life or freed.