Figurative Language Letters & the History of Internment in BC

Hello, division 4 families!

Today each student wrote and brought home a “Subtraction Unit Quiz”—I am so proud of how hard everyone has worked to achieve so much growth in this area! Great job!

We also continued our rich learning in the area of figurative language today. We reviewed some more examples of simile and metaphor, and then students gave themselves a self-quiz to check their own understanding.

Next, I shared with students this example of a letter written to include examples of simile and metaphor.

Then, I modelled how I would personally prepare to write an appreciative “figurative language” letter to my own mother by starting with a brainstorm of her qualities and traits.

In the next step, I talked through and modelled my own creative process of how I would turn each of those qualities and traits into similes and metaphors. After that, I presented this challenge to students…

Get ready to feel charmed and moved by the poetic and personal letters students wrote and shared. (Before posting, I asked each student if they wanted to consent to sharing their letter. Some other letters are still being finished.)

In the afternoon in Social Studies, we began our unit of study on the history of Japanese internment in British Columbia. The students connected to their prior knowledge around WW2 and the events at Pearl Harbour through dialogue. Then we viewed and discussed the following videos. Key themes we discussed included discrimination and human rights violations, which we connected back to recent unit on residential schools.

We also made local connections, discussing the history and then the wartime vandalism of the Japanese Tea House in Esquimalt. We watched and discussed this video…

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