Reflection: Student Ownership How Do Literary Elements Frame Cultural Concepts? - Section 4: Applying Knowledge: Constructing Culture with Literary Elements


I want my students to feel empowered by their ability to talk about the text.  However, they really get stuck in the concrete.  They can identify the simile, but they have a difficult time taking the next step and explaining what the simile means in the text or what it says about the elements being compared. I have tried to get them to see that the comparison tells the audience something about the text and/or the character. What is it? I am not sure if its confidence in their answer or that they don't see the connection. I just am not getting the depth of analysis I want.  Suggestions? 

  Student Ownership: Stuck in the concrete
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How Do Literary Elements Frame Cultural Concepts?

Unit 9: Death and the King's Horseman
Lesson 3 of 7

Objective: SWBAT evaluate how the structure of the play and the figurative language create tension by examining the Yoruba perspective in Death and the King's Horseman.

Big Idea: Students explore why the happiness and death of the horseman is the concern of the whole community.

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