Reflection: Joy Using Figurative Language - Section 3: Writing Figurative Language Statements

 

Democracy took over today.  The students were excited by the activity, but wanted to get to the sharing part sooner (or maybe they wanted to write less each time!  Who knows).  They asked if they could write three at a time then share—do rounds rather than one, then the other.  That sounded fine with me—I certainly didn’t want to squash their enthusiasm by sticking to the lesson plan, since I couldn’t see any real benefit of one way versus the other.  So, we did four rounds, in each case the students taking five minutes or so to write on three of five prompts, and then the students each chose one to share.   This writing, then sharing in rounds I felt actually was better because kids who may have been more reluctant got to hear more models, listen to their peers, etc., and over the course of the class felt better about sharing.

There were a variety of responses—some strong, some not so much (though funny!).  The prompt “Standardized test booklets stacked on the proctor’s desk seemed _____________________.“ elicited a lot of responses, probably because the school has been inundated with them in the last month (they seemed “like bullets ready to be loaded and fired at unsuspecting  quarry” is one I remember; another student went the non-metaphorical route by writing “Standardized test booklets stacked on the proctor’s desk seemed stupid”—not very metaphorical, but the timing in class was perfect and very funny!  In another class I might have to regulate these types of responses because the goal of the lesson might be lost, but I usually like to let them go because they can have a positive effect on class culture and loosen everyone up if allowed on occasion; it is one of those contextual decisions we as teachers have to make when doing creative writing!).

So, it was great that the students changed the process to suite them better, and the class was more authentic because of it.

  Democratic Changes in process
  Joy: Democratic Changes in process
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Using Figurative Language

Unit 14: Mini-Unit: Reading and Writing Poetry
Lesson 3 of 5

Objective: SWBAT use metaphorical constructions to deepen tone and theme in their writing through practice with a variety of prompts.

Big Idea: A single strong metaphor or simile can have a dramatic overall effect on the quality of a piece of writing.

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