Reflection: Grappling with Complexity Figurative Language with Goldilocks - Section 3: Read Aloud Modeling Figurative Language:


Something that came from this lesson that I believe will be useful will be keeping a wall of figurative language. Some of my students have begun to find it in their own writing, but many of them are still reading it to be literal. This is going to take practice.

I thought that is might help my class to keep a chart or clipboard of figurative language they come across when they are reading. I like the sue of a clipboard so that they can take it back to their reading spot and write. A clipboard doesn't take up much space and it is easy for me to use when it is time to go back over their ideas.

I am asking my students to add something to the clipboard that they thought might have been the author's use of figurative language. At the end of the week or maybe every two weeks, we will try to help each other figure out if it is figurative language and as a class try to figure out what they author was talking about.

  Figurative Findings
  Grappling with Complexity: Figurative Findings
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Figurative Language with Goldilocks

Unit 1: Reading Strategies: Beginning of the Year
Lesson 3 of 15

Objective: SWBAT understand figurative language through guided practice of a similar version of Goldy Locks and the Three Bears.

Big Idea: Other versions of a popular story are so fun to read aloud. In this case we use a different story to compare versions and explore how an author uses figurative language in their books. Students will begin to practice slowing down for figurative language.

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