Reflection: Complex Tasks Figurative Language in Their Eyes Were Watching God, Day 2 of 2 - Section 2: Independent Work

 

When I looked at the two student samples in this section I was able to see the result of the process I gave students today. I believe the process I gave them helped them get to this point. There are times when a step-by-step process results in formulaic writing and I have definitely made that mistake before. However, with this lesson, I was trying to give them a process of thinking. In other words, I was asking students to take the time to think about the language and the images it creates and the story, which are things that good readers do when analyzing language. Not all students followed the entire process and because I also believe that students need some independence, especially when I am asking them to engage in profound thinking, I allowed some to not circle the specific words packed with meaning, for example. However, I want to find a way of helping them see that the process is a thinking process and that it can lead to good analytical writing. Sharing the work samples from the students who did do all the steps and produced good writing is a good way of encouraging the rest of the students to do the same. 

  Following the Process
  Complex Tasks: Following the Process
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Figurative Language in Their Eyes Were Watching God, Day 2 of 2

Unit 2: Writing About Their Eyes Were Watching God
Lesson 3 of 11

Objective: SWBAT gain insight into the task of interpreting the meaning of figurative language by discussing the process and sharing their experience with this task. SWBAT continue interpreting figurative language by following a step-by-step process.

Big Idea: Interpreting figurative language invites diverse perspectives.

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