Reflection: Diverse Entry Points Finding Figurative Language in F451 pages 1-70 (day 2 of 2) - Section 2: Students Present at the Document Camera


What was most exciting to me in this section was that I could see ALL of the students' ideas as they presented.  I made sure to select three possible prompts that were differentiated.  Prompt #1 was something that we already covered; prompt #2 focused on a new topic, but somewhat feasible; prompt #3 was quite challenging and abstract.  

As I reflect on the quality of student work, I am satisfied with the quality of student work, but I need to continue to push the students to explore figurative language.  Specifically, what words the author selected that have high affective domains to them, and what rhetorical purposes are served.  

Attached here, you can find a photo of a student presentation slide, but basically, the one slide, page 38, deals with what I would call subtext.  The students commented on the line, "I don't want the light."  They commented that Montag is feeling guilty and that the word "want" reveals his hidden desires.   Later, the students commented on the phrase, "as if she were suddenly confronted by a pack of mice" to describe the minor character, Mildred's, view of the forbidden book.  What is interesting is that the students could explain the the figurative language, but the strongest connotative word, "confronted," seemed to elude them.  It's a stronger word, for example, than saying "saw" or "faced."  It indicates the violence and conflict that the books introduce.  The students did not really pick up on this particular affective or connotative aspect of this particular word, although the overall simile seemed clear enough.  


  Diverse Entry Points: Student Presentation Examples
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Finding Figurative Language in F451 pages 1-70 (day 2 of 2)

Unit 6: Literary: Analyzing Figurative Language in Fahrenheit 451
Lesson 5 of 14

Objective: SWBAT explain figurative language in the opening chapters by small-group reporting close readings to the class.

Big Idea: Close reading means we show our love for a writer's craft! And figurative language does not have to be dry!

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1 teacher likes this lesson
English / Language Arts, Reading, Comprehension (Reading), symbolism (Literary Terms), humanism, language choice, connotation, denotation, bradbury, close reading, f451, figurative languag, Figurative, small group, document camera, figurative language, sensationalism, comparison paper
  50 minutes
board notes 12 12
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