Reflection: Positive Reinforcement Figurative Language and Text Structure in "Civil Disobedience" - Section 3: Group Work: Analysis of "Civil Disobedience"

 

Today was an amazing day! Students were able to independently read and analyze a challenging text. When compared to the beginning of the year (and the chorus of "I don't get this" I heard), we have made significant growth. While my teacher heart was bursting with joy at my students' work today, they seemed to think it was just any other day. I couldn't stand it. I wanted them to realize how great they were, especially since so many of them felt so bad that they didn't understand readings at the beginning of the year. So, I shared my excitement with them. I told them what I had observed in the past (they nodded their heads). I told them what I observed today, listing all the skills they had shown me (they smiled). I smiled big and clapped for them (they smiled bigger).

It's important to celebrate success; doing so creates a positive classroom culture and shows students you care as a teacher. My students left my room happy today, not because they chatted with friends or watched a funny video on YouTube, but because they have learned--and now they know it.

That's what teaching is all about.

  Celebrate Success
  Positive Reinforcement: Celebrate Success
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Figurative Language and Text Structure in "Civil Disobedience"

Unit 4: Text Structure and Language Use in Informational Texts
Lesson 13 of 17

Objective: Students will be able to analyze figurative language and text structure in Thoreau's "Civil Disobedience" by collaborating with peers.

Big Idea: A wooden gun and a broken machine--analyzing Thoreau's use of language and structure in "Civil Disobedience."

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25 teachers like this lesson
Subject(s):
English / Language Arts, civil disobedience, nonfiction (analysis), Nonfiction Literature, figurative language, word meaning, text structure, group work
  70 minutes
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