Lesson 5 of 10
Objective: SWBAT create similes in metaphors in their writing.
To build the bridge from yesterday's learning with similes and metaphors to today's learning, I want the students to focus on analyzing similes and metaphors. Most students are capable of writing simple similes and simple metaphors, but the students need to be able to analyze them for meaning.
I am going to have the students work on the Reinforcement handout to analyze some examples of similes and metaphors. I will allow them 7 minutes to complete and then we will go over and discuss their answers as a class.
Because today is a work day for the students to work on completing their final drafts of their "Puzzling Portraits" I will use this time to review the Expectations of the assignment, clear up any confusions, answer any questions and offer any suggestions.
Whenever students are working on projects, I will often do temperature checks to make sure they are focused, on task, planning, and working. Students will often start off strong working on a project but lose gusto fast! It's important to check in with them during their creative process.
I will allow students time to work to create their own "Puzzling Portraits". As students are working, I will monitor their similes and metaphors. I will work with the students who are struggling to create, by guiding them to chose meaningful similes and metaphors.
Some students may require more assistance than others in the creation process. However, the students I have this year need to be pushed and allowed to struggle. I have found that given that struggle time and reassurance they can usually meet my expectations.
I may also stop a few students who are doing well, but yet still in the process and ask them to share some of their examples. I like doing this because it allows the students to hear the creating process of their peers. This is a lot of the time more meaningful and effective than the students listening to my creating process!
Literature Circle Group
I will have the students move into their reading groups today. They are put into reading groups based on ability and reading level. This allows me to meet the needs of all my students by allowing me to differentiate the process and product of what we are working on with our novels.
We will read the next chapter of Seedfolks aloud. I am still reading the text aloud to the students to model and reinforce the skill of annotating the text. This skill is vital to helping build reading stamina and comprehension. I am requiring all the students to annotate. At this point in the game, it is still a developing skill. The students require some guidance on identifying what is important information to annotate and what is not. I will help develop this skill with our first novel and then slowly release them to doing this on their own.
I will tell the students that our focus for today's reading is Character Traits. I want the students to focus on identifying direct and indirect character traits on Sam. This chapter is a great chapter to use for character traits because of how the author reveals this character's traits. This chapter is a great one to use for drawing conclusions and making inferences.
Once we have read the text aloud and the students have made their annotations, I will have the students work in their groups to complete the Seedfolks Character Analysis and the Reading Response Guide for Sam. This is their daily literature group work. Then, I will have the students work on completing and sharing their annotations for the character Sam. I will walk group to group to hear about the annotations they made on Sam. They can share, discuss, and then as a group turn in the chart.
This will also help to develop the skill of discussing in a group. The students are not used to having these academic discussions so it can be awkward and forced. However, the more we do it, the easier it will be for them and the more in depth they will be able to go in their conversations.
Once the groups have created their list of character traits with text evidence, I will have them turn it in to assess.