Read the two poems on the board, "The Toaster" and "The Garden Hose." Identify the types of figurative language used in both poems. Use your notes!
Identify the types of figurative language being used in the topic sentence. Copy the lines that prove your answer and cite the lines in the concrete evidence. Explain your reasoning in the commentary. Summarize your paragraph in the concluding sentence.
We reviewed the procedure for the close reading strategy. My school made posters of the close reading strategy from the pdf poster in the resources section, and they finally arrived a couple of weeks ago. It's been hanging up, and this was the first close reading lesson since they arrived.
We reminded them that they'd be reading this passage not once, not twice, not three times, but FOUR TIMES! WOOT!
As they read the passage, they should use the annotation symbols. Of course, the best annotation symbols were the ones that individuals create for themselves, but the annotation symbols on the poster give us all a starting point.
Before moving on to the first read, we asked students to select three different colors that they would use for the three different readings and create a legend so that it was easy to see what colors were used for each read.
I have boxes of colored pencils that can easily be distributed, one box to a group, for those students who don't have their own colored pencils or highlighters.
The first read is a 'cold read', but since students have read the story previously, it's not really a cold read. This is one of the more difficult passages in the story, and it give an excellent opportunity to discuss traits, motives, and metaphors, which has been the focus for the last week.
We told students to read the passage silently and independently. While they were reading, they should make their annotations, underline, and write comments in the margins.
This was difficult for students. They don't necessarily know what is important. That's the productive struggle that is important for students to have.
After most students were finished, we gave them the quickwrite prompt. They wrote for about five minutes on the prompt, and then read their quickwrites aloud in their groups.
We reminded student to switch colors for this second read. This time, my student teacher read the text aloud while the students read along silently. They should annotate new things that jump out at them, or even annotate things that seemed important during the first read and seemed even more important during the second read.
After my student teacher finished reading aloud, we showed the quickwrite prompt for this second read, which focuses on motivation. Why did the characters tell the stories they did? What was their motivation for telling these stories? We gave students about five minutes to write at least five sentences before prompting them to discuss in their groups.
The third read ties in characterization, motivation, and figurative language. This was the read that is done by the teacher, in this case, my student teacher. She read the passage aloud, stopping to annotate, comment, and model her thinking.
My students, especially Honors students, have a hard time not responding to the questions that the teacher asks during this third read. They're used to answering teacher questions, because that's what they do every single day in every single class. When teachers model think alouds, they answer the questions out of habit, not out of disrespect or not following directions.
Some things that she annotated in this third read:
After the third read think-aloud, we showed students the prompt, which focuses on figurative language and how their annotations were different than the teachers. Again, they were given five minutes to write their quickwrite before taking in their groups.
Think-Pair-Share: What was the most important thing you got out of today's lesson? What do you now understand that you didn't before?
Today's lesson pictures is a picture I took of Nicholas Wilton's Silent Fall. It's one of the pictures in our textbook.