Time to Review
Lesson 7 of 10
Objective: SWBAT demonstrate understanding of figurative language, mood, tone, and author's stye.
To get the students immediately engaged in the lesson, I am going to ask the students to do a little rating. I will pass out the Knowledge Rating sheet and ask the students to reflect and rate how they feel about the concepts we have covered. They will be rating themselves on the concepts of mood, author's tone, and figurative language. I like to give the students a chance to think and process about their learning. I want them to take ownership for their learning and to be able to assess their own growth.
I will ask a few students to share, and then get right into our packed day!
Setting Up the Stations
To help the students review all the concepts that will be covered on the concept check, I will have them work through stations. I will use this time to explain the stations, the tasks at each station and the expectations at each station.
I will use the Time To Review power point to go through the station work. The stations will cover mood, author's tone, and figurative language. This is a good time to review with the students the rules for discussion. I will model my expectations for how the students should be working with one another. I expect them to be working together, coaching each other, as well as encouraging and praising one another.
The students will only get through three of the stations today. They will work to complete the station work on day two of this lesson.
Also, in two of the stations, the students are working with the vocabulary program Wordly Wise 3000. They will be working in lesson 6 of their books on the word list. To substitute these stations, you could put vocabulary words you are using from a novel or vocabulary words from the concepts being covered.
One I have explained the expectations of the stations. I will make sure all stations have the supplies and Station Materials needed before beginning the first station.
My students are currently grouped in 7 groups of 4. Each group has a higher performing student, a high to medium level student, and medium level student, and then a lower performing student. This gives the students a good balance and allows for good modeling for the lower level student. It also helps me to be able to monitor and work with students as needed.
I will have the students start the first station in their group. I will set a timer to keep us on track and focused. Twelve minutes should be enough time. I will assess the students and if more time is needed I will add the time.
As the students progress through the Station Work, I will circulate to monitor and assess. I want to make sure the students are working together, following the rules for discussion. I will also assess their performance. I want to make sure there is no glaring misunderstandings or confusions with concepts. I can reteach, review as needed.
I will move the students through the stations and adjust time as needed.
The goal of the lesson today was to encourage the students to take risks and apply their knowledge to work through tasks that will help prepare them for the test. After rotating through three stations today, I want the students to process and evaluate their abilities and what may need to be done to better prepare them for the test. They will fill out a Closure
I will ask the students to reflect to the following prompt in their journals, "After working in three of the stations today, how do you feel about your abilities with that concept? Did you understand the task? Did you find success? How could you better prepare for the test?"
I want the students to reflect on their learning so they have a plan of how they can better prepare.