Since students struggled with the difference between metaphor and personification during a previous lesson, I focus on personification today (metaphor was a focus during our last warm-up). I ask students to create a brief skit personifying something in the classroom. Their classmates will guess what they are.
From the stapler ("I must get these papers together, I must!") to the chairs ("You weigh a ton."), these skits are an amusing start to the hour which, I hope, better illustrates how personification works.
We continue our reading using the same read-write-share strategy referenced here. As on our previous day, we only work with a few paragraphs, moving slowly to avoid frustration. Students again struggle with vocabulary, but our rounds of discussion help us achieve understanding. I see students scribbling extra notes in their text margins, a good strategy which will help them in future analysis.
Today, I again provide a single quote from our reading for students to analyze. I project it on the board as follows:
"For nonconformity the world whips you with its displeasure" (Emerson, 1841).
I ask students to analyze the quote with a partner again since we have not yet successfully analyzed a quote; until they have success with partner support, we cannot move on to independent practice. To do so would be faulty gradual release/scaffolding.
Because we are so close to the end of the hour, today's practice is an exit ticket; students must submit it as they leave the room.