I have students set up a paper for Cornell Notes. However, instead of the left-hand column being labeled "questions," I will have them label it "roots." Using the PowerPoint slides, I have them fill out the Essential Question for the day.
I then go through the roots with them one-by-one.
Today is just for taking initial notes. Tomorrow, they will take notes on more roots. Then, over the next two days, we will practice with some words containing the roots. The fifth day of the unit will be for a quick, formative quiz.
Once today's notes are complete, students will put this paper in their binder, and we can move on to the main focus of today's lesson.
Since today's lesson is simply an extension of our work in finding figurative language yesterday, I simply begin class by asking everyone to take out their chart from yesterday to remember what we were doing.
I will ask, "Can someone remind me what we were doing yesterday?"
Once we've had a good discussion about where we were yesterday, I move forward with explaining today's task.
Along with yesterday's chart, I also ask them to take out their figurative language notes. I ask them to create another note-taking chart like the one we did yesterday. Finally, I hand out the packet of poems they will be working through today.
Students will be working in their small groups today to read these poems and discuss the figurative language they find. Before they get started, I write the word "collaboration" on the board. I ask if anyone can tell me what they think that word means.
I want to open up a quick discussion about what it means to work together. We will talk about what collaboration looks like and sounds like to someone who is observing the room. I don't want to see a division of labor here; I want to see students finding and discussing figurative language together as a group.
To that end, I make sure they understand that it is absolutely fine if their charts are similar, if not the same. I'm not after a perfect chart by any means. I want the chart to be a place to record what was discussed.
Now we begin the hunt for buried figurative language treasure!
When there are 10 minutes left in class, I will have students take out a sheet of paper for an exit ticket.
My name is Julia, and I am an exit-ticket-aholic.
This where they're going to do a little bit of reflecting on which example of figurative language was especially exciting for them to discover. I want them to list on the exit ticket:
This particular exit ticket is a great way to make sure that students are looking for the deeper meaning in figurative language. Because we're going take this skill and move forward with a formal writing assignment, I will take the time to write feedback to students on these, both congratulating them on a job well done and posing questions/making observations about places they could have reached a little deeper.