Our state assessment asks students to identify specific literary terms and identify why they are used. We are reviewing those terms and their function.
To begin class, students enter and answer the prompt on the board:
Good Morning! Please take a moment and write a definition for the terms. The definition can be in your own words. Even if you "kind of" know the definition, that's okay (L.9-10.4). Write down what you know.
I ask students to do this so they and I can identify their prior knowledge. I anticipate them knowing the definition for most of the words. After three minutes, I will tell students to share their definition with the other people at their table. They can use their classmates and/or a dictionary (L.9-10.4c, L.9-10.4d) to build the definitions they don't know.
To prepare for this lesson, I collect and bring in old magazines. I also grab large pieces of butcher paper from our supply room. I tell students:
Today you and a partner (or small group) are going to work together (SL.9-10.1) to search these magazines for examples of the figurative language (L.9-10.5) and figures of speech terms (L.9-10.5a) you defined in warm ups. You will label your examples and adhere them to the butcher paper. Be prepared to share your findings with another group. If there are terms you can't find examples for, you need to create your own example.
Students are using the terms from the Warm Up section. Some of these examples will be harder to find than others. I will walk around and assist students. In this video, Magazines are a great classroom tool, I explain how I use magazines for this lesson and in my classroom.
I will split the room in half and label each group as either an A or a B. The A groups will be presenters first. They will each claim a spot in the hallway that will serve as our gallery. They will tape their poster to a spot. Each B group will start at an A group so that each group is either presenting or listening. I will give each group 30-45 seconds to present their poster to their B group audience. At the end of the 30-45 seconds, B groups will rotate until each group has heard from each A group. Next, the B groups become presenters and the A groups are listeners. This video explains why the gallery walk is one of my favorite instructional strategies.
In the last few minutes of class, I ask students to identify which terms are most difficult to remember. They write those terms on a post it and stick it to the white board on their way out of class. I will use this formative feedback to plan an additional day of term review.