Figurative Language: Poor, confused Amelia
Lesson 2 of 5
Objective: SWBAT identify Figurative Language in familiar text.
I like to spend a sufficient amount of time on each strategy to allow for an introduction, modeling, scaffolding, independent practice, assessment, and reflection. Therefore, I spend approximately one week on each strategy and follow a similar instructional routine. This is day two of Figurative Language Week – Modeling/Scaffolding.
Connection: I always start by connecting today’s lesson to something kids have previously learned so that it triggers their schema and background knowledge. Since this is the second day they are learning about Figurative Language, I make a connection to the introduction lesson we did yesterday. I remind students that the strategy we are working on this week is called Figurative Language. They love to repeat words so I ask them to say it with me again. Of course, I want to remind them what Figurative Language is, which is when words do not mean exactly what they say. I refer to the Figurative Language anchor chart from the day before to review the definition and examples.
Teaching Point: This is when I tell kids explicitly what we will be working on. I say, “Today, we are going to identify examples of Figurative Language in of our favorite Read Aloud books Amelia Bedelia. When I want to model a strategy, I copy 4 pages from books that we’ve already read together in class. This way, they are already familiar with the text and understand the context of the excerpts that I’ve chosen. I usually staple the excerpts in a small packet that I hand out to each student so they can follow along as I model the strategy. I then use the “To, With, and By” method of instruction to scaffold their learning. With the first example, I read the excerpt TO the class and model the strategy by thinking out loud. I am teaching the strategy TO them. I stop when I notice an example of Figurative Language, discuss my reasoning, and write it on the corresponding page in the packet. With the second example, I do the strategy WITH them. They read along with me and then I ask them to share Figurative Language examples. We write down their thoughts on the corresponding page in the packet. With the third example, I want the students to do it BY themselves, which leads us to the active engagement.
Active Engagement: This is where students get to try out the strategy that I just taught them. I ask them to read the third excerpt and try the strategy on their own. Since we are working on Figurative Language, they are supposed to identify examples from the text on that page. They should write their thoughts on the corresponding page in the packet. I give the students a few minutes then call on someone to share.
Link to Ongoing Work: During this portion of the mini-lesson, I give the students a task that they will focus on during Independent Reading time. Now that they’ve practiced Figurative Language, I tell them that during Independent Reading, their job is to finish the last excerpt in the packet. I want to give them one last opportunity to practice the strategy with text that I’ve chosen before they apply it to a text of their choice, which will happen the next day. This task is short and sweet so the students know that once it is completed, they read from their browsing box for the remainder of Independent Reading time. At the end of Reader’s Workshop, they will meet with their assigned reading partner to discuss what they wrote in the packet. I remind them that I will randomly choose a few students to share so that they make sure to complete their task.
Transition Time: Every day after the mini-lesson, students get 5 minutes of Prep Time to choose new books (if needed), find a comfy spot, use the bathroom, and anything else they might need to do to prepare for 40 minutes of uninterrupted Independent Reading.
Guided Practice: Today, I will be conferencing with students right at their comfy spots and asking them to show me the work they’ve completed in their packet. This is also when I could pull students for assessments, one-on-one reading, strategy groups, or guided reading groups.
At the end of 40 minutes, I remind students that their job during reading time was to complete the last page of their Figurative Language packet. I ask them to repeat the term, Figurative Language. Then I ask them to meet with their reading partner to share and discuss what they wrote. Were they able to find several examples? Can they explain what those figures of speech are supposed to mean? After partners have had a chance to share with each other, I ask a few students to share with the class. I then tell the class that we will continue to focus on Figurative Language for the rest of the week. I tell them to take their packets home to show their parents the strategy we are working on. Reader’s Workshop has come to an end so students put their browsing boxes away and make sure the library is neat and organized.