Reflection: Routines and Procedures Tracing Literary Elements through Music & Origin Myths - Section 5: Closing


Trust me, as a high school teacher, I know many high school students don't enjoy reading.  They proudly boast that they haven't read an entire book since third grade, and sometimes they moan about being called on to "popcorn" read ("at least a sentence and no more than a page," I always chime!).  However, today was absolutely magical.  Coming off the heels of the first set of music journals, which really went over well with students, this activity had students laughing, listening, and thinking about the story.  We channeled every elementary school teacher that ever read to us, every parent that had the *best* Peter Rabbit voice, and every beloved episode of Reading Rainbow today and had a fabulous time.  

My students had questions about how to read the narrator's part right from the beginning, which in one class spawned the best 30-second debate over why James Earl Jones undoubtedly had the best speaking voice in the world, though Morgan Freeman was a close runner-up.  I didn't require them to alter their voice for the narrator's part, but they naturally played right into the elements of an oral tale, rumbling progressively lower with their voices in the "down, down, down, down" section.  Today we just enjoyed reading together, which was certainly a bonding activity that I hope continues more throughout the year.  It isn't often that I see that kind of innocent, genuine joy in 30 high school students simultaneously, but it is always remarkable when I do.  

The only small hitch in the plan came when some students were called on who did not have a voice ready, however, I quickly adjusted the "voice" requirements so that students could alter volume, accent, breathiness, or any other feature so long as it was immediately able to be identified as not the narrator's voice.  Once this was cleared up, it was smooth sailing!

  Encouraging Fun While Reading!
  Routines and Procedures: Encouraging Fun While Reading!
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Tracing Literary Elements through Music & Origin Myths

Unit 1: Early American Voices & Developing Reading Habits
Lesson 3 of 9

Objective: SWBAT recognize and explain examples of figurative language (metaphor, simile, and personification) by analyzing a variety of texts including contemporary song lyrics and Native American origin myths.

Big Idea: Could combining your students' love for music and childhood memories of "story time" really help you teach figurative language? You betcha!

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