Reflection: Student Self-Assessment Figurative Language Continued - Lesson 5 of Cinder Book Two - Section 2: Lesson


Today's lesson with students acting as the teacher had two purposes.  One I want my students to be active as much as possible. It's not rocket science to know that increased blood flow either through nerves or literal movement increases learning.  This activity keeps them on their toes. 

This lesson also allows me to "assess the situation" so to speak.  It becomes obvious where misconceptions are very quickly when I turn over the floor to my students.  It is much more eye opening than just collecting and grading.  However, right or wrong, I do not want my students to fear sharing and/or teaching, so I always allow them to bring a friend up if the need arises.  They know they are never alone. We are a community of leaners and we help one another out.

I would never want an activity like this to become a "gotcha" situation, so I try very hard to create that community from day one.

  Students as Teachers
  Student Self-Assessment: Students as Teachers
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Figurative Language Continued - Lesson 5 of Cinder Book Two

Unit 3: Literary Reading - "Sooner or later, everything old is new again." Part 2
Lesson 5 of 6

Objective: SWBAT correctly identify several examples of figurative language (simile, metaphor, hyperbole, personification) in Cinder.

Big Idea: The best way to learn is to teach.

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figurative language students teaching
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