Reflection: "Self-Reliance" and Figurative Language Practice, Day One - Section 3: Figurative Language Practice


Students made the same errors in identification of figurative language today that they made during our last lesson. I had to ask myself, why didn't my corrections at the end of the last lesson stick in students' minds?

Two possibilities came to mind:

ONE--students had already "checked out" because it was the end of the hour and didn't truly listen. Possible, but this is an excuse on my part; it takes the culpability off me as a teacher and places it on student attention.

TWO--I didn't provide a specific, visual example. Our previous lesson was discussion only when we looked for examples; there was nothing on the board to keep students focused on the task and my corrections. While student focus is still at play here, I, too, have responsibility.

While both possibilities likely led to the "failure" to correct, I can take action on the second. Today's practice at least had a specific visual which we could all focus on as we discussed. My hope is that the correction sticks better for our next lesson.

  Why Earlier Corrections Didn't Take
  Why Earlier Corrections Didn't Take
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"Self-Reliance" and Figurative Language Practice, Day One

Unit 4: Text Structure and Language Use in Informational Texts
Lesson 4 of 17

Objective: Students will be able to identify and analyze figurative language by reading and analyzing Emerson's "Self-Reliance."

Big Idea: Metaphor, simile, hyperbole, oh my! Identifying and analyzing figurative language.

  Print Lesson
  45 minutes
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