"Self-Reliance" and Figurative Language Practice, Day One
Lesson 4 of 17
Objective: Students will be able to identify and analyze figurative language by reading and analyzing Emerson's "Self-Reliance."
Do Now: Write a Metaphor
Continuing our study of figurative language, today's Do Now asks students to write a metaphor.
"School is a prison." Yep. Well, it's a metaphor anyway.
"Tyler is a wrecking ball." Ah, a song allusion--perhaps we shouldn't use that one, though.
"Love is like a song." Not quite a metaphor.
"That's a simile--it has 'like' in it!" Exactly.
We still have some misconceptions, but at least we're using figurative language.
We continue our reading using the same read-write-share strategy referenced here. As on our previous day, we only work with a few paragraphs, moving slowly to avoid frustration. Students again struggle with vocabulary, but our rounds of discussion help us achieve understanding. I see students scribbling extra notes in their text margins, a good strategy which will help them in future analysis.
Figurative Language Practice
Today, I provide a single quote from our reading for students to analyze. I project it on the board as follows:
"Society everywhere is in conspiracy against the manhood of every one of its members" (Emerson, 1841).
- What figurative language trick is used?
- What does the quote mean?
- How does the figurative language impact the tone of the quote?
I ask students to analyze the quote with a partner since this is our first true practice attempt; they will need the support.
After 10 minutes, we come back together to check their work. Many students mislabeled the quote: