Reflection: Vertical Alignment 12th Night Sonnets- Peer Editing and Finalizing - Section 3: Finalizing the Sonnet


By the time students have arrived in eighth grade, they have probably "learned" about figurative language in three or four different grades (maybe more.)  Elementary students find similes to be great fun, and we layer on more sophisticated metaphors and personification as they move up the ladder.


I find that a good number of eighth graders can identify a simile, for example, but they have no earthly idea of how it functions or why it is useful.  Today, I heard a lot of discussions among students about expressions such as "dark as night" or "sounds as beautiful as ringing bells." (Note that one is clearly a simile and one is, well, confusing.)  The kids THINK they understand figurative language, but that language is still developing.

I think it's really important that students understand WHY something IS, not just how to find something in a list (which is what so many tests measure.)  This assignment made students use two different types of figurative language in a piece of writing that was very limited in scope.  It was very easy to see where the gaps are.  Now, addressing them is on our "to do" list.

  Figurative much is enough?
  Vertical Alignment: Figurative much is enough?
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12th Night Sonnets- Peer Editing and Finalizing

Unit 8: Twelfth Night, or What you Will
Lesson 9 of 14

Objective: SWBAT finalize and peer edit original sonnets.

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