Tying it All Together
Lesson 9 of 10
Objective: SWBAT to demonstrate their understanding of figurative language using a variety of means.
To engage the students, have the students quickly answer the following question with the Shoulder Partners "What is figurative language and why do authors use it?"
This will allow them to review and process what we have been learning about over the last few weeks.
Have some students report and share out their responses.
To help the students process all of these definitions and terms, have them turn back in their spirals to the Figurative Language Processing handout.
This Figurative Language Processing Sheet has the students use the definitions I have provided and re-write them in their own words. This process will force the students to think about the definition and what the term means to them. Then, by recording their own thoughts, they will be able to create another connection to the term and develop and deeper understanding.
I will allow the students about 15-20 minutes to do this task. If they finish early, they can share their definitions with their neighbors.
As the students are working, I will walk around and monitor their progress. I may also need to provide guidance and prompts to assist my struggling learners.
Next, it is time for the students to demonstrate their understanding of the figurative language and how it can be applied to text.
First, to engage the students in this task, I will pass out the graphic organizer template and have them follow the directions to place it in their spiral. This will take about 7 minutes. Although it may seem time consuming, it really does engage the students and creates a study tool. In the end the time is well spent.
Once the students have it taped into their spirals, I will have them work to write examples for each form of figurative language. The examples need to be written in complete sentences on the back flap, and then explained on the inside flap. This process will have the students applying their knowledge and understanding of the concept to create a finished template
I will provide my own example on the board, demonstrating how I use the language in context and then how I explain the meaning. I'll ask if clarification is needed and then allow the students to work on the task.
Once they are finished, this activity can be used within their groups or the class to quiz one another. They can hold their notebooks so others cannot see, read the form of figurative language and ask another student to identify and explain the meaning.
To review the concepts taught and to assess their learning, I will have the students complete a Closure Slip
I want the students to demonstrate a little more of an understanding for the concepts. I will ask ten to pick one form of figurative language and apply it to describe their family. This will require them to demonstrate a true understanding of the concept.