Determining the Meaning of and Purpose for Shakespeare's Use of Figurative Language (Day 2 of 2) and Preparation for Unit Assessment
Lesson 6 of 13
Objective: SWBAT determine figurative and connotative meaning of words and determine their impact in Shakespeare’s Romeo and Juliet by using a graphic organizer to analyze quotes. SWBAT cite specific evidence from text and demonstrate understanding by writing evidence based answers.
Most of my students needed some extra time to complete their previous day's assignment which was analyzing the figurative language Shakespeare uses in quotes from his play Romeo Juliet (RL.9-10.4).
For the activator I ask students to complete their Graphic Organizer Figurative Language. As they complete this task I circulate among them and check for understanding by asking questions about each part of the organizer.
Now it's time to have a few students bring their organizers to the front of the room and report out while using the docucamera. As my students present their information with supporting evidence, SL.9-10.4, I ask clarifying questions about the type of figurative language being used, the author's tone, and purpose (RL.9-10.4 and RI.9-10.6).
The purpose of having students make oral and visual presentations to the entire class, versus turning in their organizers to me, or only to one peer, is to demonstrate and evaluate their understanding and analysis of the quotes. I have found that students making verbal presentations constituted an opportunity to increase, improve, and provide alternate methods of learning in the classroom besides a lecture, visual presentations, or peer review of assignments by one or two of their peers. The common core speaking and listening standards require students to present information in preparation for college and a career.
By presenting an assignment in class, my student presenter usually will receive immediate feedback from their peers as well as myself. Feedback given to a student presenter could help him or her make the needed changes before submitting a final draft for grading. They also seem to listen better to each other...
Shy students are afraid to speak in public. I recommend not insisting on having shy students reporting verbally. However, I ask if they are willing to spend one minute to become used to facing their peers. By exposing oneself to this experience, and watching other students report, I have found that students usually overcome fear and shyness.
The student in the resource video was very reluctant to speak in front of the class but as the year progressed and as he felt more secure in the class, he began volunteering to present his work in front of his peers.
The District Unit 5 Assessment begins with a passage from a dialogue in William Gibson's The Miracle Worker. Students are asked to decide which character is controlling the conversation in the dialogue which takes place in the garden house between Annie (Helen Keller's teacher) and her father Captain Keller. They are also asked to give evidence from the text supporting their answer.
To help them prepare for the Unit test which is given as an assessment of skills needing to be learned and mastered during the year, I asked the same question on the pre-test review assessment I designed using an excerpt from the dramatic play they recently read, A Raisin in the Sun. Data from this assessment will help teachers determine what needs to be reviewed and/or retaught, or not with individual students and/or classes.
I begin this part of this lesson by handing out the first section of the adapted Unit 5 assessment review. I model by reading the question out loud and the question (#1) while students read independently, annotate the text RL.9-10.10, and then answer the question. Next I facilitate a discussion and evaluation of the written student answers (RL.9-10.3, RL.9-10.4, and L.9-10.4). I repeat this process for questions 2-5.
Student Learning Activity
Students are now asked to read the dialogue between the complex characters, Mama and Beneatha and decide what's the author's purpose for including the dialogue about Beneatha's father RL.9-10.3 and RI.9-10.6. I am tagging to RI here because it is the only standard that focuses on author’s purpose
After students complete this question I instruct them to exchange papers with a learning partner making descriptive comments on each other's papers. A descriptive comment is essentially feedback. The student can agree or disagree with the answer and can choose to add more to the answer as in this work example. When they complete this task I project the dialogue on the screen using a docuacmera and read the dialogue and question out loud. I then ask for student volunteers to read their answers and as a class we decide the author's purpose for including the dialogue by using Accountable Talk Stems, SL.9-10.4.
1 Thing You Learned
Before students leave the class I ask each of them the simple question, "What is one thing you learned during this lesson?" (SL.9-10.1) After they give me an answer they can put their folders away and get ready for the bell. I conclude with this summary activity because it is directly asking my students to demonstrate learning. I can then quickly assess where they are and where they need to go next.