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Thank you for being a big part of this community. To better support the initiatives around open educational resources in the state of Michigan, all resources on the Michigan Virtual Learning Object Repository (LOR) are being moved to #GoOpen Michigan (link is external) on September 30th, 2018. During the transition, our LOR will be moved to an archived state, not allowing new user registration or new content to be added. An email with more details was sent to registered users of the LOR in September. To make use of the great resources on the platform, we encourage you to create an account and add your own new resources to the #GoOpen Michigan platform (link is external).
Figurative Language/Literacy Devices
Chromebooks, phones, or other devices
Introduce figurative language through a passage from The Odyssey (epic simile in particular) on the Smartboard. Kids read the passage from the Smartboard, then identify and record all figurative language within that text, into their notebooks or chromebook. Discussion ensues after approximately 10 minutes.
Transitioning from the warm-up, the students will be taught the difference between the simile and the epic simile. *Students already have knowledge of the many other literary devices from units earlier in the school year.
As we embark on our study of the Epic Poem, The Odyssey, students continue, daily, to identify and record figurative language from the text, into their chromebooks, phones, or notebooks.
Students are allowed to turn in their paraphrase sheets on Google Classroom or in hard copy form.
I am big on the instructional practice of “I do, we do, you do” and “think, pair, share”. This allows for guided learning followed by practicing independence.
I feel This lesson went very well. Consistent repetition in locating, recording, and discussing authors’ usage of figurative language allows for mastery of the lesson for many students.
Assessment: Formative /Summative
We have daily class discussions regarding the identification of Figurative Language within work of literature.
We do this work consistently throughout the school year, with every new piece of literature we study.
I believe that this instructional philosophy of “I do, we do, you do” and “think, pair, share” give my kids constant repetition and practice in pursuit of the mastery of concepts taught. Figurative language is not an easy concept to master, as it is abstract and requires the development of critical thinking skills. I believe my approach enables the vast majority of students to excel in the end, after much practice and collaboration with myself and fellow students.