I am an English teacher in a low income, rural area. My students are from diverse backgrounds and their learning styles are equally divers. I am trying to teach my class about tools that authors use to make their writing more engaging, focusing on symbolism, metaphor and simile. I started by developing a vocabulary handout that defines each word and includes examples for the students. However, an initial check of students' comprehension suggests they continue to be unable to understand the material. Most importantly, I find my students are unable to grasp the concept of "comparison," making concepts such as simile and metaphor allusive. Can you help me structure a 45-minute lesson that includes elements of visual, auditory, and kinesthetic learning? Suggest methods I can use to check student-comprehension after the lesson. How can I follow up with students in subsequent class periods to continue to check for comprehension and to remediate students who may still not understand?
Thank you for choosing BrainMass to help you with your assignment. I have a background in teaching English. I taught for 4 years in lower income regions with struggling students.
In the case study, the learning objectives of this class are laid out for you. Your ultimate goals are to teach the students authors use of 1. symbolism 2. metaphors and 3. similes. It says you have tackled vocabulary with definitions and examples, but students still do not understand what a comparison is (this is common, vocab must COME ALIVE for understanding and it does not do that on a simple vocab list) which is interfering with the comprehension of simile and metaphors. So you need to create a 45 minute lesson that includes checking for understanding, follow ups, and remediation for those who are still struggling.
The beginning of any lesson plan of any time length is to know your learning objectives. You are lucky, they are written for you. At the beginning of you lesson plan I would state those in bold or big font to make it clear what your "to-do" list is. Often times teacher even share these objectives with students and write them on the board before they even begin teaching.
You now need to decide how you want to deliver the material about the learning objectives to your students. This can be in the form of a lecture, a handout, an activity, supplementary material, etc. etc. I must tell you from my experience the best way to teach is a "I DO" "WE DO" and "YOU DO" model. This includes the teacher showing what a comparison is, then the students doing some sort of activity (whether group work or solo) that repeats what the teacher told them, the experimental stage, and then independent work to show mastery.
The teaching of comparisons can be difficult, especially if students from a low income region a) don't read very often or b) struggle in basic comprehension make figurative language even more abstract. The best advice I have for you is to use the material and introduce it to something they ...
This solution will give the student advice on how to better teach students in a low-income rural area the difficult concept of comparison through similes and metaphors.