Mrs. Mel Gast
Standards Based/Referenced Learning
Figurative Language
L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
How do you teach all the forms of figurative language in a 9th grade classroom?
That is a question that Mrs. Mel Gast works to answer while keeping students engaged and switching to Standards Based (Referenced) Learning.
What is figurative language? Often we refer to figurative language as figures of speech. It uses words and phrases in a non-literal way. "She's happy as a clam" does not literally mean that she is a clam; she is so happy that she looks like she's smiling like a clam. Using figurative language helps bring stories to life. Although, not literally. =)
Some common forms of figurative language are simile, metaphor, personification, hyperbole, allusion, idiom, pun, alliteration, and onomatopoeia (I love saying that word).
These are some of the ways that students practiced identifying figurative language.
Learning Figurative Language
This is a student example of hyperbole using Canva.
Standards based/referenced learning
After practicing identifying different types of figurative language, the students had their first opportunity to assess their knowledge. The students were given the choice to take the assessment or do more practice. Thirty-two of the students chose to do an additional practice.
At the beginning of class, students were either given an assessment or a practice sheet. When students were finished, they started reading their free choice books. Mrs. Gast then went around to check the work in front of the students. On the assessment, students received a 1, 2, or 3 for their level of mastery. Mrs. Gast then reviewed the incorrect responses with students as she scored their work with them.
Students that chose to do additional practice will assess the next day. Students who showed mastery in the standard will read their free choice book or get a head start on the next assignment.
IMG_0880.MOVMrs. Gast scoring assessments and practice work.
The figurative language assignment was scored based on the total number of answers correct. Nine or ten examples identified correctly shows mastery of the standard and receives a score of 3. Sixty percent of the examples need to be correctly named to get a score of 2. Fewer correct answers means that this is an area of concern and the standard is not met.
Mrs. Gast often uses rubrics to score work, but for this standard, it seemed more appropriate to score them in this way. Although it took some adapting, a lot of thinking, and working, standards-based learning is becoming a normal way of doing things in Mrs. Gasts's English I classes.
