Monitoring My GAME Plan
This past week I have begun to implement a grammar lesson that I created with the Honors English teacher in my department. I have observed him several times, and I am fascinated with his ability to make activities on the SMART board aesthetically pleasing. We met and discussed the idea of expanding students understanding and implementation of figurative language devices in their writing. Cennamo, Ross, and Ertmer support this type of interaction stating that it can be motivational for students (2009, p.93). This last week, I had students begin learning different figurative language devices. Once they understood the definitions, I began having them incorporate them into their writing by having students use images—all of the images were taking from Reuters—to elicit stronger writing.
My students had been struggling with expanding their writing, and after the activity, students were more comfortable in implementing figurative language devices into their writing. Most of my students were struggling with when and how to implement figurative language into their writing. By introducing the definitions and providing examples, students were able to view the images and apply figurative language devices into their writing. This skill was strengthened by the SMART board skills the teacher showed me. I was able to manipulate the clauses and phrases on the SMART board and rearrange them into coherent sentences.
Next week, I am looking to have my students use the same concepts of figurative language, but learn how to break the rules of grammar to make their writing stronger. I will be using the same SMART board techniques, but will also be implementing the use of the HoverCam as a tutorial device to demonstrate to students how to properly break the rules of grammar.
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.