Literary Devices as Centers: Tuesday, October 28th, 2014

Yesterday’s class periods showed that the students had a pretty firm grasp of the basic and more widely-used literary devices.  How fantastic!  As a result, today we moved into centers using the iPads.  After a quick recap of yesterday’s lesson as a relay race, each student received a school iPad with which they were to visit this blog.  They then had the opportunity to choose any of the literary devices of interest to them and complete the accompanying activities.  They then posted evidence of what they learned by applying that literary device in the context of a short story or analysis on their KidBlogs.

We will be continuing these self-directed centers again in class tomorrow.


  • šRead for 30 minutes.
  • šBring in the lyrics (either typed, printed, or hand-written) of your favorite song and highlight as many examples of literary devices as you can find.
  • Annotate each example with an explanation of how that highlighted portion serves as a valid example of that literary device.
  • šContinue work on your Genius Hour project.
  • šStudy for Friday’s vocabulary quiz.


Preparing for the CRCT

Sneeze in White Hankie CC

Along with the variable Georgia weather (it went from being in the 70s and sunny yesterday to the 50s and rainy today) comes Spring Fever, the immeasurable amounts of yellow pollen coating everyone’s cars, and the CRCT.  This state-wide standardized test serves as a measuring tool to gauge how well the schools in Georgia (as well as individual teachers) are getting their students to meet or exceed the state-wide standards.

Between the random requests for tissue, my students have been preparing for the CRCT through a variety of centers-style and game-based activities.  Here is what we have going on (pictures to follow):

  • Show What You Know
    • In this variation on using flashcards, the ELA/Reading terms were placed onto white index cards and their corresponding definitions were placed onto yellow index cards.  Each student then received 3 to 4 index cards (depending on the number of students in the class).  I would then read each term aloud and the students would work together or in groups to figure out whether or not they had the appropriate definition.  The students had a lot of fun with this activity and it certainly pulled them into their highest of higher-order recall and thinking skills!
    • The object of the game was to see which team could get rid of their cards first (through matching them with the terms read aloud).
    • VARIATION: To help any students with vision challenges, I often opted to show the flashcards I had created for them on my projector screen from  You can access this same deck of cards here:

Word Dominoes General

  • Parts of Speech Dominoes
    • In a group of up to 6, the students worked to match examples of words with their part of speech.  The students certainly had to apply what they knew through thinking critically.
    • I mounted the dominoes I printed from Deceptively Educational to cardboard to make them sturdier.

Tuesday, December 4th, 2012

Just like Monday’s class, Tuesday was a day filled with work at centers.  The students had to work in the centers they had not addressed on Monday and complete the tasks given.


HOMEWORK: Complete any missing assignments (DUE FRIDAY) and read for 30 minutes.

Monday, December 3rd, 2012

Monday was the first of two days where the students were in centers to practice their writing skills.  There were a total of six stations to which the students had the opportunity to visit.  These stations included focuses on:

Center #1: Organization

1.     Read the articles on the pay of female tennis players.

2.     Next, compare and contrast the two articles.

3.     Then, identify the problem in the article and suggest a solution.

o   Write at least 2 sentences explaining why that would be a good solution.

4.     Guess what might be the cause for the inequality in pay.

o   Then, write what the effect has been in at least one sentence.

Center #2: Ideas

1.     Think of 5 topics and write them down on your own sheet of paper.

2.     Then pass your topics to the person on your right. 

3.     Brainstorm at least 5 points for each topic. (Use a bubble map or a bullet point list)

4.     Turn to your elbow partner and share the two topic brainstorming bubble maps (or bullet pointed lists).  KEEP YOUR VOLUME LOW.

Center #3: Style

1.     Read the article “Text Talk” on Reality Central page 49. 

2.     Find the paragraph you think is the strongest.  Write down:

o   What page it is on,

o   What number paragraph it is from the top of the page,

o   And explain why you think it is the strongest.

3.     Next, Choose one of the paragraphs to rewrite with more style.

4.     Make the vocabulary stronger, add DRAPES, and overall make it more interesting to read.


PowerPoint: Writing Centers Dec. 3, 2012

HOMEWORK: Complete any missing assignments (due Friday) and read for 30 minutes.