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Name: Taylor Green Lesson Name: Literary Devices Unit Content Area: English Grade Level: Middle school

Grade 7 Stage 1: Identify Desired Results Standards PDE SAS Standards 1.3.7.A: Read, understand, and respond to works from various genres of literature 1.3.7.D: Interpret and analyze the effect of various literacy devices (e.g., personification, simile, alliteration, symbolism, metaphor, hyperbole, imagery) 1.5.7.B: Develop content appropriate for the topic. Gather, organize, and determine validity and reliability of information using appropriate evaluation strategies. Select and employ the most effective format for purpose and audience. Write paragraphs that have details and information specific to the topic and relevant to the focus. 1.5.7.C: Write with controlled and/or subtle organization. Use appropriate transitions within sentences and between paragraphs that reflect the writers purpose. Establish topic and purpose in the introduction. Reiterate the topic and purpose in the conclusion. 1.5.7.F: Use grade appropriate conventions of language when writing and editing. Spell common, frequently used words correctly. Use capital letters correctly Punctuate correctly. Use correct grammar and sentence formation. ISTE NETS Standards 1. Creativity and innovation- Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression 2. Communication and collaboration- Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats

3. Research and information fluency- Students apply digital tools to gather, evaluate, and use information. a. Plan strategies to guide inquiry b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks 1. Digital citizenship- Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. a. Advocate and practice safe, legal, and responsible use of information and technology b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity c. Demonstrate personal responsibility for lifelong learning d. Exhibit leadership for digital citizenship 6. Technology operations and concepts- Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems b. Select and use applications effectively and productively c. Troubleshoot systems and applications d. Transfer current knowledge to learning of new technologies Enduring Understanding- Students will understand how to detect and interpret literary devices in different types of literature (I.e. poetry or short stories). Essential Questions- How do the literary devices Browning used in her poem help to better convey her message? Behavioral Objectives- Students will be able to: a. Recognize the literary devices in the selected poem. b. Define the literary devices. c. Highlight the literary devices used in the selected poem. d. Explain, in writing, the literary devices used in the selected poem. e. Represent the literary devices used in the selected poem in the Glogster application.

Stage 2: Determine Acceptable Evidence Formal Assessments (Graded assignments) a. Five paragraph paper (including introduction and conclusion) explaining the literary devices used in the selected poem. b. Glogster poster representing the literary devices used in the selected poem. c. Presentation of Glogster poster

Informal Assessments (Non-graded checks for understanding) a. Smart Notebook literary devices activity: Matching the definition to the literary device. b. Group (three or four people) discussion on knowledge of literary devices c. Highlighting literary devices in the selected poem Grading Criteria and Rubrics- Students will be graded on their ability to create a Glogster poster defining the literary devices used in the poem. They will also be graded on their ability to look off of their poster to present to the class.

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Use of Class Time

Used time well during Used time well during Used some of the Did not use class each class period. each class period. time well during each time to focus on the Focused on getting Usually focused on class period. There project or often the project done. getting the project was some focus on distracted others. Never distracted done and never getting the project others. distracted others. done but occasionally distracted others. Required The poster includes All literary devices All but 1 of the literary Several literary Elements all literary devices as are included on the devices are included devices were well as their poster. on the poster. missing. definitions. Attractiveness The poster is The poster is The poster is The poster is exceptionally attractive in terms of acceptably attractive distractingly messy or attractive in terms of design, layout and though it may be a bit very poorly designed. design, layout, and neatness. messy. It is not attractive. neatness. Content At least 6 literary 4-5 literary devices 2-3 literary devices Less than 3 literary devices are displayed are displayed on the are displayed on the devices are displayed on the poster. poster. poster. on the poster. Grammar There are 0-1 There are 2 There are 3 There are more than grammatical mistakes grammatical grammatical mistakes 3 grammatical on the poster. mistakes on the on the poster. mistakes on the poster. poster. Title and Author The title and author of The title and author The title of the poem The title and author of the poem is clearly of the poem is on the is visible, but the the poem is not on seen on the poster. poster, but not easily author is not. the poster. seen. Presentation Presentation is Presentation is fairly Presentation is Presentation is very clearly understood, easy to understand, difficult to follow, the unorganized. The title the title of the poem, the title of the poem, title of the poem and and author of the the author of the the author of the some of the literary poem are not poem, and all literary poem and most of devices are mentioned. Less than devices are the literary devices mentioned. half of the literary mentioned. are mentioned. devices are mentioned.

Stage 3: Plan Learning Experiences Materials: Smart Notebook Smart board Internet Laptops Glogster Procedure 1. Introduction of Literary Devices T: Introduce the class to the topic of literary devices by calling on students to come to the smartboard to write literary devices they know. S: Write the literary devices they know on the smartboard. 2. Start of Lesson T: Talk about which words the students wrote on the board are actually literary devices and which are not. S: Listen to which ones are actually literary devices. 3. Literary Device Activities T: Split the students into groups of two or three and have them discuss their knowledge of literary devices. Set up the matching activity, which involves the students matching the literary device to the correct definition. S: Match the literary device to the correct definition. 4. Continue the activity T: Show the students the answer key with the correct definition matching the literary device. S: Figure out if they knew any of the literary devices and which ones they did not know. 5. Introduction of the literature for the class period T: Inform the class about the selected poem that they are going to be working on for the class period: How Do I Love Thee? by Elizabeth Barrett Browning. Ask the class if any of them have ever heard of the poem. S: Answer the question with a yes or no. 6. Reading of the poem T: Direct the students to follow along with the voiceover reading the poem. S: Follow along with the voiceover reading the poem. 7. Recognizing literary devices in literature T: Pass out a copy of the poem and a highlighter for the students. Instruct them to read over the poem again and highlight the literary devices they notice. S: Read over the poem and highlight literary devices noticed.

8. Introduction of Glogster T: Introduce the students to the Glogster application and pair them in groups of two in order to create their online poster. Allow 20 minutes to work on Glogster. S: Work with their partner to create an online poster incorporating the literary devices seen in the poem. 9. Presentations T: Call on students to come to the front of the class to present their Glogster. S: Present their Glogster to the class. 10. Closure: Discussion of literary devices T: Lead the discussion of the literary devices that were noticed in the poem. S: Respond to the discussion by sharing which literary device they thought helped Browning to convey her message better. 11. If Time Activity: Start the homework assignment T: Assign the homework: A five-paragraph paper (including the introduction and conclusion) which explains the literary devices Browning used in her poem. S: Begin the writing assignment.

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