L1+Brouse,+Cara

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT**
 * UNIVERSITY OF MAINE AT FARMINGTON

   Maine Learning Results A. Reading A2 Literary Texts 9-Diploma The Romantic Period. Students read text, within a grade appropriate span of text complexity, and present analysis of fiction, nonfiction, drama and poetry using excerpts from the text to defend their assertions. d. Evaluate the themes in a literary text.     Students will write a short journal entry in their academic blog explaining their understandings. The following questions should be considered and answered when working on the blog: What did you learn today? How comfortable are you with the material? How can I help you to understand the material better? What would you like to learn more about?   Students will be asked to pick a song and create a short blog explaining the literary devices used and their significance. Some terms to consider are tone, rhythmic devices (assonance, alliteration, rhyme), metaphor, symbolism, allusions, etc... A rubric will be used to assess the students' work. To exceed the standard, the student must recognize, define, and explain four or more literary devices in the chosen song. The student will not meet the standard if they either do not find any literary devices or have found one and give little to no explanation/definition of the device.     <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Math: Problem solving and thinking through what makes a section from a text a piece of figurative language or a literary device. Music: The song used in the lesson to help students understand what figurative language is and how to identify them. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Groups will be selected by going through each of the twelve months and matching the students up by shared birthday months. One partner will be partner A and the other will be partner B. Partner A will be the partner with the earlier birthday and Partner B will be the partner with the later birthday. Each pair will receive a term (or terms depending on the group size) to learn about. Once everyone learns what their device is, Partner A will meet up with Partner A from another group and Partner B will meet up with Partner B from the other group. The new pairs will teach each other about the device/term they were given. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Absent students - Handouts will be put in the class folder with the date and the name of the absent student. The class schedule and any homework assignments will be posted on a class wiki. Absent students must turn in their late work the next day that they are in class. If a student is unable to turn in an assignment on its due date, they must meet with me to create a plan. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will be asked to pick a song and create a short blog explaining the literary devices used and their significance. The blog will enable the student to receive feedback very quickly and will also allow other student to view what their peers are working on. The students may explain all of the literary devices in the song or they may even find some that we have not discussed in class if they wish to go above and beyond the expectations. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Hand outs of the song lyrics. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The song for the hook (my MP3 player or my laptop) <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Index cards for FMQ’s, <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">T-chart graphic organizer <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">hand outs of literary device definitions <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">web links (see below), <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">markers, colored pencils, pens, crayons <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">my laptop (if the technology is not available I can use an over head projector) <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">my own notes <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">“Albatross” and “Mariner” slips of paper <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Construction paper words for simile/metaphor activity <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Definitions of literary devices at [] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Sound device definitions at http://www.frostfriends.org/sounddevices.html#consonance <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Teacher’s Name __****<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Ms. Brouse **__Date of Lesson__:** Lesson 1 (Explain)
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Grade Level __****<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> 11 **__Topic__:** The Romantic Era
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Objectives __**<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Student will understand that **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> literary devices and figurative language greatly impact a text.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Student will know **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">tone, sound devices (rhythm, rhyme, assonance, alliteration), symbolism, simile metaphor, allusion, metaphor, symbolism, irony, parallelism.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Student will be able to **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">recognize literary devices and figurative language that is used in literature and explain their significance.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Maine Learning Results Alignment __**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">By understanding the literary devices that are used in a text, a student will be able to fully analyze the text. The themes of a text also become more apparent once a student understands how to interpret literary devices and figurative language.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Assessment __**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Formative (Assessment for Learning) **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Summative (Assessment of Learning) **
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Integration __**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Technology: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The academic blog done online allows the student to keep a journal using the internet. By using the internet, I am able to see every student’s blog entries quickly and easily. Consequently, I am able to give the students feedback quickly.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Other Content Areas: **
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Groupings __**<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Differentiated Instruction __**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Strategies: **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Logical: ** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The T-Chart helps students organize their thoughts and understandings in whichever way makes most sense to them personally.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Verbal: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Thorough verbal explanations will be given for each of the terms that are covered. Also, the graphic organizer allows students to take notes. The journal entry also allows any verbal students who learn by writing the chance to externally express their understandings.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Visual: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The T-Chart serves as a visual aid for the visual learners in the classroom.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Musical: ** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The hook at the beginning of the class in which lyrics to a popular song are handed out to the students may help musical learners. The students follow along with the song as it is played and the literary devices will be shown and explained to the students. The summative assessment also asks the students to use a song of their choice in order to show their understanding of literary devices.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Intrapersonal: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The T-Chart Organizer gives students the opportunity to take their own notes and think to themselves. The journal entry gives students a chance to think for themselves. The checklists for understanding ask the students to think about their understandings for themselves.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Interpersonal: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The partner activity helps the students who learn better with the help of their peers (or the teacher).
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Kinesthetic: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Students will be given pieces of construction paper. Some of these pieces of paper will have nouns and some will have the words ‘as’, ‘like’, ‘is’, or ‘was’. The students will manipulate these pieces of paper to create similes and metaphors.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Modifications/Accommodations **
 * (I will review student's IEP, 504, or ELL/DEP and make appropriate modifications and accommodations.)**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Extensions **
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Materials, Resources and Technology __**
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Source for Lesson Plan and Research __**
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Maine Standards for Initial Teacher Certification and Rationale __**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**
 * Beach Ball **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> The students are given creative control of their blogs because they are given the freedom to choose the song they use for their assignment. Also, I do not tell them which literary devices they must find in the song.
 * Clipboard** The graphic organizer will help keep students organized.
 * Microscope** By analyzing the song, the class will be doing deep exploration of a text and the different pieces that create its significance.
 * Puppy** The classroom will be put into groups so that the group activity is more efficient. The group activity itself will help to create a comfortable environment.
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**
 * The students will be able to **** explain **** the literary devices in a text, such as sound devices and figurative language (see content notes). The students will also understand how a literary device can affect the meaning of a text. **
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**
 * Verbal **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">: Thorough verbal explanations will be given for each of the terms that are covered. Also, the graphic organizer allows students to take notes. The journal entry also allows verbal students who learn by writing the chance to externally express their understandings.
 * Logical**: The T-Chart helps students organize their thoughts and understandings in whichever way makes most sense to them personally.
 * Visual**: The T-Chart serves as a visual aid for the visual learners in the classroom.
 * Intrapersonal**: The T-Chart Organizer gives students the opportunity to take their own notes and think to themselves. The journal entry gives students a chance to think for themselves. The checklists for understanding asks the students to think about their understandings for themselves.
 * Interpersona**l: The partner activity helps the students who learn better with the help of their peers (or the teacher).
 * Musical**: The hook at the beginning of the class in which lyrics to a popular song are handed out to the students. The students then follow along with the song as it is played and the literary devices will be shown and explained to the students.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Kinesthetic: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Students will be given pieces of construction paper. Some of these pieces of paper will have nouns and some will have the words ‘as’, ‘like’, ‘is’, or ‘was’. The students will manipulate these pieces of paper to create similes and metaphors.

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Students will write a short journal entry in their academic blog explaining their understandings. The following questions should be considered and answered when working on the blog: What did you learn today? How comfortable are you with the material? How can I help you to understand the material better? What would you like to learn more about? By using their academic blog, I can quickly and easily read the students work and leave them feedback right away. I and the student(s) will be able to recognize any misunderstandings there may be and the misunderstanding can be addressed before it is frustrating for the student or me.
 * Type II Technology** Students will be asked to pick a song and create a short blog explaining the literary devices used and their significance. The blog will enable the student to receive feedback very quickly and will also allow other student to view what their peers are working on.
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**
 * Formative (Assessment for Learning) **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">

Students will be asked to pick a song and create a short blog explaining the literary devices used and their significance. Some terms to consider are tone, rhythmic devices (assonance, alliteration, rhyme), metaphor, symbolism, allusions, etc... A rubric will be used to assess the students' work. To exceed the standard, the student must recognize, define, and explain four or more literary devices in the chosen song. The student will not meet the standard if they either do not find any literary devices or have found one and give little to no explanation/definition of the device. Again, by allowing the students to complete this assessment in their blog, I will be able to check their work quickly and this will allow me to give them quick feedback before I grade their work. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * Summative (Assessment of Learning)**
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Teaching and Learning Sequence __****<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">: **

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The classroom will be organized by putting the desks into a horseshoe shape, but there will be an empty space after every two desks. This will create "couples" which will help to make the group activity more efficient. The horseshoe shape will ensure that everyone can see the front of the room and so that there is a friendly and unified atmosphere.

Students will understand that literary devices and figurative language greatly impact a text because this will allow the student to fully understand the meaning of a text. Film and television script writers also use these devices, so students will get more out of the movies and television shows that they watch as well. The students' problem solving skills will also be strengthened. The MLR that this lesson falls under is **//"Students read text within a grade appropriate span of text complexity and analyze fiction, nonfiction, drama, and poetry using excerpts to define assertions."//**

Day 1: Hand out the song lyrics to each student. Play the song and ask the students to follow along with their lyrics. Also hand out the T-chart graphic organizer for the students for note taking. (about 6 minutes)

Once the song has ended, introduce what literary devices, literary techniques, and figurative language are and their uses. Then proceed to pick apart that song by displaying the lyrics (using an overhead, or a computer if the classroom has the technology) and underlining sections with different colored markers. Encourage to take notes on their T-Charts. (30 minutes)

Hand out the sheet of terms and definitions for the students who would like them. Terms that are not included in the song will be explained to the class with examples. Display these definitions using a projector and laptop or with an overhead. With each term, ask for a volunteer to give an example. When discussing similes and metaphors, provide the construction paper for the activity. Ask students to create their own similes and metaphors by putting the pieces of paper in different arrangements on their desk. Walk around the room to check their understandings. (40 minutes)

At the end of class, hand out the Five Minute Question cards to the students with the question, "What is the difference between a simile and a metaphor? Can you provide an example?" (5 minutes)

Day 2:

Hand out extra T-charts to students who need them. Continue going over any of the literary terms/devices that had not been discussed last class. (20-30 minutes)

Break the students up into partners according to birthday month. Partner A will be the partner with the lower digit birthday and Partner B will be the partner with the higher digit birthday. Each pair will be given a term (or terms, depending on the class size) to become an expert in. The student must be able to explain the term and also give their own example of the term. I will walk around and answer any questions students have. (15 minutes)

All of the Partner A's will move to their left and will partner up with the Partner B of the desk coupling. The two will teach each other their term(s). The process will continue until everyone has been partnered up with a partner from the original groups. (20-30 minutes)

Students will return to their original seats and will be given a checklist. This checklist will have all of the terms that we have discussed in class. The student in to check the box where they best fit beside each term (I don't understand, I think I understand, I completely understand!). They will revisit with the group who was assigned these terms. If they still do not understand, I will meet with them to find a way that they may be able to learn. (10 minutes)

The students will be asked to pick a song. In their blog, they must post the song's lyrics (with citation!). In their blog, they must discuss all of the literary devices/figurative language that they see in the lyrics of the song. This must be completed for the next class, but if there is time they may work on it in class. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Where, Why, What, Hook, Tailors: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Visual, interpersonal, verbal, musical
 * Students will need to know **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> tone, sound devices (rhythm, rhyme, assonance, alliteration), symbolism, simile, metaphor, allusion.

The song that is used for the hook will be used to teach the students some of the terms. Devices that are not used in the song will be taught in class. I will verbally tell the class the definition of the term and write it on the whiteboard or overhead. I will also give an example of my own and will ask the class if anyone else can think of an example to write on the board. We will have an activity in which the students will create their own similes and metaphors in a hands-on way. The group activity will help the students who are interpersonal learners. To ensure each student understands the material, checklists will be given. These checklists will include each of the terms we have gone over. The student will check off all of the terms that they feel comfortable with. The students will be paired up with the student who was given the term that they do not understand. If the student still does not understand the term after this, I will try to find a way to help the student. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">T-Charts will be handed out for the students to take notes on the definitions of the terms. The group activity will allow the students to explore the concepts with partners. The checklists will allow the students to assess themselves. The students who are struggling will have the chance to revisit the material that they do not understand with partners. If they still do not understand, I will go over the material with them in a different way. I want to ensure the students understand the material before completing their blogs (the summative assessment). My students will be grouped by birthday months. Partner A is the partner who has the earlier birthday and Partner B is the partner who has the later birthday. As the students are working in groups, I will walk around the classroom to check on each of the groups to see if they need my assistance. I will work with any students who are having a difficult time. The students will be given checklists to ensure that they understand the material. Anything that they do not understand they will revisit with the partners who were responsible for that term. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will be able to recognize literary devices and figurative language that is used in literature and explain their significance. The summative assessment will allow the students to pick out the literary devices in a song of their choice and posting their discoveries in their blog. By using blogs, I will be able to give feedback right away for the students. If I notice that a student is using a term incorrectly, I can leave them a comment before I grade the assignment.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Equip, Explore Rethink, Revise Tailors: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Musical, logical, visual, intrapersonal, interpersonal, kinesthetic
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Explore, Experience, Rethink, Revise, Refine, Tailors: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Interpersonal, intrapersonal, visual, logical, verbal.

Our next lesson will be to use Romantic texts to find literary devices and discover how these devices impact the text. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">Terms with notes that I will need: <span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Evaluate, Tailors: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Musical, logical, intrapersonal, visual.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Content Notes __**
 * Alliteration**: The repetition of consonant sounds.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Consonance: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The repetition of the same __consonant sounds__ at the end of __stressed syllables__, but with different vowel sounds, within or at the end of a line, such as "bad and sod", (d's) or "whe//n// fur//n//aces bur//n//", (n's). Tip: //Consonance// begins with a consonant and it governs consonants.


 * Irony** (a.k.a. **Situational irony**)**:** Where an event occurs which is unexpected, in the sense that it is somehow in absurd or mocking opposition to what would be expected or appropriate. Mere coincidence is generally not ironic; neither is mere surprise, nor are any random or arbitrary occurrences.


 * Metaphor:** A direct relationship where one thing or idea substitutes for another.


 * Mood:** The atmosphere or emotional condition created by the piece, within the setting. Mood refers to the general sense or feeling which the reader is supposed to get from the text; it does //not//, as a literary element, refer to the author’s or characters’ state of mind.


 * Parallelism:** Use of similar or identical language, structures, events or ideas in different parts of a text.

<span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;"> **Rhythm**: The recurrence of accent or stress in lines of verse.
 * Repetition:** Where a specific word, phrase, or structure is repeated several times, usually in close proximity, to emphasize a particular idea.
 * Rhyme**: The matching of final vowel or consonant sounds in two or more words.

<span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">
 * Simile:** An indirect relationship where one thing or idea is described as being similar to another. Similes usually contain the words “like” or “as,” but not always.
 * Symbolism: **<span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">The use of specific objects or images to represent abstract ideas. This term is commonly misused, describing any and all representational relationships, which in fact are more often metaphorical than symbolic. A **symbol** must be something tangible or visible, while the idea it **symbolizes** must be something abstract or universal.


 * Tone:** The apparent emotional state, or “attitude,” of the speaker/narrator/narrative voice, as conveyed through the language of the piece. Tone refers //only// to the narrative voice; not to the author or characters. It must be described or identified in order to be analyzed properly; it would be incorrect to simply state, “The author //uses// tone.”

<span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="color: black; font-family: "Times New Roman","serif"; font-size: 12pt;">The song lyrics with my own written notes. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The song lyrics The T-charts Handouts of the terms and their definitions for students who would like them. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">FMQ cards (at the end of class).
 * Imagery:** Language which describes something in detail, using words to substitute for and create sensory stimulation, including visual imagery and sound imagery. Also refers to specific and recurring types of images, such as food imagery and nature imagery.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Handouts __**