L2+Douglass,+Leah

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

Teacher’s Name:** Ms. Douglass **Date of Lesson:**Lesson 2
 * Grade Level:** 11 **Topic:** Literary Devices

__**Objectives**__

 * Student will understand that**: Not all literature uses every literary device, but all works include some.
 * Student will know**: what a "literary device" and "literary element" are, along with knowing the definitions of "metaphor," "simile," "allegory," "analogy," and "personification."
 * Student will be able to do:** to identify literary devices and elements

__**Maine Learning Results Alignment**__
Maine Learning Results: English Language Arts A. Reading A2: Literary Text Grades 9-Diploma: //One Flew Over the Cuckoo's Nest// Students read fiction, nonfiction, drama, and poetry, within a grade appropriate span of text complexity, and analyze the characteristics, noting how structural features and common literary devices help shape the reader's response. d.) Analyze the literary devices that define a writer's style and use those elements to interpret the text.
 * Rationale:** By getting students acquainted with literary devices they will build skills they need to develop to define a writer's style and help them interpret text.

__**Assessment**__
The discussions and group work is a good basis to evaluate where students stand. Students will pass in index cards with critiques on their peers skits. This will allow me both see the misconceptions the students have that are making the skits, but also assess how much the students know who are critiquing
 * Formative (Assessment for Learning)**

The summative assessment for this lesson will be incorporated with the test that the students will be creating, and with the film project they will be making at the end of the unit. Students will have to understand literary devices to make a good final product for their movie clip. Students will also have to hand in the miniscripts they write in class. These scripts will be scanned for grammatical errors and improper use of literary devices. Feedback will be written on the scrips and handed back. Students will have a chance to correct mistakes or add new material to their scripts to show how their comprehension of literary devices has evolved.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** Students will be blogging about the material they learned in class and their skits. They will be encouraged to add any other media that pertain to the blog and the lesson. The skits they create will be recorded and added to both their blogs and the class wiki.


 * Theater**: Students will have to learn the basics of writing scripts and other aspects of theater. They will need to have good projection for the class to hear them and gestures. We will be briefly discussing the use of One Flew Over the Cuckoo's Nest as both a basis for an award winning movie and play.

__Groupings__
I will walk around with a hat full of pieces of paper that say "metaphor," "simile," "allegory," and "personification" on them. Students will each take one slip from the hat. Students will then get into groups with their peers that have the same literary device written as themselves. Students will have time to think about the skits they are about to write to themselves, then they will share their ideas with their groupmates. One students will be assigned the duty of recorder and will type the ideas of the group along with their own.

__**Differentiated Instruction**__

 * Strategies**
 * Musical**: The hook at the beginning of class should illustrate how literary devices enhance a piece of art. Students will also be asked to bring in their own songs that have strong examples of literary devices.
 * Interpersonal:** The students will work together to answer the questions posed and work together to correct misconceptions.
 * Intrapersonal:** "Think" time will be provided so that students can reflect on the information before they have to apply it.
 * Bodily:** Students will act and animate their short skits. They will represent their knowledge of literary devices through use of their actions.
 * Verbal**: Student's will be in groups where they will discuss their ideas. Then they will create skits that will convey information both through action and words.
 * Visual:** Students will use graphic organizers to visually display their ideas. Students will also watch students explain literary devices **(Tailor).**

( //**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**//)
 * Modifications/Accommodations**

Students will be writing blog entries about what they learned and the skits they made and presented in class. Video of these clips will be added to the class wiki and their blogs. Students are encouraged to write comments on peer's blog entries, discussing what they liked about the skits or any other experiences they want to share about the literary devices. Later the skits can be reviewed for their final unit project. Students can look back on the comments made on their blogs, and their own reflections they wrote to enhance the quality of the new project.
 * Extensions**

__**Materials, Resources and Technology**__
One Flew Over the Cuckoo's Nest Pencil and Notebook Paper Lap Tops [|Word Cluster 2 graphic organizer] [|Allegory] [|Personification] [|Personification 2] [|Simile] [|Metaphor] [|Metaphor 2] [|Analogy]

Camcorder will be provided.

__Source for Lesson Plan and Research__
[| Literary devices] [|Allegory] [|Allegory 2] [|Allegory 3] [|Personification] [|Analogy]

http://www.readwritethink.org/lessons/lesson_view.asp?id=115 ^In this lesson plan students listen aloud to stories and find their favorite examples of metaphor, simile, and personification.

http://lesson-plans-materials.suite101.com/article.cfm/figurative_language_theatre ^The lesson seen above is very similar to this one. Students are asked to apply their understanding of literary devices by making a skit.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** This lesson focuses on many different learning styles. At the beginning of class we will be listening to some of the music students brought into class that represent themes. I will also discuss any literary devices as they come up. Students will then have time to reflect on the concepts being taught. I will then assign groups by having students pull literary devices out of a hat. They have time to think to themselves for a couple of minutes and then work in groups to create skits. They will then preform their skits for the class. Their peers will give feedback of what they think hit key points and lastly they will write blog entries about what they learned. The "puppy" learners will have the support they need through peer feedback and the class discussion. The creativity in making their own skits will help the "beach ball" learners. They will be able to choose what to put into their skits and pick from the information provided in the resources that they are given. There will be plenty of visual directions while watching other student's skits for the "clipboard" learners. The "clipboard" learners can also make out lines of their skits and get everyone focused on the task. While the "microscope" learners will enjoy analyzing the literary devices found in the book, and the sense of ownership of the skit they create.
 * //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.//

Rationale:** In this lesson students will learn about literary devices and how they affect a story and writer's style. Student's will learn how to identify and analyze literary elements in a literary text. Through the class discussion students will learn about what literary elements define Ken Kesey's style and write blog entries about what they learned. Students will be asked to apply the knowledge that they have gained in class to writing and creating a skit that provides and example of the literary device that have been assigned. These skits will be evaluated on if the students have mastered the concept of literary devices. Through their blog entries students can reflect on Ken Kesey's style of writing, the concept of literary elements, specific examples of literary elements, and the aspect of their skits that illustrated literary elements.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Musical**: The hook at the beginning of class should illustrate how literary devices enhance a piece of art. Students will also be asked to bring in their own songs that have strong examples of literary devices.
 * Interpersonal:** The students will work together to answer the questions posed and work together to correct misconceptions.
 * Intrapersonal:** "Think" time will be provided so that students can reflect on the information before they have to apply it.
 * Bodily:** Students will act and animate their short skits. They will represent their knowledge of literary devices through use of their actions.
 * Verbal**: Student's will be in groups where they will discuss their ideas. Then they will create skits that will convey information both through action and words.
 * Visual:** Students will use graphic organizers to visually display their ideas. Students will also watch students explain literary devices **(Tailor).**
 * Rationale:**

Rationale:** Constant evaluation of the students' comprehension will be made. When students are working the cooperative learning group I will be walking around and listening to the students work through the problem they are given. If students seem to be off track I will give them verbal feedback and guide them in the right direction. Once all the groups believe they know which example of a literary device they have been given they will present to the class. This is another opportunity for me to assess how much students comprehend literary devices. I will also provide feedback written on their graphic organizers.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

Students will have to create a skit for the class. Through the information they present I will evaluate their level of mastery on the subject. Students will also have to incorporate the knowledge they gleaned from this lesson into their film project at the end of the unit.

__Teaching and Learning Sequence__
For this lesson the desks will be arranged in groups of four. Having the desks arranged like this when students come in will help get students into groups for their cooperative learning work and cut down on transition time.

Day 1 Students will come in and pick from the hat that has the literary devices written on slips of paper (3 minutes) We will have a brief discussion about the music the student were assigned to bring in for the previous lesson (10 minutes) I will ask students what they know about literary devices and then instruct them (20 minutes) Students will be given an example of a literary device and have to categorize it (10 minutes) Students will write their examples on the board under the type of literary device and there will be a class discussion on why each group put their example where they did (10 minutes) Students will get instruction on how to write their skits (5 minutes) Students will work on writing their scripts and rehearsing (20 minutes) Students will be able to discuss what they will work on for homework and what roles each student will assume (2 minutes)

Day 2 Students will have time to get together and rehearse there skits (10 minutes) Students will present their skits (25 minutes) There will be a class discussion about how the skits reflected aspects of literary devices (10 minutes) Students will write blog entries about their skits (10 minutes) Students will upload their skits on to the wiki page and their blogs and comment with constructive criticism (20 minutes).

Through this lesson students will understand that not all literature uses every literary device, but all works include some. We will discuss how Ken Kesey's style of writing affected by the literary devices he chooses to use. Understanding these literary devices will allow students to make comparisons between every day things. It will also allow them to have a deeper understanding of many other literary text and develop their own style of writing. Students will be showing that they understand literary devices by creating a skit that uses the one they are assigned. This will help illustrate that students have learned the Maine Learning result: students will analyze the literary devices that define a writer's style and use those elements to interpret the text. Students will be attentions will hopefully be engrossed in creating their own skits.
 * (What, Where, Why (W) Hook (H) Tailor (T): Interpersonal, Intrapersonal, Verbal, Bodily )**

Before I instruct students I will ask what they know about literary devices. I will correct misconceptions and start instructing. Providing both verbal examples and written explanation on the board. I will then assign examples for groups of students to categorize as certain literary devices. I will walk around the room listening to students explain to each other why they think the example fits each category. Each group will present to the class. Having each group present will provide me with an opportunity to gauge student progress on the topic. Students will then hand in their graphic organizers and I will write comments as feedback on them. While students are working in their groups to write their skits I will be walking around and discussing with the students why they are adding certain aspects into their scripts and how they are conveying their literary device.
 * (Evaluate, Tailor: Verbal, Interpersonal)**

Students will explore this new information in groups. Each group will be given an example of a literary device on a slip of paper. The students will not be told what literary device it is, they will have to work in their groups to categorize the example based on the information about literary devices they have received. Students may refer to the graphic organizer or Word Cluster 2 they filled out while instruction was being given. Through the activity of identifying literary devices, the class discussion, and creating their own skits, students should be able to identify and analyze literary devices that define a writers style. When students are working on their skits I will ask them each to assume the role of an actor, but additional roles like note taking or director may be decided among themselves. If students are having difficulty assigning these roles I will intervene and give a job to each student. Students will have a chance to reflect on what they learned while categorizing literary devices while creating their skits. The feedback that they get from myself and their peers during the discussion should provide a starting point for creating their script. Students will have a chance to write and rehearse their skits. On day two after they have presented their skits students will be able to rethink their skits when writing their blog entries. They will have a chance to write what they think should have been incorporated, but wasn't, and other aspects that would have illustrated their literary device better.
 * (Explore, Experience, Rethink, Rehearse, Refine, ReviseTailor: Bodily/Kinesthetic, Verbal, Intrapersonal, Interpersonal, Visual)**

Students will have time to reflect on the lesson and what they learned while they are writing their blog entries. Student's will be able to self-assess their learning by rethinking their ideas for skits, talking to the class in the discussion, and reflecting on their graphic organizers. I will provide feedback to students through written comments on their graphic organizers, verbal feedback while walking around the room, and comments posted to their blogs with both critiques on their skits and on the content they provided. Both myself and students will be able to re-watch the skits because they will be posted on the class wiki space and student blogs. This will help students rethink their skits and it will also help me assess the content better. The students will be able to use this feed back when making their final film project for the end of the unit. The film project will incorporate literary devices from One Flew Over the Cuckoo's Nest into a movie clip. Students will need to use the skills they developed in this lesson to identify and analyze those literary devices. Students will also get advice on how to enhance their script writing abilities through the feedback about their skits.
 * (Evaluate 2, Refine, Rethink, Tailor: Visual, Verbal, Intrapersonal)**

Literary device: Are the vehicle that authors use to show meaning through language. Literary devices are the structure that enables authors to tell their story. The dictionary defines a literary devices as " a literary or linguistic technique that produces a specific effect, esp. a figure of speech, narrative style, or plot mechanism." Different authors use literary devices in a different ways to convey their ideas. New papers often use the literary devices alliteration to produce catchy headline titles to draw in readers. Poets use a slew of literary devices to make their poems flow or to evoke imagery. Ken Kesey uses literary devices, especially metaphor and symbolism to convey the themes and over all meaning of One Flew Over the Cuckoo's Nest.
 * Content Notes**

Metaphor: Metaphors are literary devices that compare two things that may not have much in common without thinking in depth about them, but have something vitally in common that illustrate the author's point. Authors use this device to draw connections to familiar things that the audience has probably heard of to describe something. Authors may also use metaphor for sheer entertainment value, or Authors may use metaphors to highlight vital characteristics about an object, person, or event.

Simile: Like a metaphor a simile is a literary device that compares two objects. With a simile the word "like" or "as" generally joins the two objects being compared. Similes and metaphors are very similar and often confused. Similes can either state explicitly what is being compared. For instance, "she was as stubborn as a mule" explicitly states what "she" had in common with a "mule." Where as "she was like a mule" is an implicit simile. This simile leaves it up to the reader to identify what "she" had in common with a "mule."

Allegory: An allegory is a story with two meanings. One of these meanings is the story being told, the other meaning is a symbolic meaning often having religious, moral, or political significance.

Personification: This is a literary device that an author uses when they describe nonhuman objects to have human qualities or attributes. Authors can use personification to describe an object in detail, to make an audience emotionally connect with inanimate objects, or even to set the tone of a scene. An example of personification would be "the sun is smiling down upon us today." Smiling is a facial expression that usually only humans can preform. In this case the author endowed the sun with the capabilities to smile to illustrate how the weather was.

[|Word Cluster 2]
 * Handouts**