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Introduction
Literary elements and terminology are the vocabulary of literary analysis, and fluency with them is
crucial to a students ability to enter the conversation about literature. This entire unit teaches
literary elements as illustrated by popular music lyrics, which could be considered to be one of the
most common short-story formats. The unit should be taught over an extended period of time and
is most effective broken down and connected to literature the students are reading.
Learning Objectives
After completing the lessons in this unit, students will be able to:
Define and recognize literary elements.
Identify literary elements in use in literature.
Describe the authorial intent of figurative language.
Preparation
Make copies of the Literary Elements and Terminology handout, which is included at the
end of this section, as well as copies of any class materials you would like to use from the
lessons.
The Extension section includes a Password-type review game, an assignments page that
you can cut into thirds and hand out, and a quiz.
Materials
White boards
Rope/yarn
Songs: (All songs are available through legal download. Please obtain music and lyrics
legally. Alternately, you could have students view videos of the songs on a site like
www.youtube.com. Suggested links to lyrics and video are included with each lesson.)
1. 100 Years by Five for Fighting
2. Annies Song by John Denver
3. The Dance by Garth Brooks
4. I am a Rock by Simon and Garfunkel
5. Cats in the Cradle by Harry Chapin
6. Jack and Diane by John Cougar Mellencamp
7. Fast Car by Tracy Chapman
8. Someday by Steve Earle
9. Dont You Want Me? by The Human League
10. Breaking Us in Two by Joe Jackson
11. Higher Love by Steve Winwood
12. Please Come to Boston performed by Kenny Chesney
13. Walking in Memphis by Marc Cohn
14. I Love L.A. by Randy Newman
15. Lullaby by Shawn Mullins
16. Summer Breeze by Seals & Croft
17. Brandy by Looking Glass
18. Richard Cory by Simon & Garfunkel
19. The Devil Went Down to Georgia by The Charlie Daniels Band
20. Ironic by Alanis Morrisette
21. Dont Take the Girl by Tim McGraw
22. Higher by Creed
23. Same Old Lang Syne by Dan Fogelberg
Literary Elements
Characters: The people in the story that the writer created particularly for that story. The
protagonist is the central or main character who causes or is the center of most of the action the
one who struggles for something. The antagonist may be a person or an abstract quality, such as
fate or nature; it is someone or something that struggles against the protagonist. A foil is a
secondary character who contrasts with a major character. If the character changes during the
story, it is a dynamic character. If the character does not change, it is a static character.
Narration: The telling of the story. Each story has a narrator who talks about the events and
characters and who describes the setting. This is called the narration. The narrator is not
necessarily the author. Just because a story is told using I doesnt mean the narrator is the
author. Every narrator has a point of view (see below).
Point of View: The focus from which the story is told. It can be first-person or third-person point of
view, and it can be all-knowing (omniscient) or limited.
First person point of view: the narrator speaks using "I."
Third person point of view: the narrator uses pronouns such as he or she.
Omniscient: the narrator knows everything about everyone what they think and feel and
what their psychology is like. This is also called all-knowing, just like Mrs. Van.
Limited Omniscience: the narrator knows as much as the reader (or maybe a little bit
more). Sometimes this is called selective
omniscience.
Plot: The pattern of action in a story. It has specific parts,
or elements.
Exposition: the presentation of essential
information regarding what has occurred prior to
the beginning of the story. This is the backstory.
Inciting Incident: The act or action that sets the
story and conflict in motion.
Rising Action: The part of a story that begins with the exposition and sets the stage for the
climax. A conflict often develops between the protagonist and an antagonist.
Climax: The decisive moment in a work of literature, the climax is the turning point of the
plot to which the rising action leads. This is the crucial part of the work, the part that
determines the outcome of the conflict. (Its a realization, decision, action, etc.)
Falling Action: The falling action is the series of events that take place after the climax; the
protagonist must react to the changes that occurred during the climax of the story.
Resolution: The part of a plot that occurs after the climax and that establishes a new norm,
a new state of affairs the way things are going to be from then on. The author often ties
up the loose ends of the story to have the plot reach a conclusion.
Setting: The time, place, and culture in which the story takes place.
Style: The selection of words, sentence structures, and language arts that the writer uses for
details and descriptions. The way the writer uses language such as irony, symbolism, and
metaphor.
Suspense: Stories are often suspenseful. The author creates suspense by causing readers to be
concerned for the characters and/or uncertain of their fates.
Theme: The major idea of the story. This is what the story is about, what it means.
Terminology / Vocabulary
Alliteration: The practice of beginning several consecutive or
neighboring words with the same sound (Sally sells seashells by
the seashore).
Allusion: Reference to something in the past (the Bible,
mythology, etc.) that the writer assumes the reader will recognize.
Apostrophe: Figure of speech in which the absent or dead are
spoken to as if present and the inanimate as if animate.
Archetype: A character, action, or situation that is a prototype or pattern of human life generally; a
situation that occurs over and over again in literature
Coming-of-age story: A type of novel where the protagonist is initiated into adulthood through
knowledge, experience, or both, often by a process of disillusionment. Understanding comes after
the dropping of preconceptions, a destruction of a false sense of security, or in some way the loss
of innocence. Some of the shifts that take place are ignorance to knowledge, innocence to
experience, false view of world to correct view, idealism to realism, or immature responses to
mature responses.
Connotation: The feelings and attitudes associated with a word.
Denotation: Dictionary definition of a word.
Flashback: A description of scenes representing events that happened before the point at which
the story opens.
Foreshadowing: The dropping of hints by the author of things to come.
Hyperbole: A deliberate, extravagant, and often outrageous exaggeration.
Imagery: A word or group of words in a literary work that appeal to one or more of the senses:
sight, taste, touch, hearing, and smell.
Irony: Something that is not what is expected. Can take these forms:
Metaphor: Comparison of two like objects without using the words like, as, than, or verbs like
resembles.
Mood: The emotional quality of the story that influences the attitudes of the characters and the
readers.
Onomatopoeia: Use of words that mimic the sounds they describe (e.g. hiss, buzz, bang).
Paradox: A statement that seems absurd or self-contradictory but turns out to be true.
Personification: Attributing human characteristics to things that are not human.
Pun: Play on words that are identical or similar in sound but have different meanings.
Sarcasm: The use of verbal irony in which a person appears to be praising something but is
actually insulting it.
Satire: Use of humorous devices like irony, understatement, and exaggeration to highlight a
human folly or a societal problem.
Simile: Comparison of two unlike things using words such as like, as, than, or verbs like
resembles.
Symbolism: The use of symbols to stand for something else; the symbols
may be people, objects, or the action itself.
Tone: The authors attitude toward his characters, their actions, and his
plot. Tone may be playful, formal, intimate, angry, serious, ironic,
outraged, baffled, tender, serene, depressed, etc.
Understatement: Deliberate lessening of impact and truth to make a point.
Lesson 1. An Introduction
Discuss the importance of vocabulary. Ask if students would want a brain surgeon to operate on
them who said, Oh, Im going to use this thing-a-ma-jig to cut a hole in your whatchamcallit.
Brainstorm professions or activities that have their own vocabularies.
Explain that literature is one of those things that has its own vocabulary and that we all need to
agree what the meaning is of the terms we use to talk about what were reading.
Discuss how songs are literature because they are poetry. They have a rhythm, they often rhyme,
and they are a great place to find examples of literary elements and terms. Most songwriters would
be ecstatic if they knew that you were looking at their songs this way, instead of just letting the
words float in and out of your head randomly. You honor music when you view it this way.
Play 100 Years by Five for Fighting:
video: (song plays with lyrics on screen): http://www.youtube.com/watch?v=9Lu_uyulrZI
lyrics: http://www.stlyrics.com/songs/f/fiveforfighting1527/100years464953.html
Show overhead of lyrics without commentary.
Next, play it again, this time using a lyric sheet with commentary, pausing and discussing it as you
go through.
Commentary Suggestions (in order of appearance)
(Bolded terms are included in the Literary Elements handout or will be discussed in future lessons)
Whos the I, or the narrator, in this song, and whos the you?
Figurative language: Theyre not literally on fire. What is he saying? Are they really
returning from Mars?
You cant literally buy time. What does he mean?
Note the paradox of an "I" being a "they."
Notice the imagery of being an age for just a moment. It helps create a sentimental,
melancholy tone.
What is this sea? What is this crisis? How can you chase years? Do you see how this
character is dynamic? Hes changing.
Allusion: Astronomically any star that rises after midnight is a morning star, although it
usually refers to the planet Venus. Remember that Venus was the goddess of love.
If you have 100 years to live, whats half time?
Imagine your life as a day. If the sun is getting high, what comes next?
Death is a part as gentle as the others.
Heres the theme: every day is a new day a new moment.
Notice use of hey narrator trying to get attention.
Knowing the theme, who do you think the audience for this message is?
Notice that there is a plot. What is the inciting incident, do you think?
Is this a coming-of-age story? If so, what is the shift? Is this character static or dynamic?
Teacher-led Activity
Sub-objective I
Simile
Information with
Examples or Model
Questions and/or
Activities
Sub-objective II
Metaphor
Information with
Examples or Model
Questions and/or
Activities
Sub-objective III
Information with
Examples or Model
Personification
Show the Personification overhead included in this lesson,
which begins with the lines Death, be not proud, though some
have called thee mighty and dreadful
Can death really be proud? When we give a thing, an animal,
or an abstract term like truth or nature human characteristics,
we call that personification.
Questions and/or
Activities
Synthesis
Figurative Language
Mark each of the following as an example of metaphor (M), simile (S), or personification (P). When
you finish, please turn your paper over.
1. Like a thunderbolt he falls _____
2. My love is like a red, red rose _____
3. My mother is a witch _____
4. Her love was stronger than rope _____
5. Her presence was a roomful of flowers/ Her absence is an empty bed ____
6. He was as rich as Hades _____
7. His words are honey to my ears ______
8. His car is as ugly as sin _____
9. This class is a bear _____
10. My teacher is an angel _______
Figurative Language
Mark each of the following as an example of metaphor (M), simile (S), or personification (P). When
you finish, please turn your paper over.
1. Like a thunderbolt he falls _____
2. My love is like a red, red rose _____
3. My mother is a witch _____
4. Her love was stronger than rope _____
5. Her presence was a roomful of flowers/ Her absence is an empty bed ____
6. He was as rich as Hades _____
7. His words are honey to my ears ______
8. His car is as ugly as sin _____
9. This class is a bear _____
Simile
Life, like a dome of many-colored glass,
Stains the white radiance of Eternity.
(Shelley, Adonais)
Metaphor
Oh, my love is a red, red rose.
(Burns, A Red Red Rose)
1. He is a pig.
2. He eats like a pig.
3. My son is as smart as a whip.
4. My sisters boyfriend is a cow.
5. Shes a doll.
Personification
Death be not proud, though some have called thee/
Mighty and dreadful, for thou art not so
(Donne, Death Be Not Proud)
Enrichment Activity
I. Simile and Metaphor
Identify the two things the poet is comparing and then describe what it is the poet thinks
they have in common. Be specific.
1. Think of the storm roaming the sky uneasily
like a dog looking for a place to sleep in,
listen to it growling.
Elizabeth Bishop, Little Exercise
2. The scarlet of the maples can shake me like a cry of bugles going by.
Bliss Carman, A Vagabond Song
Original Examples:
1. Simile
2. Metaphor
3. Personification
Lesson 3. Simile
Ask a student to define simile. Work until you get a good definition (comparison of two things using
like, as, than, or a verb like resembles).
Remind students that the purpose of similes, like all figurative language, is to help the reader or
hearer to truly feel what the writer is trying to convey. We use our senses to do that, so figurative
language usually involves the use of senses.
Explain that John Denver wrote this lessons featured song for his first wife, Annie, and it went to
number one on the charts in 1974. Because students will probably not be familiar with his work,
you may want to mention that he was killed in a plane crash in 1997 when the small plane he was
piloting crashed into Monterey Bay off the coast of California. (Death intrigues them.)
Play Annies Song with lyrics showing, then play it again, pointing out and discussing similes
through commentary:
lyrics: http://www.stlyrics.com/songs/j/johndenver2053/anniessong97435.html
video: (song and pictures)
http://www.youtube.com/watch?v=C21G2OkHEYo
wikipedia: http://en.wikipedia.org/wiki/Annie's_Song
Dont mention their divorce until after they have heard it all.
Commentary Suggestions (in order of appearance)
What is a night in the forest like? What senses would be engaged?
What is the difference between the mountains in spring versus winter? How is this an
appropriate image for love?
When is it fun to walk in the rain? What kind of rain works for this? How can a person make
you feel like this?
What happens when it rains in the desert? What image of Annie is Denver trying to convey
with this simile?
Why a sleepy ocean? Why not a stormy ocean? Is the ocean always blue? So, why does
he say she fills him up like a blue ocean? Why not green or grey?
How does this line change for you when I tell you that John and Annie eventually divorced?
Lesson 4. Metaphor
Ask a student to define metaphor. Work until you get a good definition (comparison of two things
without using like, as, than, or a verb like resembles saying that something actually is
something else, not that it is just like it in some way).
Remind students that the purpose of metaphors, like all figurative language, is to help the reader or
hearer to truly feel what the writer is trying to convey.
Challenge students to find out what the dance is being compared to in this song.
Play The Dance by Garth Brooks:
video: (music video with spoken intro) http://video.yahoo.com/watch/4271078/11479509
lyrics: http://www.planetgarth.com/lyrics/the_dance.shtml
As for ideas on what the dance is. If a student comes up with life or the good things in life,
discuss this idea. How is life a dance? Is it like a single dance or can it also be compared to a
dance in the larger sense like a prom or homecoming event? If students do not come up with the
metaphor, play the song again with commentary, and then ask again at the end.
Have students fill out one of the life is metaphor handouts included in this lesson, and then pass it
to another student. Have that student list three ways this metaphor is true.
Commentary Suggestions (in order of appearance)
Do you see how this is a literal dance?
Heres the figurative dance. Think of this broadly. What would he miss? How is it a dance?
Regarding being a king, what type of figurative language is he using here?
Metaphors I
Life is a(n) _______________________________.
Ways in which this is true:
1.
2.
3.
Metaphors I
Life is a(n) _______________________________.
Ways in which this is true:
1.
2.
3.
Metaphors I
Life is a(n) _______________________________.
Ways in which this is true:
1.
2.
3.
Metaphors II
I am a(n) _______________________________.
Ways in which this is true:
Metaphors II
I am a(n) _______________________________.
Ways in which this is true:
Metaphors II
I am a(n) _______________________________.
Ways in which this is true:
Metaphors II
I am a(n) _______________________________.
Ways in which this is true:
Lesson 5. Imagery
Have students look up the definition of imagery in a textbook glossary or dictionary. (A short
definition is also included in the Literary Elements handout.)
List the five main senses on the board.
Play Summer Breeze by Seals & Croft, asking them to look for use of language that appeals to
the senses:
video (artists performing song): http://www.youtube.com/watch?v=TEF470mXqU4
lyrics: http://www.stlyrics.com/songs/s/sealscrofts3407/summerbreeze163725.html
Discuss that imagery is one way authors convey tone. Tone is the authors attitude towards the
subject or story. In this song, what is the authors attitude towards his home? What specific words
tell you this?
Also point out the wonderful personification of July dressed up and playing a tune.
Lesson 6. Narration
Distribute the narration handout on the following page and discuss. Using pieces of rope or string,
have groups demonstrate the four types of narration.
Play Cats in the Cradle by Harry Chapin and have students discuss first-person POV:
video (artist performing song): http://www.youtube.com/watch?v=zlHdjjHNEC8
lyrics: http://www.stlyrics.com/songs/h/harrychapin1785/catsinthecradle85409.html
wikipedia: http://en.wikipedia.org/wiki/Cat's_in_the_Cradle
Play Jack and Diane by John Cougar Mellencamp and have students discuss POV:
video: (song plays with lyrics): http://www.youtube.com/watch?v=feeHTm-dYGg
lyrics: http://www.stlyrics.com/songs/j/johnmellencamp2062/jackndiane1192646.html
An Explanation of Narrative
The point of view of a story is the relationship between the narrator and the story, including the
characters in it. In the diagrams below, the circle represents the story; A, B, and C are characters.
If the line from the narrator to the character ends in an arrow point, the narrator can enter that
characters mind.
Narrator
C
Narrator
B
C
Narrator
B
C
Narrator
B
C
Lesson 7. Conflict
Have students get out their Literary Elements handout and discuss conflict. Emphasize the
difference between internal and external conflict. Make sure that students understand that every
story has a conflict and that identifying the conflict will help them find the theme.
Play Fast Car by Tracy Chapman once through and ask students to identify at least two conflicts
in the song and what types of conflict they are. Discuss students findings. Play the song again with
commentary.
video: (artist performing song): http://www.youtube.com/watch?v=Orv_F2HV4gk
lyrics:
http://www.stlyrics.com/songs/t/tracychapman3939/fastcarbytracychapman350004.html
Commentary Suggestions (in order of appearance)
Starting with the first verse, whats the conflict here? She wants to go anywhere. What
does that say about where she is?
If she feels like shes not living now, how does she feel? What type of conflict is that?
Her "old man" introduces a new conflict. What is it?
Regarding her mother, heres an instance of one conflict leading to another. Her dads
alcoholism is what type of conflict? It can be more than one. What are the types of conflict
going on here with her mother? Then what did that conflict lead to?
A decision is always required when theres a conflict.
Was she drunk? If she wasnt, what do we call it when she says she feels like she was?
Notice the time jump. What are the conflicts now?
Notice the second time jump. What are the conflicts now?
The repetition of the image of the fast car in the song is what we call a motif. It repeats
itself over and over, changing purposes through the song. We saw this to some extent in
The Dance. What is the role of the car here? How does it change through the song? How
does she see the car at first? What about at the end of the song?
Play Someday by Steve Earle and have students work in pairs to identify conflicts. Compare them
to the conflicts in Fast Car.
video: (song plays with lyrics): http://www.youtube.com/watch?v=e2lLV4cAnkQ
lyrics: http://www.stlyrics.com/songs/s/steveearle3667/someday174856.html
Commentary Notes
Types of conflict: boredom, being caught in a cycle and in a nothing town
Allusion: over the rainbow to the pot of gold
Decision: Whether to leave
Different ways to leave: talent or transportation
Is he going to do it? When? Is that a promise kind of word?
Play Dont You Want Me? by Human League and ask students to identify the conflict in this song.
Bring out the differences between the conflicts in the songs. (After Fast Car, the conflict in here
should be easy to identify. How do the two people in the song see the conflict differently? Is it
common to see both sides of a conflict in a song?)
video (artist performing song): http://www.youtube.com/watch?v=gpbOkyuyADU
lyrics: http://www.stlyrics.com/songs/h/humanleague1871/dontyouwantme88647.html
Discuss all four songs in terms of conflict, using the chart on the next page.
For assessment, play Please Come to Boston by Kenny Chesney. Have students identify the
internal and external conflict.
video (artist performing song):
http://www.dailymotion.com/video/x2r5en_kenny-chesney-please-come-to-boston_music
lyrics:
http://www.stlyrics.com/songs/k/kennychesney2150/pleasecometoboston1061925.html
Note: This is a good element to assign students to find their own examples of in songs they listen
to.
Types of Conflict
Song
Internal
(man vs. self)
External
(which type[s]?)
Decision
Fast Car
Someday
Dont You
Want Me?
Higher Love
Lesson 8. Setting
Ask if any of the students have ever watched Survivor. Ask if they think the show would be as
interesting if it were set in some small town in the middle of nowhere with a one-stop low price
store and nothing else. Would they watch Survivor: The Small Town Edition?
Discuss the ways in which the setting is crucial. Would it be different if you lost a child in the halls
at school versus losing him or her in the middle of the Sahara desert? Why?
Explain that setting is the world in which the story exists. It is the place, the time, the culture, and
the environment in which a story occurs. Some authors describe the setting with a lot of detail, and
others let the reader find out about the setting in bits and pieces. Frequently in music there is a
setting for the song.
Explain that you are going to play a song about a place, and you want them to look for things in the
song that are specific to the setting. Play Walking in Memphis by Marc Cohn:
video (preformed by Cher, with lyrics):
http://www.youtube.com/watch?v=r9zF7NSchsk&feature=PlayList&p=7EF2C48F665F6354
&playnext=1&playnext_from=PL&index=28
lyrics: http://www.stlyrics.com/songs/m/marccohn2482/walkinginmemphis117635.html
Count the number of things the students recorded and compare with the following:
Commentary Notes
References to Elvis and the father of blues music
Reference to Home of the Blues, birthplace of rock
More references to Elvis and features of his home
References to local food, music, figures and locations
Discuss the types of details he uses to describe Memphis. Ask if this is what everyone who lived in
Memphis would emphasize (blues, music, etc.).
Explain that the same setting can be seen in different ways by different people. Play I Love L.A.
by Randy Newman:
video: (music video): http://www.youtube.com/watch?v=slMTiDZuVp0
lyrics: http://www.stlyrics.com/songs/r/randynewman3207/ilovela218040.html
Then play Lullaby by Shawn Mullins.
video (artist performing song): http://www.youtube.com/watch?v=LoWEpKBgNM8
lyrics: http://www.stlyrics.com/songs/s/shawnmullins3457/lullaby165910.html
Commentary Notes
What do the names of the stars tell you about when this took place?
Note the juxtaposition of devils and angels; what does Los Angeles mean?
What is the similarity between Nashville and LA?
Magical Musical Tour-8.1
2009: This lesson plan is the property of the Mensa Education & Research Foundation,
www.mensafoundation.org. It is provided as a complimentary service to the public. Reproduction and
distribution without modification are allowed. Images, links and linked content referenced herein are the
property of the originating entities.
Discuss the different ways they see the same place. What details do they use to support their
views of the same town?
Have students write a description of their town or school that is positive (in the vein of I Love L.A.)
and then one that is negative (like Lullaby).
Note: You can pair this lesson with a comparison reading of a traditional version of Cinderella and
a reading of The Persian Cinderella by Shirley Climo. The settings can be compared and
discussed.
Lesson 9. Character
Discuss characterization, using the outline that follows on the next page.
Play Brandy by Looking Glass:
video (artists performing song): http://www.youtube.com/watch?v=7-dleViv2nc
lyrics: http://www.stlyrics.com/lyrics/charliesangels/brandyyoureafinegirl.htm
Discuss the two characters in the song. Who is the protagonist? Who or what is the antagonist?
Who do we sympathize with? Are the characters flat or round? Are they static or dynamic? Analyze
the characters using the outline.
Note: This would be a good lesson to have students find a song of their own that describes a
character and have them analyze it using the handout for guidance (answering some of the same
questions discussed in class).
Characterization
Types of characters
Protagonist: the central or main character who causes or is the center of most of the action.
Antagonist: someone or something against which the protagonist struggles; may be a
person or may be an abstract quality, such as fate or nature.
Static: does not experience basic character changes during the course of the story.
Dynamic: experiences changes throughout the plot of a story. Although the change may be
sudden, it is expected based on the storys events.
Foil: character whose traits are in direct contrast to those of the principal character
highlights the traits of the protagonist usually a minor character, although if there are two
protagonists, they may be foils of each other.
Stock/stereotyped: a character who possesses expected traits of a group rather than being
an individual.
Flat: not fully developed; we know only one side of the character.
Round: fully developed, with many traits bad and good shown in the story. We feel
that we know the character so well that he or she has become a real person.
Character
Round
Flat
Dynamic
Static
Play Ironic by Alanis Morrisette and have students identify the types of irony in the song:
video: (music video): http://www.youtube.com/watch?v=8v9yUVgrmPY
lyrics: http://www.stlyrics.com/songs/a/alanismorissette156/ironic7189.html
Play Dont Take the Girl by Tim McGraw and ask students to identify the underlying irony in the
song (the boy changes his mind completely about her situational):
video: (music video): http://www.youtube.com/watch?v=2-TXBniRz1g
lyrics: http://www.stlyrics.com/songs/t/timmcgraw3880/donttakethegirl184372.html
Get a classroom discussion going about whether either of these songs exhibits dramatic irony. If
the consensus is no, ask for examples of other works that do feature dramatic irony.
Extension
Literary Terms Quiz
Hand out the quiz that begins on the next page.
Password-type Game
Print out the five pyramids that appear in the following section.
Explain that Password is a TV game show that has aired on various occasions since the 1960s.
Two teams, each consisting of one celebrity player and one regular contestant, competed. The
word to be guessed (the "password") was given to one player on each team and was shown to the
studio audience and home viewers. On each team, the player who was given the password gave a
one-word clue from which his/her partner attempted to guess the password. If the partner failed to
guess the password within the allotted five-second time limit, or if an illegal clue was given (two or
more words, a hyphenated word, or any part or form of the password), play passed to the opposing
team. The game continued until one of the players guessed the password correctly or until ten
clues had been given.
To play the review game:
Have students divide into two groups.
Have each group select two players. Have the four people come forward to the front of the
class.
Place an overhead transparency of the first pyramid on the projector with the words
covered.
Have the first pair face each other. Arrange it so that the person who will be giving the clues
can see the projector but the receiver cannot.
Reveal words one at a time, with the giver trying to get the receiver to say the word. Make
sure to set a timer. The giver can decide to pass and return to a term.
Next, allow the other team to play, using the next sheet, and so on.
While the game is played, other students should be thinking about how they would do it
themselves, so it is an effective whole-class review.
You can also have the giver and receiver switch places or rotate students in to play.
______ 2. Protagonist
______ 3. Antagonist
______ 4. Static
______ 5. Dynamic
______ 6. Denotation
______ 7. Connotation
______ 8. Flashback
______ 9. Foreshadowing
______15. Theme
denotation
protagonist
suspense
setting
imagery
archetype
connotation
antagonist
theme
alliteration
plot
static
pun
simile
paradox
dynamic
apostrophe
satire
symbolism
onomatopoeia
hyperbole
metaphor
verbal
irony
situational
irony
point of
view
dramatic
irony
foreshadowing
flashback
tone
sarcasm
Assessment
Literary Terminology Lyrics Assignment
Print out the sheet of three assignments that appears at the end of this section, cut into thirds and
distribute to the students. Then assess their responses according to the following rubric.
4 Excellent
3 Good
2 Fair
1 Poor
Score
Appropriate
song chosen
Lyrics copied on
every other line
of paper
1 element
identified
correctly
2 element
identified
correctly
3 element
identified
correctly
4 element
identified
correctly
5 element
identified
correctly
All five elements
written in
different color
ink on line above