Lesson: Literary Elements Date: 13 February 2018

Subject: English Grade: 9th

Periods/Blocks: Room: 218

Special Information: N/A

PA/Common Core State Standards:

 CC.1.2.9–10.F Analyze how words and phrases shape meaning and tone in texts.
 CC.1.3.9–10.J Acquire and use accurately grade appropriate general academic and
domain-specific words and phrases; gather vocabulary knowledge when considering a
word or phrase important to comprehension or expression.
 CC.1.4.9–10.F Demonstrate a grade-appropriate command of the conventions of standard
English grammar, usage, capitalization, punctuation, and spelling.

Objectives: Students will be able to:

 Point out the use of literary elements in texts.
 Define and describe different literary elements.
 Explain how and why literary elements are used.

Teaching and Learning Activities:

 Have students look at a list of sentences using literary elements, and point out the literary
device as well as name which one is being used.
 Play Kahoot on literary elements.

Materials (include technologies when appropriate):

 Literary element worksheet
 Smart device (phone, laptop)
 Projector
 Pens/pencils
 Paper
 Romeo and Juliet play book.

Resources (Any other websites, or digital collaborations you used to get your ideas):
https://www.pixton.com/schools/teacher-resources/lesson-plans/understanding-literary-devices
https://play.kahoot.it/#/k/dd8b3b99-ab68-4cfd-ab00-8b85d57b5c21/intro

Procedure Set:

Sharing the Objectives:

 Objectives will be posted in the beginning of class.

Motivation:
  I will get students motivated by starting off the first class with some silly well known
literary element sentences.

Relevance/Purpose:
 The relevance of this lesson is that often Romeo and Juliet is the first work of
Shakespeare that students are introduced to. Before the students can get into reading the
play, I want to teach them literary elements. By knowing how to point out, as well as use
literary elements, my students will be better equipped for future assignments it both my
class and in their future education career.

Prior Knowledge:
 Students will know about some literary elements, or at least have heard them used, even
if they did not know what they were.

Teaching the Content: (45 min class)

 HOOK: Show on projector a list of well-known literary elements. Say: “Raise your hand
if you are familiar with any of these tongue twisters”. If someone raises their hand, ask
the class again, “Does anyone know what literary device is being used?” (5 min)
 Hand out worksheet with the name of literary elements with space for them to write the
examples for each. (2 min)
 Go over definitions as a class, have class come up with examples for some. (20 min)
 Have students get into “teams”, and have students pull out 1 smart phone/laptop per team.
(2 min)
 Ask “Does anyone know how to play Kahoot?” If anyone does not raise their hand, I will
go over the directions thoroughly. If everyone raises their hands, I will briefly give a
refresher. Play Kahoot on Literary elements (8 min)
 Hand out worksheet with sentences using literary elements. Students will take this home
and bring it back next class completed. Students will circle the literary device and then
name the literary device that is used. (6 min).
 Last 2 minutes of class putting their belongings away and fixing the desks. (2 min)

Closure:
 Have students write an “exit ticket” with one literary device they learned. Also have them
write any literary device they still do not understand, if applicable.

Assignment:
 Students will have a HW assignment on matching literary elements to their definition.

“What-if” activity:
 If we have time, we will begin looking at Romeo and Juliet

Reflection:

Pick three questions and reflect fully.

1. Were the lesson’s objectives met? How do I know or when will I know?

2. Did I alter the objectives of the lesson as I taught the lesson? If yes, how and why?

3. Was the lesson successful? What went right/wrong? Why?