RU Teacher Education Lesson Plan Format

Candidate Name: Chandler Phipps Date: 4/2/19 Grade Level: 10

Lesson Title/Topic: Literary device stations activity

Standards:
10.3 The student will apply knowledge of word origins, derivations, and figurative
language to extend vocabulary development in authentic texts.

f) Extend general and specialized vocabulary through speaking, reading, and writing.

g) Use knowledge of the evolution, diversity, and effects of language to comprehend and
elaborate the meaning of texts.

h) Evaluate how an author’s specific word choices, syntax, tone, and voice shape the
intended meaning of the text, achieve specific effects and support the author’s purpose.

Specific Observable Objective(s):

- Work through a provided variety of stations within the classroom to hone time
management skills with various activities.

- Read through provided works of poetry in groups and collaborate to identify

specific literary devices present within each work of poetry.

- Analyze and recognize the effect that each literary device has on the works of poetry
in which they are used.

Essential Vocabulary:
- Collaboration
- Work stations
- Literary Devices
- Time-management

Assessment: Through the group activity, students will have visited each station and
collaborated in working hands-on to identify all examples of various literary devices to
show competence both in identification and comprehension/understanding of the material
taught in the presentation yesterday.

Student Considerations: During the lesson, I will repeat any directions as necessary, and
work hands-on with any students who need extra assistance during the activities in order
to keep all students on task and facilitate learning. Selected works of poetry will be read
out-loud for any student who needs it, and the instructor will be present to facilitate the
activity and assist group who may be struggling in identification of the literary devices.
After the activity has completed, the station examples will be posted on Google Classroom
so that students may review them after the lesson has ended.

Instructional Resources, Materials, and Technology:

- Assigned poems containing literary devices
- Papers for groups to record their findings
- Projector
- Smartboard
- Pre-made groups (may or may not need to be used depending on specific class)

PROCEDURES:

The Beginning (a.k.a. Anticipatory Set):

In place of a journal prompt for today’s lesson, the instructor will greet students as
they enter the room, and they will be asked to break off into small groups as they
are finding their seats. Before students arrive, the papers containing the poetry
excerpts will have already been taped to various parts of the walls within the
classroom, so that 5 different stations will be present. The instructor will specifically
explain to students what their task is supposed to be for today, and then each group
will be assigned to a specific station, where they will begin.
(5 minutes)

The Middle:
Once the activity has started, the instructor will set a timer for 7 minutes, and
groups will rotate to the next station after each set of 7 minutes. At their stations,
groups will read excerpts of poetry from the paper on the wall, and then students
will work together to identify examples of the assigned literary device assigned to
that particular station. The instructor will be moving around the class to ensure that
students are staying on-task and contributing to the overall effort of their groups.
(35 minutes)

The End (a.k.a. Closing):

Once each group has rotated through all stations, the
instructor will reunite the class as a whole, and the various stations will be
displayed from the projector for students to follow along with. The instructor will go
through each station and have students guide the class through identifying the
examples of each literary device from each station. If students were unable to
identify an example, the instructor will help students to identify it and explain why
that example falls under that particular literary device. After all stations have been
reviewed, ask students if they liked the way today’s class functioned. Did they prefer
working in groups in the style that they did? Did it help them to better understand
what they were looking for? Before the bell rings, inform students that since we
have gone over various literary devices and their uses, we will begin looking at
various types and genres of poetry tomorrow, and will observe how different types
uses different devices for their own purposes. Urge students to come to class
tomorrow ready to continue taking more notes.
(7-8 minutes)