OVERVIEW
Although the theme of this unit is war literature, the focus is upon elements of language. Students not only recognize irony and sound devices in different genres, but also analyze how these elements add the meaning of the literature. In addition, students learn to apply the rules of capitalization and punctuation and use spelling resources in particular situations.
ESSENTIAL QUESTIONS
How does figurative language contribute to the understanding of written and spoken communication?
UNIT PLAN
This unit consists of a series of sequenced lessons. Each lesson begins with a listing of specific information including sources of literature, handouts, words to know, and formative assessments.
|
Lesson One |
Analyzing Irony in Nonfiction § Literature: Piece of nonfiction war literature, Cooperative Learning by S. Kagan § Supplies: T-chart, pen and paper, Prentice Hall selections, chalkboard, overhead or butcher paper, scoring guide for formative assessment § Handouts: Irony T-chart § Formative Assessment: provided |
|
Lesson Two |
Sound Devices
§ Supplies: Index cards, overhead, smartboard or blackboard, writing utensils, two pieces of literature, formative assessment scoring guide § Handouts: Fishbone graphic organizer (blank), fishbone graphic organizer entitled “Snow Falling on Cedars” § Formative Assessment: provided |
|
Lesson Three |
Using Imagery in Poetry § Literature: None § Supplies: Overhead, short poem to analyze, computer lab with internet access, formative assessment guide § Handouts: Three-column sensory details chart (blank), three-column sensory details charted filled in § Formative Assessment: provided |
GRADE-LEVEL EXPECTATION
TARGETED LEARNING represents the specific Grade-Level Expectations (GLEs) that are taught and assessed in this unit. Student mastery of these skills is expected at this grade level. PREVIOUS LEARNING indicates student’s probable beginning skill level. FUTURE LEARNING provides the “next step” for instruction or student application of communication arts skills and concepts. Bolded terms are glossary items.
|
PREVIOUS LEARNING |
TARGETED LEARNING |
FUTURE LEARNING |
|
Students should be able to identify and explain figurative language (imagery, hyperbole, simile, metaphor, personification, jargon, dialect, slang [idiom], irony, and symbolism.
Students should be able identify and explain sound devices (onomatopoeia, rhythm, rhyme, alliteration, dialect).
Students should be able to construct a literature-based essay.
Students should be able to revise and edit written work according to the rules and conventions of standard English. |
R2B, R3B: Analyze and evaluate the author’s use of figurative language (emphasize irony) in poetry, prose, or nonfiction.
R2B, R3B Analyze and evaluate the author’s use of imagery and sound devices (alliteration and onomatopoeia) in poetry, prose, or nonfiction.
|
Students should be able to apply skills and strategies to comprehend, analyze, and evaluate poetry, prose, fiction, and nonfiction from a variety of cultures and times.
|
SHOW-ME STANDARDS ALIGNMENT
R2B Analyze and evaluate author’s use of figurative language (emphasize irony), imagery, and sound devices in poetry and prose
R3B Analyze and evaluate author’s use of figurative language (emphasize irony), imagery, and sound devices in nonfiction text
TEACHER REFLECTION
1. As I reflect on this lesson, to what extent were the students productively engaged in the work? How do I know?
2. Did the lesson allow for students to engage in activities and learning situations which were consistent with the district’s curriculum guide?
3. What feedback did I receive from students indicating they achieved understanding and that the objectives were met for this lesson?
4. Did I adjust my goals or my work as I taught the lesson? How? Why?
5. What specific element(s) of the assessment did students have the most difficulty with?
6. What could be done to enhance student learning for this specific skill?
7. If I had the opportunity to teach this lesson again, what would I do differently?
8. If there was one thing from this lesson I could share with a colleague, what would it be?