This unit contains four lessons that focus on irony, symbolism, imagery, figurative language, and sound devices in fiction and nonfiction. Students connect fiction and nonfiction texts with their own experiences.
Students focus on higher-order thinking skills through analysis and evaluation of literature. They analyze and evaluate irony, symbolism, figurative language, and sound devices. Students are assessed both formatively, to help the teacher plan instruction, and summatively, to determine student understanding through constructed response items. The unit goals are for students to meet Grade-Level Expectations for reading fiction and nonfiction, acquire relevant higher-order thinking skills identified by the Show-Me Standards, and develop understanding of figurative language, imagery, and sound devices.
ESSENTIAL QUESTIONS
How do writers use figurative language (irony) in fiction and nonfiction to enhance the meaning of their work?
How do writers use sound devices in fiction and nonfiction to enhance the meaning of their work?
What does imagery contribute to the author’s writing?
How can an understanding of figurative language, sound devices, and imagery increase our understanding of what others have written?
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Lesson One |
Irony in Poetry and Prose § Literature: None § Supplies: Overhead and transparencies § Handouts provided: “One Perfect Rose”, “The Nose Knows”, “The Story of an Hour”, Winning the Lottery T-Chart, Fishbone graphic organizer, Possible Answers for Fishbone Graphic Organizers “The Nose Knows” and “The Story of an Hour”, Formative Assessment: Irony in “The Story of an Hour,” and Formative Assessment Scoring Guide for “The Story of an Hour” § Formative Assessment: provided |
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Lesson Two |
Sound Devices in Poetry, Fiction, and Nonfiction § Literature: None § Supplies: Overhead and transparencies § Handouts provided: “One Perfect Rose”, “The Nose Knows”, “The Story of an Hour”, “The Fall of the House of Usher,” “Ego Tripping”, William Faulkner’s Nobel Prize Acceptance Speech, Overhead Sound Devices, T-Chart for Student Copies of “The Fall of the House of Usher”, Possible Answers for Fishbone Graphic Organizer “The Story of an Hour”, Formative Assessment Sound Devices in Faulkner’s Acceptance Speech, Formative Assessment Possible Answers/Scoring Guide for Faulkner’s Acceptance Speech § Formative Assessment: provided |
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Lesson Three |
Symbolism in Poetry and Fiction § Literature: None § Supplies: Overhead and transparencies § Handouts provided: “Cinderella”, “We Wear the Mask”, “One Perfect Rose”, “Cinderella” Symbolism T-Chart, Formative Assessment “One Perfect Rose” § Formative Assessment: provided |
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Lesson Four |
Developing a Narrative Writing Piece § Literature: None § Supplies: Overhead and transparencies; a course textbook, writing handbook, or website of Standard English Language rules § Handouts provided: “Cinderella”, “Ego Tripping”, “One Perfect Rose”, “The Fall of the House of Usher”, “Neither Snow”, Figurative Language and Sound Devices, Figurative Language and Sound Devices in Song Titles, Figurative Language and Sound Devices in Song Titles Answer Key, Possible Answers to T-Chart for “The Fall of the House of Usher”, Formative Assessment for “Neither Snow”, Formative Assessment Possible Answers/Scoring Guide for “Neither Snow” § Formative Assessment: provided |
GRADE LEVEL EXPECTATIONS
In this unit, students develop the following communication-arts skills (targeted learning) as they investigate the concept of using figurative language, sound devices, and imagery to enhance written communication. While
supporting students in the development of these skills, teachers should consider students’ previous learning. The following chart lists each grade-level expectation in its entirety; the bold type denotes the specific parts of a grade-level expectation addressed in the unit.
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PREVIOUS LEARNING |
TARGETED LEARNING |
FUTURE LEARNING |
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R2B: Analyze and evaluate author’s use of figurative language (emphasize irony), imagery and sound devices in poetry and prose CA2, 1.5, 1.6 |
R2B: Analyze and evaluate author’s use of figurative language (emphasize irony), imagery and sound devices in poetry and prose. CA2, 1.5, 1.6 |
R2B: Analyze and evaluate author’s use of figurative language (emphasize irony), imagery and sound devices in poetry and prose CA2, 1.5, 1.6 |
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R3B: Analyze and evaluate author’s use of figurative language (emphasize irony), imagery and sound devices in nonfiction text CA3, 1.5, 1.6 |
R3B: Analyze and evaluate author’s use of figurative language (emphasize irony), imagery and sound devices in nonfiction text CA3, 1.5, 1.6
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R3B: Analyze and evaluate author’s use of figurative language (emphasize irony), imagery and sound devices in nonfiction text CA3, 1.5, 1.6 |