8th Grade Honors English October 21-24, 2013 Lesson: Literary Terms Objectives: SWBAT understand the definition

n of literary terms through written, verbal and kinesthetic application. SWBAT distinguish between similar types of literary termsmetaphor and simile, for exampleand consider how these distinctions affect their understanding. SWBAT compare academic and media samples of literary terms by reading written work, watching video clips and listening to audio recordings that utilize these terms. SWBAT apply literary terms with a sample piece by using sticky notes to infer which term matches its subsequent sample. SWBAT create a Frayer Model for two of the eight literary terms for which they will self-define the word, provide a sentence, picture and example. Standards: CCSS.ELA-Literacy.RL.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g. through comparisons, analogies, or categories). CCSS.ELA-Literacy.RL.8.4 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. CCSS.ELA-Literacy.L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CCSS.ELA-Literacy.L.8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas and expressing their own clearly. Rationale: Understanding literary terms prepares students for higher thinking when reading a multitude of textsnovels, poetry, songs, informational texts. When students know how to unpack these words and their meaning, it helps them become more proficient writers, engaging readers and critical thinkers. This lesson engages students with various modes of learning, which is important when working with something as static and potentially

non-interesting as vocabulary definitions. Students will work with visuals such as film clips, TV clips and animation; they will also be provided more standard academic samples of literary terms. I believe meshing media and standard academic work will help students stay engaged while helping to solidify the information. There are 31 literary terms in all, I decided against making this a single day lesson because I felt it would be exhaustive and counterproductive to student learning. So, I chunked the lesson and terms into a four-day plan. Students will work with 7 or 8 words each day, utilize the samples provided and give samples of their own. As we begin our first novel in a couple of weeks, it is important for students to have a grasp on these terms prior to reading.

Materials: Journals Pencil Vocab Handout Graphic posters Sticky Notes Frayer Model HW Handout CHAMPs: Conversation: Students will discuss each of the literary terms in a small and large group forum, they will also discuss the provided samples for each and explain their own examples. Help: Students will ask Ms. Brooks or a classmate any clarifying questions that need answering. Activity: Students will engage in a sticky-note activity, which asks them to apply a literary term to the example picture provided. Students will also listen and respond to various media and academic samples for each of the words. Movement: Students will write on their sticky note, walk to the front board, and apply the sticky to its correct sample; they will pass their journals to either the person in front or back of them; those designated students will take their journals to its assigned box. Participation: Students will participate by engaging in small and large group discussion, actively listen during discussion and lecture, and ask any clarifying questions if needed.

Procedures & Time DAY ONE 1. Journals & Discussion: Write a sentence using three words with the same first letter. Anthony ate the apple (5 min)

Teacher Moves

Give verbal instruction to begin journals, circulate as students write. Answer any clarifying questions, but dont explain that theyre writing a sample literary term just yet. Circulate, as students are viewing/responding to the journal. After students complete journals, give verbal instruction for students to place their binders beneath their desks for the meantime. Refocus attention upfront, Eyes forward, mouths closed. Choose three or four volunteers to share their journal entry.

2. So, What? Literary Definitions & Examples: Students will receive a handout with all 31 definitions. They will copy the definition from the PP and watch or listen to the sample provided. (25 min)

Explain that students just completed an example for one of the first eight words on their list. Ask for volunteers to guess which one. If no one volunteers, give the definition for alliteration, and then ask again. Utilize Wait Time. Move onto the next word. Define, provide example (film clip, animated visual, or audio clip) and discuss. Ask students if they can identify why that clip was chosen and how it applies to the definition. Do this for each of the eight words.

3. Sticky-Note Activity: Students will Review each of the eight visuals on the front listen as each of the visuals on the front board. Simply explain what is seen. Then, tell board is described. Eight volunteers students you need eight volunteers. will receive a sticky and numbered

board. The students will then write a literary term on their sticky that they think matches the picture. After all eight are up, we will review as a large group. (10-15 min)

Explain that most students will have a chance to volunteer; as we will be working on these words all week and no student can volunteer more than once. Choose eight volunteers, hand them a sticky note and assign them a numbered visual. Give them time to think, write and apply. After everyone is seated, review each term and example as a class. Make changes if needed.

4. Assign Homework: Students will receive a Frayer Model assignment packet, which they will complete for two of the eight words each day. Students will decide which two words they want to complete.

Before passing out the HW assignment, review its components. This assures students are listening and not writing or working as the teacher is explaining. Leave time for questions or comments. Time and behavior permitting, allow time for students to work on their HW in class.

Note on Procedure/Times: The procedure, time and teacher moves will be very similar day-to-dya for this four day LP. Only the journal prompts, terms, definition and examples will change. To avoid repetition, I will provide the journal entries for days 2-4. Assume the procedures/times and moves will mirror each other for this multiple-day lesson. See PP for individual day slides.

Note on Teacher Moves: The procedure, time and teacher moves will be very similar day-today for this four-day LP. Only the journal prompts, terms, definition and examples will change. To avoid repetition, I will provide the journal entries for days 2-4. Assume the procedures/times and moves will mirror each other for this multiple-day lesson. See PP for individual day slides.

DAY TWO Journals & Discussion: Describe your As students are sharing their entries, have favorite food without naming it. other students try and guess their favorite food based on the description. While we Its gooey, warm, orange, and soft. It review the term imagery, talk about how comes in a variety of shapes, including good description helps understanding. SpongeBob and Scooby-Doo. (5 min)

DAY THREE Journals & Discussion: Play song clip Emphasize this is one of the longest words in from Mary Poppins, the English language and it is very difficult to Supercalifragilisticexpialidocious. spell. However, based on how it was pronounced, or said, in the song, how would Ask students to spell the word based they spell it? Ask students if they think they on how it sounds. spelled it correctly. Have them write it on the white board. Provide correct spelling if necessary. As we review the terms, specifically, onomatopoeia, explain that there are much shorter words that have this same sound effect.

DAY FOUR Journals & Discussion: Who are you? Write this three times on your paper. (1) Who are you? (2) Who are you? (3) Who are you? This journal will be done a bit differently. Instead of having students immediate read and write a response. They will write, listen and then respond. Again, as we review the term tone, we will return to this discussion to help further understanding.

Listen as the teacher says these aloud. How did they sound different? Explain. (5 min) Clarify that tone can convey variance in emotion. Ask students how tone is different than mood, a term from day three. Note on HW: Students will be expected to complete a Frayer Model for 24/31 vocabulary terms. They will receive this assignment as a packet and turn it in on Friday, 10/25. ! !