Beth Doman, Julia Lowe, Judy Volker

English: Reading Standards for Literature

Craft and Structure 4
Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the cumulative impact of specific word choices on meaning
and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or
informal tone).
English: Speaking and Listening Standards
Comprehension and Collaboration 1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grades 910 topics, texts, and issues, building on
others ideas and expressing their own clearly and persuasively.
Central Focus: The ultimate goal is mastery of context and interpretation and of group
discussion and collaboration. Students will be able to use images and other context clues to
interpret the meaning of words in other languages, how they add to the overall theme of the text
or visual, and discuss with other students the differences and similarities in interpretation,
arriving at an integrated group consensus.
Day 1
Student Learning Objective(s): Students will be able to identify literary devices in a given
informational or nonfiction text, such as advertisements, news articles, and speeches.
Appropriate Instructional Model: Direct instruction followed by inquiry training.
Brief synopsis of proposed activities: R
ead a selected work together. Identify literary devices
within the text.
Assessment:
Day 2
Student Learning Objective(s): S
tudents will be able to analyze and explain the significance of
the rhetorical features in advertisements and newspaper articles.
Students will be able to apply their analyses to such texts in other languages and explain the
cultural significance of the propaganda they examine.
Appropriate Instructional Model: Direct instruction followed by cooperative learning.
Brief synopsis of proposed activities: a
nalyze a German poster; discuss what was able to be
gathered from the poster

Assessment:
Day 3
Student Learning Objective(s): S
tudents will be able to design an advertisement or other
visual text that employs multiple literary devices with a rhetorical purpose.
Students will be able to use a rhetorical device in another language that is relevant to an event
or element from its culture.
Appropriate Instructional Model: Cooperative learning.
Brief synopsis of proposed activities: w
ork in a group to come up with a poster. Try and use
ideas/languages from another culture
Assessment:

Group Members: Judy, Julia, Beth

Content Area and Grade Level(s):

English/Foreign Language, 9th Grade

Learning Segment Title: Text Analysis

Content Standard(s):
See Above

Central Focus:
See Above
Student Learning
Objective(s)

Lesson 1:
Literary Devices

Lesson 2:
Literary Devices in
other Languages

Models of Instruction and Learning Tasks

Students will be able

to identify literary
devices in a given
informational or
nonfiction text, such
as advertisements,
news articles, and
speeches.

Students will be able

to analyze and
explain the
significance of the
rhetorical features in
advertisements and

Direct instruction - short lecture

showcasing different literary/rhetorical
devices in different genres of texts.
Inquiry training - teacher-guided group
analysis of sample; students make
suggestions and teacher explains or
confirms
Use online advertisement database to
find a text for analysis for homework.
Cooperative learning Think-pair-share with a peer; discuss
examples of literary devices found in
homework
Direct instruction - Show examples of
advertisements and newspaper

newspaper articles.

Lesson 3:
Make Your Own

Students will be able

to apply their
analyses to such
texts in other
languages and
explain the cultural
significance of the
propaganda they
examine.

Students will be able

to design an
advertisement or
other visual text that
employs multiple
literary devices with a
rhetorical purpose.

Students will be able

to use a rhetorical
device in another
language that is
relevant to an event
or element from its
culture.

clippings in other languages; highlight

literary features
Direct instruction - explain creative
assignment for day 3
Cooperative learning - forming
groups, practicing with a foreign
example, deciding topic/language for
poster assignment and getting
teacher approval

Direct instruction - reinforce

understanding of group poster,
provide more examples if necessary,
remind students of being respectful in
their creations
Cooperative learning - spend bulk of
time developing project, explaining
and defending the use of at least
three distinct literary devices (at least
1 in another language) and how they
demonstrate bias
A few presentations of student work,
time allowing