L1+Steinhagen,Kelly+Michele


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * LESSON PLAN FORMAT**


 * Teacher’s Name:** Ms. Steinhagen Lesson; 1, Explain.
 * Grade Level:** Twelve **Topic:** Literary devices and figurative language.

**__**Objectives**__**
 * Student will understand that Shakespeare uses a variety of literary devices.**
 * Student will know different types of literary devices and how Shakespeare used them and what affect this had in his play.**
 * Student will be able to explain the types of literary devices used through a creative writing project.**

__**Maine Learning Results Alignment**__
//Maine Learning Results: English Language Arts A2- Reading Literary Texts. "Hamlet".// //Grade 9-Diploma// //Students read text, within grade appropriate span of text complexity, and present analysis of fiction, nonfiction, drama, and poetry, using excerpts from text to defend their assertions.// //C. Determine the effects of common literary devices on the style and tone of a text.//
 * Rationale:** Students are reading the play and studying the literary devices and figurative language that Shakespeare uses since it differs from most authors. Through the creative writing project, students will be able to fully comprehend how those aspects of writing are powerful and create meaning.

**__**Assessment**__** During this lesson, we will spend ample time in class discussions and small group discussions. Collectively, the class will create examples of how to correctly use any of the literary devices. Also, we will spend time looking over specific passages looking for puns and metaphors. In order to be able to read the text thoroughly, we will study iambic pentameter and the type of vocabulary used.
 * Formative (Assessment for Learning)**

Students will work in groups to identify the different literary devices with specific examples that Shakespeare uses. Following this in-class assignment, students will creatively write their own examples of using the literary devices and figurative language. They will need to represent five different literary devices, but they can choose to write one short story using all of them, or multiple poems to specify one, etc. Students can also choose to write a song or any other creative writing format that would allow the student to depict the literary devices. After this is done, they will be required to do video blogs and read or sing what they wrote.
 * Summative (Assessment of Learning)**

**__**Integration**__**
 * Technology**: Students are making blogs so that they have a digital presence. Then, students will record their creative writings on the video blog.


 * History**: We will go over the historical facts of Shakespeare and how many plays/sonnets he wrote, etc. This will show the diversity of his writing and give historical facts of the world during that time.

**__Groupings__** Students will be placed into groups of four. To start, they will be filling out a describing wheel graphic organizer as a group so that the group comes up with strong examples from the text prior to creating their own. Each group member has to read the another student's creative writing and give feedback. After the video blogs are done, students will be required to look at another student's work that is not from their group and come to class ready to discuss and give good examples.

**__**Differentiated Instruction**__**
 * Strategies**
 * Linguistic-**Students will be using literary devices in creative writing.
 * Intrapersonal-** Students will be asked to reflect upon their writing and make necessary adjustments.
 * Spatial-**Includes pictures to help remember the literary devices.
 * Musical**-The creative writing can be a song using the literary devices as long as it is posted to the blog.
 * Kinesthetic**-Doing the video for the blog.
 * Intrerpersonal-** Students will read other students' blogs and reflect upon them in class. This will either be groups working to make their writing stronger or class discussions including anonymous examples from other students.

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * Modifications/Accommodations**

Absent; The class will have assigned partners that they can communicate with outside of class to be informed of the missed work. They can also make an appointment to see me if they need more help. Students are given two days to complete the missed work, or an additional day on projects that may have been assigned that day. Late; Student must turn to table partner and be filled in on what has already happened in class. If they need more information, they can see me at lunch or during office hours.

Students are making blogs so that they have a digital presence. Then, students will work on their creative writing portion of the task. Once they have received feedback and are confident in their writing, they will transfer their work onto the blogs. However, these are to be video blogs which will require the students to read with enthusiasm and emotion.
 * Extensions**

**__**Materials, Resources and Technology**__** -Copies of //Hamlet// -Laptops -Whiteboard/Markers -Some random props around the room for in-class roleplaying -Pens -Handouts on History facts -Handouts on vocabulary and terminology -Describing wheel graphic organizer

**__Source for Lesson Plan and Research__** I developed this lesson based upon my own experience and how challenging it can be to read Shakespeare before you understand the types of literary devices he uses and the amount of figurative language it entails. For instance, his use of puns is incredibly well done and hard to notice. Play citation: Shakespeare, William, et. T.M. //CliffsComplete Hamlet//. John Wiley and Sons Publishing: New York. 2000. [|Describing Wheel] The Graphic organizer we will be using for this lesson. [|Shakespeare Study Guide] Use this website to search different types of literary devices and the styles of writing Shakespeare normally use. Also, delve into the history of Shakespeare and the Globe theatre. Specifically, this site has a study guide for the [|Hamlet]. [|Literary Devices] [|Puns]

__**Maine Standards for Initial Teacher Certification and Rationale**__
During this lesson, students will be required to participate in class discussions that will push the students to higher-level thinking. Through this process, they will have to analytically talk about how Shakespeare uses literary devices, like puns, metaphors, soliloquies, and iambic pentameter. They will also think about how his style and tone affect the way the play is read.
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//**
 * Rationale:**

Students will be asked to read the first act of the play, specifically looking for the different types of literary devices Shakespeare uses. Through discussion and the creative writing pieces, they will be able to explain Shakespeare's use of literary devices and figurative language and how it affects the text.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**

Students will get to demonstrate their knowledge of the material by physically performing their creative writing pieces on a video blog. Everyone in the class will be required to watch the other videos of the other students and share examples that they believe were particularly strong.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**
 * Rationale:**
 * Linguistic-**Students will be using literary devices in creative writing.
 * Intrapersonal-** Students will be asked to reflect upon their writing and make necessary adjustments. We will also be having many class discussions and small group discussions.
 * Spatial-**Includes pictures to help remember the literary devices.
 * Musical**-The creative writing can be a song using the literary devices as long as it is posted to the blog.
 * Kinesthetic**-Doing the video for the blog.
 * Intrerpersonal-** Students will read other students' blogs and reflect upon them in class. This will either be groups working to make their writing stronger or class discussions including anonymous examples from other students.

Pre-assessment: I will have the students quickly respond to a few questions having to do with literary devices: How many literary devices can you name? What is the definition of a literary device? Can you give an example of a pun? I will stress the fact that the answers will not be graded and it is completely ok to leave an answer blank. The main idea of the assessment is to see what they know before beginning the unit. Formative Assessment: This lesson will be spent mainly doing class discussions as well as small group discussions. Students will also work in groups to come up with their own examples of literary devices and share with the rest of the class. By working with the Shakespearean language, vocabulary and literary devices at the beginning of the unit, students will better understand the concepts behind Shakespeare's text and be able to read and comprehend the play. Summative Assessment: Students will demonstrate their understanding through a creative writing medium of their choice that incorporates at least five literary devices. After thorough editing, they will make an enthusiastic video blog entry reciting what they wrote.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**

**__Teaching and Learning Sequence__**

My classroom will be arranged in a "U" shape because that allows students to be able to see each other during discussions. Also, I can be visible from all corners of the room. I believe this will be the most beneficial for class discussion and keeping the class engaged. It is also easy to flow from this setting to a Socratic seminar style discussion, or for the class to turn to three other people to quickly discuss an idea.

Day 1: The first part of class will be devoted to the hook portion of my lesson which will take about 10 minutes. This involves quoting powerful lines from //Hamlet// that are intended to invoke modern day relevance and meaning to the class. Such quotes include: "Though this may be madness, yet there is method in it" (Act 1, sc. II) "This above all: To thine own self be true" (Act 1, sc. III). Afterward, we will discuss for 15 minutes if the students have heard the quotes before or a similar variation. We will build a discussion based off of what students say that have prior knowledge of the quotes and then from the students that have not heard them before. From there, we will boil the quotes down to the real world meaning. Students will then take a pre-assessment with a few questions relating to literary devices. This will take about 5 minutes. We will then read the first two scenes of the play as a class, which should take 30 minutes. The last 20 minutes of the class will be identifying the figurative language and the literary devices used. For homework, the students will finish Act 1 and begin drafting ideas for the creative writing piece.

Day 2: Students will come to class ready to discuss more examples of the literary devices that they found in Act 1. This discussion will take 20 minutes. Students will pair off and complete the describing wheel, writing down five literary terms and two examples for each. They will have 10 minutes to complete this. After, Students will go into a group and share what they have for drafts of the creative writing for 15 minutes. I will walk around and be available for questions and feedback. Students will take the feedback from their group and start writing down changes or ideas to their writing for 10 minutes. The last 35 minutes will be used for interactive readings of Act 2, with breaks in between scenes for small group discussions. Student must finish the writing and create the video blog for homework.

Students will understand that Shakespeare uses a variety of literary devices. Shakespeare uses figurative language and literary devices in a way that is original and set the stage for modern authors. //Maine Learning Result: Students read text, within grade appropriate span of text complexity, and present analysis of fiction, nonfiction, drama, poetry, using excerpts from text to defend their assertions.// I will quote powerful lines from the play that does not immediately sound like Shakespeare. I will then gather reactions from the class and see what they make of the quotes prior to reading the play. This will happen on the first day of the unit. "Though this may be madness, yet there is method in it" (Act 1, sc. II) "This above all: To thine own self be true" (Act 1, sc. III) Where, Why, What, Hook, Tailors: Linguistic, Kinesthetic.

Students will know different types of literary devices and how Shakespeare used them and what affect this had in his play. They will use the graphic organizer called the describing wheel. Collaborate learning-Students will be required to read other student's creative writing journals and find strong examples that will be used in class. Equip, Explore, Rethink, Revise, Tailors: Intrapersonal, Interpersonal, Linguistic.

Students will creatively write their own song, poem, short-story, etc, using at least six literary devices. They will then record their writings on their blog as a video. Through this experience, the students will be able to explain the types of literary devices used in Shakespeare and be ready to begin evaluating themes for they can read with comprehension. Explore, Experience, Rethink, Refine, Revise, Tailors: Linguistic, Kinesthetic

Students will be able to revise their writing through the process of finishing the project. They will have feedback from other students and form myself, and will have time to write down changes or ideas during class. Students can talk to me during class, email me, or come by my room during office hours if they need more help. Evaluate, Tailors: Intrapersonal, Interpersonal.

> > > See [|literary devices]
 * Content Notes**
 * Allegory - a symbolic representation.
 * Alliteration - the repetition of the initial consonant. There should be at least two repetitions in a row.
 * Allusion – A reference to a famous person or event in life or literature.
 * Analogy - the comparison of two pairs which have the same relationship.
 * Assonance - the repetition of similar vowel sounds in a sentence.
 * Climax - the turning point of the action in the plot of a play or story. The climax represents the point of greatest tension in the work.
 * Foreshadowing - hints of what is to come in the action of a play or a story
 * Hyperbole - a figure of speech involving exaggeration.
 * Metaphor - A comparison in which one thing is said to be another.
 * Onomatopoeia - the use of words to imitate the sounds they describe.
 * Oxymoron - putting two contradictory words together.
 * Personification - is giving human qualities to animals or objects.
 * Pun - A word is used which has two meanings at the same time, which results in humor.
 * Simile - figure of speech involving a comparison between unlike things using like, as, or as though.

Describing Wheel Organizer List of common literary devices
 * Handouts**