EDUC 3200

Technology-Connected Lesson Plan Template

Lesson Title: Words and Phrases in Text Tone
Grade Level/Subject Area: 9th Grade English-Literature

State or National Standards (GPS or CCGPS): ELACC9-10RL4 (ELA CCGPS):

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 (eg.,how the language
evokes a sense of time and place; how it sets a formal or informal tone)
Essential Questions:
1. I can define the literary devices of: metaphor, simile, alliteration, onomatopoeia, personification, tone, and hyperbole.
2. I can identify these devices in the works of literature I read, as well as in popular culture such as movies and songs.
3. I can identify how these devices enhance text through textual analysis.
Lesson Objectives:
The student will thoroughly understand what certain literary devices are and will be able to
identify these devices of figurative language in text.
Performance Objectives:
After understanding definition of said literary devices, students will be given the opportunity to
demonstrate their knowledge by writing a one-page analysis of how the tone of the text is
impacted by these devices of figurative language.

Technology Connections (Post related URLs): For part of this lesson, I will be using a SmartBoard technologybased
interactive lesson with literary devices. Found in the following link:
http://exchange.smarttech.com/details.html?id=c63d0858-6987-4025-90df-b84b4eef1cd0
Materials: Binder, notebook paper, pen or pencil, SmartBoard
Procedures:
Whole Group:
Class as whole will be lectured on definitions on literary devices and how they are found in pop. culture

Small Group:

Lesson Plan Template

EDUC 3200

Class will break up into groups of four to five, and from there will rotate between stations of
interactive Smart Board learning and group discussion.

Individual:
Class as individuals will write one-page analysis on how the tone of a text is impacted by figurative language

Differentiation of Instruction:
Lower Level Student: What was our lesson on today?
Middle Level Student: Tell me one literary device you learned today.
Higher Level Student: What are some texts that you have personally read where you can see the change of ton
literary devices?
Additional Resources:
Literary Devices in pop culture video:
http://exchange.smarttech.com/details.html?id=c63d0858-6987-4025-90df-b84b4eef1cd0

Assessment:
Directions for the Assessment: We will start out by learning the definition of
certain literary devices, then moving to group work of discussion and interactive
reinforcement of concepts. Finally, students will write individual essays of how
literary devices influence tone in a given text, provided by the instructor.
Differentiation of Assessment: Questioning, interactive reinforcement, and
application through assessment in written analysis will be the differentiation of
this lesson.
Sample Assessment:
Simile: a comparison using like or as
Metaphor: a comparison not using like or as
Onomatopoeia: the formation of a word from a sound associated with what is
named
etc.
Figurative language can help determine the tone of a text, helping the author
better convey what he is trying to say. For example, in Romeo and Juliet:
Thou knowst the mask of night is on my face.
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EDUC 3200

Answer: Juliet describes the night as a mask on her face. This is a

metaphor. This is Shakespeares way of conveying a dark and mysterious
tone in the text.

Rubric:

Exceptional:

Student will effectively apply knowledge

learned in lesson today to written analysis as
well as texts he or she may have read on
their own time, demonstrating exceptional
knowledge and application to a variety of
literary works. Student is continually
engaged.

Above Average:

Student demonstrates accurate

understanding of all concepts learned in
todays lesson via written assessment and
question. Student is continually engaged.

Average:

Student understands most concepts we

learned in todays lesson and is able to
apply knowledge as demonstrated in written
analysis, with a few minor errors. Student is
semi-engaged throughout lesson.

Below Average:

Student is only able to recite one or two

concepts from todays lesson. Student does
not demonstrate accurate grasp of

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EDUC 3200
knowledge in written assessment. More
than five errors are found. Student is semiengaged throughout lesson.

Poor:

Lesson Plan Template

Student clearly demonstrates he has no

understanding of concepts at all. Student is
unable to answer questions regarding
lesson, does not pay attention throughout
lesson, and fails to understand instructions
in written analysis.