|Title||Literary Elements & Devices in Short Fiction & Narrative Poetry|
Students evaluate effects of literary elements and devices on meaning in short fiction and narrative poetry.
|Content Standards and Objectives||
|Performance Objectives (Know/Do)||
· Definition of literary elements and devices
· Relationship of the author’s choice of literary devices (i.e. symbolism, imagery, irony, satire, cadence, scansion, flashback, foreshadowing, and Freytag’s Pyramid)
· Relationships of literary elements (e.g. setting, plot, point-of-view, theme, conflict, characterization, voice, tone, mood) within a short story or narrative poem.
· Read short stories and interpret and explain the relationship of the author’s choice of literary devices (i.e. symbolism, imagery, irony, satire, cadence, scansion, flashback, foreshadowing, and Freytag’s Pyramid) used to construct meaning in short stories to identify a universal theme.
· Define the author’s purpose by assuming the role of the author and writing a letter to a literary magazine explaining why you wrote the story.
· Interpret and explain, in a letter and interview, the relationships of literary elements (e.g. setting, plot, point-of-view, theme, conflict, characterization, voice, tone, mood) within a short story or narrative poem.
· Create and present creative products that represent an understanding of the identification of literary elements and their roles in writing.
Literary Elements and Devices
Writers use literary devices in short stories and narrative poems to convey meaning.
· Why do authors use literary elements and devices to convey meaning in various genres?
· How do literary elements and devices affect organizational patterns?
· How do literary devices relate to literary elements within short fiction?
· How do literary devices work together to shape the meaning and impact of a work of literature?
|Learning Plan & Notes to Instructor||
Context/background: This performance task will be looking at the use of literary elements in short stories and narrative poetry. To complete the activities in this lesson, students should be familiar with and have completed similar linked activities for literary devices: symbolism, imagery, irony, satire, cadence, scansion, flashback, foreshadowing, Freytag’s pyramid. Also, students should be familiar with the writing process, specifically how to respond to literature through the writing process.
Required Materials: The teacher may choose any short story or narrative poem of literary merit. These may be acquired from online collections or a textbook.
Pre-requisite skills: Students should have knowledge of block format in business letter writing, understanding of literary elements and organizational patterns, knowledge of basic rules of edited standard English as assessed on the 6-point WV Writing Assessment rubric, and speaking and listening skills involved in the interview process.
Suggestions for Differentiation: To accommodate the needs of various students who will complete the academic prompts and culminating assessment, the following forms of differentiated instruction (Carol Ann Tomlinson, 1999) may be integrated at the discretion of the teacher:
Learning Environment: Students will be working in a traditional classroom in independent and small group roles; however, activities such as word processing and possibly reading of on-line text occur in the computer lab. Also, students will work in peer group settings for interviews (see QuickTime student example). The students will access prior knowledge of literary elements and devices and their roles in short fiction. Whether taught in isolation or as a unit, the discussion (e.g. through “Think Aloud”) of how literary elements and devices (specifically the ones mentioned in context/background of this section) affect organizational patterns and overall meaning of works should be modeled by teacher (see QuickTime teaching example) prior to using the academic prompts and culminating projects. The teacher promotes a student-centered approach to the academic prompts and the culminating project. All students must have signed acceptable use policy statements on file in order to access school computers.
Prompt 1: You are the editor of a literary magazine reviewing a short story or narrative poem submitted by a reputable author. Write a reading response log that identifies and interprets the literary elements and devices contained in the work as well as provides tips for revision/comments to the use of the literary elements and devices to achieve a purpose.
Prompt 2: You are the author of a short story or narrative poem. You are seeking to publish your work in a literary magazine. Think about and identify the literary elements and devices you used in the story or poem and write a letter to an editor of a literary magazine that explains the premise of your work and why you chose the particular literary elements to emphasize your point.
|Culminating Assessment or Product||
Product One: You are assuming the role of an author of short story or poem. Your goal is to publish your short story or narrative poem in a literary magazine or on-line. Your audience will be an editor of a literary magazine. The situation/scenario involves promoting a short story or poem to an editor of a literary magazine. The product will be a letter in block format which you will present to a classmate, who will assume the role of the editor in an interview session. The standards for evaluation will be as follows:
· Block format
· Identification of literary elements
· Explanation of how literary elements convey meaning
· Explanation of how literary elements affect organizational patterns
· Application of rules of edited standard written and spoken English (i.e. mechanics, sentence structure, word choice, organization, development)
· Interview strategies (listening and speaking skills)
Product Two: You are assuming the role of teacher. Your goal is to work together with a team of students to teach a key literary term or device. Your audience will be classmates, a reading group, or writing club. The situation/scenario involves defining a key literary term previously studied providing products for the purpose of demonstrating understanding and teaching others. The products will be a team presentation of examples from text studied in class in the forms of a song or jingle, slogan, flag, and body movement.
· Definition of literary term
· Examples of literary terms from previously studied text
· Application of literary terms to create a product
· Presentation of literary terms to an appropriate audience
|Links and Other Resources||
Full length lesson/unit link:
· Analyzing Poetic Devices: Robert Hayden’s “Those Winter Sundays” and Theodore Roethke’s “My Papa’s Waltz”
· Songs My Teacher Taught Me, by Anthony Consiglio
· AP Vergil’s Aeneid, The Abney Website of Cosmic Proportions (The fourth item listed deals specifically with scansion.)
· Brainstorming Activity with Irony from HumanityQuest.com
· TNT Learning Before Viewing: ANIMAL FARM
· Exploring Satire with The Simpsons, by Junius Wright
· The Foreshadowing of “The Lottery” by Jennifer P. Yates
Related Rubric links:
· Academic Prompt 1 Rubric: Response Log to Review Work of Reputable Author
· Academic Prompt 2 Rubric: Letter to Editor for the Purpose of Publishing an Original Work
· Culminating Assessment Product 1 Rubric: Interview to Discuss An Original Work
· Culminating Assessment Product 2 Rubric: Products to Teach Literary Terms or Devices
computer, Internet, short stories and poetry, signed acceptable use policy
· The Forest for Inspiration for Literature (symbolism)
· Scribbling Women (Audio of short story dramatizations are available.)
· Literature: What Makes a Good Short Story? (plot/Freyteg’s pyramid)
· Shel Silverstein (cadence)
· Harper Collins Shel Silverstein (cadence)
Print/PDF BackTime Viewed - 3459