Learning Experience Plan (Day 1)

Subject: English

Grade level: 9

Unit: Literary Devices/Themes

days/25 minutes

Length of LEP (days/periods/minutes): 3

Topic: Identifying and Distinguishing Literary Elements Through Song

Content Standards:

(include only standards addressed in this LEP)

- Common Core: Module 9.2: Working with Evidence and Making Claims: How do Authors Structure Texts and
Develop Ideas?
- Reading Standards for Literature 6-12
- Grades 9-10 students: 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.)

Learning Experience Outcomes

(knowledge/skills)

Students will:
Distinguish and define different literary
themes and elements in order to be able
to identify them in texts.

Differentiation
Approaching

Learning Experience Assessments

Have the students write an exit ticket that
consist of three components.
1) Mention one literary term they heard in
the song.
2) Define this literary term.
3) How did it contribute something to the
song?

(What will you do to meet the needs of students at these different levels?)

Curriculum Integration

On-level

Beyond

(Does this lesson correlate with any other content area? Describe.)

Materials

Procedures/Strategies

-Whiteboard

Day 1
Sponge Activity
Begin with writing the question of the day on the board. Ask: What are
literary devices? Why do we use them in literature? After the students
answer this question, specifically state that:

-Cut outs of
eight
different
literary
elements:
alliteration,
simile,
metaphor,
hyperbole,
personificati
on,
onomatopoei
a,
assonance,
and allusion

1) They are tools to help us gain a better and deeper understanding of

the text.
2) It adds new perspectives to our reading of the literature.
3) It adds imagery to the text.
Continue to ask, Do you think that literary devices can be used in
things other than literature? If the students didnt offer music as an
answer, explicitly state that literary elements can be used in song.
Anticipatory Set
How did each literary element create imagery and contribute something

-Cut outs of
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the
definitions of
each one of
these
literary
elements to
be tapped
on the board
-Computer
-Smart
Board
-YouTube
video
-Paper for
the students
to write their
exit ticket on

to Katy Perrys song, Firework?

Activating Prior Knowledge

Play a match game where you each table gets two different literary
elements. Each table should spit into two groups. For table 1, put the
literary devices: alliteration and simile down. For table 2, put metaphor
and personification. For table 3, put hyperbole and onomatopoeia. If
there is a table 4, put assonance and true rhyme. Make everyone go to
the board and find their matching definitions for their given literary
device. The definitions should be taped to the board so that they can
take it back to their table. If there is no table 4, still have the definitions
of assonance and allusion on the board and ask the class which literary
devices they remember these definitions to match to. Because they
have learned about literary elements in 8th grade, this activity should
review their knowledge on literary devices.
Direct Instruction
1) Question of the day
2) Do you think that literary devices can be used in things other than
literature?
3) Match game
4) Remind the students that literary elements are often used to convey
imagery. Imagery is a powerful literary device that is often used in
music. Play Firework by Katy Perry to exemplify literary elements used
in music. Use this YouTube link so they can read the lyrics as they listen
to the song: https://www.youtube.com/watch?v=APMRiliOfOo
- Play the song to just simply listen.
- Play it again and pause the song every few lines to analyze what kind
of literary elements she could have employed in the last few verses. Use
the teachers guide worksheet attached to determine when to pause the
song and what literary elements should be explicitly noted for that
section.
7) Exit Ticket.
Guided Practice
Listen to Firework by Katy Perry. After listening to it the first time,
listen to it a second time but pause the song after every few lines using
the teachers guide worksheet to guide you in where to stop and what
literary elements to point out. When you pause it, ask the students
What kind of literary elements did you hear so far? Can you point out
what lyrics convey imagery? The class will collectively discuss what
literary elements were heard.

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Closure
Ask the class, how did these literary elements contribute something to
the song? When the students are done answering, specifically mention
that these literary elements created imagery in the song showing that
literary elements are not specific to just literature.

Independent Practice
Have the students write an exit ticket that consist of three components.
1) Mention one literary term they heard in the song.
2) Define this literary term.
3) How did it contribute something to the song?

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Evaluative Criteria Exit Ticket Day 1

Check +
1) Student stated one
literary element that was
used in Firework
2) Accurately defined this
literary element
3) Explained how the
literary element
contributed imagery and
tone in the song.

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Check
1) Student stated one
literary element that was
used in Firework
2) Accurately defined this
literary element
3) Did not clearly explain
how the literary element
contributed to the overall
song.

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Check 1) Did not state any

literary element that was
used in Firework
2) Did not explain the
significance of this literary
element to the song