1. Objectives
1.1. Students are able to identify five literary elements by the end of the lesson.
1.1.1. Five literary elements students will be able to identify are as follows: setting, flashback,conflict, theme, and point of view.
1.1.1.1. Setting:Where the story, book, novel,etc. takes place.
1.1.1.1.1. Students will understand that setting is not a just a location, but that setting contains time, physical details, and space in which the event/events occurs.
1.1.1.2. Flashback: A point in the story where the author looks back and addresses an event from the past.
1.1.1.2.1. Students will be able to comprehend why the author presented the flashback in the story and why the author believed it was an important event to mention.
1.1.1.3. Conflict:A point in the story that involves a struggle between a character(s) and another element.
1.1.1.3.1. Students will list the different types of conflict: Person vs. Self, Person vs. Nature, Person vs. Person, Person vs. Society
1.1.1.4. Theme: The overall idea or concept that is gathered from the story as a whole or in parts.
1.1.1.4.1. Theme will be understood as an overall idea or concept that the reader draws from the story. Students will understand that no one person will have word for word the same theme as another and that different themes can be draw from a literary work. They will required to defend their current idea of what the theme of the novel is so far.
1.1.1.5. Point of View: The perspective from which the story is told.
1.1.1.5.1. 1st, 2nd, and 3rd Person.
1.2. Student demonstrates an understanding of literary elements by discovering ten examples in current text.
1.2.1. Student will use text pages 71 through 91 to find these examples.
1.2.2. Students will find at least one example of each literary element before completing the whole ten.
1.3. Student composes personal writing piece containing three literary elements.
1.3.1. Personal writing will be a creative retelling of a past or current event within their lives.
1.3.1.1. Students will elaborate and embellish event to include literary elements.
1.3.1.2. Event will be something students are comfortable sharing with their group and other members of the class.
2. Evaluation
2.1. Project
2.1.1. Student's group project will evaluate their understanding of the literary elements topic. Their understanding will be assessed primarily when the group is presenting their project.
2.2. Clearness
2.2.1. Student's presentation of their writing assignment should clearly show at least three literary elements. While they will not be graded on the classes ability to recognize them, their peers evaluations and understanding of their writing will help them with personal evaluation of their skills.
2.3. Worksheets
2.3.1. Worksheets that are used in the first steps of the lesson with questions that require them to identify literary elements, and discover them within questions and articles will be a graded part of the lesson. Student's worksheets will be returned in order for them to see areas of improvement.
2.4. Game
2.4.1. The game of "mix and match" vocabulary terms will be a whole class activity requiring the card holders to have knowledge of random literary elements. Each student will be required to find their "match" or their partner that is holding the appropriate definition or term for the word. This will be a class to class "competition" of sorts and is meant to encourage students to work together to reach the fastest time while getting all pairs matched correctly. In the end it requires the students to "know" their literary terms.
3. Resources
3.1. Worksheet will be available to students.
3.1.1. Worksheet will provide names, definitions and examples of literary elements.
3.1.2. Worksheet will be easy reference to guide students in finding literary elements in text.
3.2. Peers
3.2.1. Students will work in groups when discovering literary elements used within their text.
3.2.1.1. Group members will deliberate and reach final decisions regarding the discovery of literary elements.
3.2.1.2. Peers will discuss why each element applies to one of the elements listed on their worksheet.
4. Materials Needed
4.1. Provided In class:
4.1.1. Class Novel: Tangerine
4.1.2. Definition Sheets: Covering Each Literary Element students will use in lesson
4.1.3. Computer & Lab Time: To type final piece of personal writing containing the literary elements.
4.1.4. Poster Board & Class Art Supplies: To complete group work aspects when discovering literary elements within the novel.
4.2. Outside Materials:
4.2.1. Pen's, Paper: To complete drafting and other parts of the assignment.
4.2.2. Notes & Group Worksheet (completed); Students will need their personal notes on the novel and the group worksheets that they have completed after reading up to page 91.
5. Step By Step: Flow of the Lesson
5.1. Step One: Students will be introduced to different literary elements.
5.1.1. Worksheets and Definition Sheets will be handed out for material needed.
5.1.2. Will Prezi follow along to guide them through their definition sheet.
5.1.3. Students will be given time to work on worksheet. Worksheet will help them develop an understanding of the different literary elements.
5.1.4. Class activity: Mix & Match literary elements game will be played. This will asses students understanding of the different literary elements.
5.1.5. Evaluation: If students catch on to the idea of literary elements well, as assessed by educator, we will move on to Step Two individually and in groups. If concept is not grasped yet, we will work together as a class to work our way into Step Two.
5.2. Step Two: Discovering Literary Examples in Text
5.2.1. In groups or as a class ( Depending on previous assignment) We will read pages 71 to 91 in our book Tangerine.
5.2.1.1. While reading: Students will be paying close attention to noticing the different literary elements the book presents in this chapter. They are required to, as a group, find at least 10 examples, five of which must be different elements.
5.2.2. For second part of reading, in order to assess understanding. Students will work on collaborative project identifying the different literary examples on a poster board group piece. Students will be asked to write and depict pictures and other elements showing their understanding of the project.
5.2.2.1. Each group will present project and different literary elements standing up in front of the class. Each group member will be asked to share at least one element discovered when reading.
5.2.2.1.1. After group presentations students should be able to make connections to other groups: examples found, and possible disagreements with other groups findings. Discussion will be encouraged.
5.3. Step Three: Personal Piece
5.3.1. Writers will be able to compose a narrative of personal (embellished) event. Each paper will contain at least three literary elements. ( Descriptive setting, Theme (Lesson Learned), flashback, and etc.
5.3.1.1. Piece will take several days to complete. Students will be required to make three rough drafts.
5.3.1.2. Second rough draft will be peer reviewed in groups, after correcting any believed areas, during writing time each student will be given an opportunity for one on one review with teacher.
5.3.1.3. After completion of final draft students will be given two class periods in computer lab to type, print, and e-mail final piece.
5.3.1.4. Final Aspect: Each student will be asked to read piece in front of class, swap papers, or read each paper in group and have others discover and point out literary elements within paper.
6. Homework:
6.1. Required Homework will only be anything NOT completed during class session.
6.1.1. Writing piece rough draft will be an element of the work that may not be completed in class and will need to worked on outside of class.
6.1.2. Students may find it helpful to re-read required pages in take home novel.