LESSON PLAN TEMPLATE

Subject: ​Language Arts Date: ​Sept 27, 2018 Period: ​2

Lesson: ​Students will be able to identify multiple literary devices within the novel ​The House on
Mango Street ​by Sandra Cisneros

Targets/Objectives: ​Students will have a clear understanding of the literary device assigned to
them. They will be able to define said literary device and give examples. When given a piece of
writing, such as ​The House on Mango Street, ​they will be able to identify examples of the
literary device within the writing.

Materials:
● Poster Paper
● Markers
● Pencils
● The House on Mango Street ​for every student
● Literary Poster Checklists
● Literary Devices Graphic Organizer

Activities:
● Before class: Set markers, a poster, and a Literary poster checklist at 5 tables. These
tables will be the workspace for different groups.
● Recall background knowledge: students were given a Literary Device presentation
during the first week of school. Ask them to name a few literary devices that they
remember.
● Introduce lesson: Now, students will look deeper into Literary Devices as they find
examples within the novel they are reading
● Instructions: students will work with their tables to create a poster. Each poster will be
focused around a different literary device. Students need to write the title of their literary
device, the definition in their own words, create a visual representation (ex. Drawing or
symbol), and a specified number of examples from the book. The number of example
required is noted on each poster checklist.
● As students work: walk around the classroom and monitor student work. Ensure all
students are contributing. If not, remind them to look for examples, create their own
definitions, or brainstorm visual elements. If students are struggling to find examples,
point them to a specific page or vignette to assist them.
● With 10 minutes left: Have students clean up their work stations and take a seat. As a
reflection ask students questions to ensure they were involved and engaged during the
lesson. Questions to ask:
○ Did you enjoy this activity? Why or why not?
○ Was finding these literary devices easy or difficult? Why or why not?
 ○ Do you feel like you understand literary devices more now than you did when we
saw the first presentation?
○ Are there any other questions you have about Literary Devices or this activity?
● Introduce the next step: students will be individually completing a graphic organizer on
literary devices specifically in ​The House on Mango Street. ​They will have to do
complete things similar to as they did with creating the posters, meaning they will need a
definition, quote or summary, and a page and vignette number for each example. They
will work on this graphic organizer the next day.
● After reflection: Give students the rest of class to do a gallery walk. Have students walk
around and view the other posters. Monitor the class to ensure students are walking
around to look at every poster and not simply talking with friends.

Accommodations for Special Learners:

● Because this lesson has many different aspects, I am hoping it will target many different
learners. Students have the opportunity to draw, read, write, and discuss ideas with
group members. This allows students to showcase and expand on their knowledge in
multiple ways
● Students will work with the special education teacher the next day when completing their
individual outline

Assessment (formal or informal):

● Formal: Students will be turning in their graphic organizers as part of their weekly menu.
The menu will be checked for completion and each section will be reviewed and given
feedback.
● Informal: constantly walking around the classroom asking students how they are
contributing. If students seem lost, review the definitions of their literary device and have
them look for examples in their books.
● Informal: walking around the room to check for participation will be essential. Certain
students are quieter and may have a harder time participating. Checking in with those
students to ensure they are understanding the assignment and the literary device will be
a constructive assessment strategy.

Reflection:
I am hoping this lesson will be not only enjoyable, but constructive for students. Previous to this
lesson, students are doing a lot of independent work as they are working on completing their
menus. I hope this lesson will bring them back together for a collaborative opportunity to extend
their learning before they move back to independent activities. I also hope the variety of learning
styles targeted by this lesson will keep students engaged, therefore building on their previous
knowledge and then setting them up for success when completing the graphic organizer.