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Megan Tan (260570373)

EDEC 253
May 28, 2015

Learning & Evaluation Situation (LES)


Literary Devices Review Game Lesson Plan
Duration: 60 minutes
Texts covered: The Merchant of Venice, William Shakespeare; The
Perks of Being a Wallflower, Steven Chobsky
Materials: Projector, Computer, Handouts (included below)
Subject Area & Level: Secondary 3 English Language Arts
Program Content:
Learning Objectives:
Students will be able to
Understand literary devices used in poetry, novels and short
stories
Identify the literary devices through examples from literature or
popular culture
Give examples of literary devices they have learnt from the
course of their whole school year
Explain the purpose or use of the literary devices
Work cooperatively in a group
Subject-specific Competencies
Secondary Cycle 2
Competency #1: Uses language/talk to communicate and to
learn
Competency #2: Reads and listens to written, spoken and media
texts
Cross-curricular Competencies
Competency #1: Uses information
Competency #2: Solves problems
Competency #3: Exercises critical judgment
Competency #7: Achieves his/her potential
Competency #8: Cooperates with others
Competency #9: Communicates appropriately

Lesson Plan

Megan Tan (260570373)


EDEC 253
May 28, 2015
Introduction/Warm up:
1. Tell the students that we are going to be doing a literary devices
review and that its going to be a competition.
2. Ask them to take out any notes they have on literary devices and
get into two/three groups.
3. Explain the rules:
Each team will take turns answering.
Each literary device is worth 3 points (some exceptions are 2
points)
o WHAT is the literary device (1 pt)
o HOW is it the literary device give me the definition or
explain (1 pt)
o GIVE AN EXAMPLE of the literary device (1 pt)
Each team has two chances to answer. If they answer it right
the second time, they will get half a point.
If the team needs a clue, there are multiple choices built in,
but they will get half a point deducted.
If another team interrupts the answering team, they will get a
point taken off.
There are FREE FOR ALL rounds, where every group gets to
answer the questions on the slide. I will give the students
some time to discuss with their group, and then I will count
321GO. On Go, students will put up their hand, and
whoever has their hand up first will get to answer the
question. If they get it wrong, their group is out and I will give
a chance to the other two groups.
Before giving an answer, you must discuss it with your group
and vote on an answer.
To ensure participation, every member of the group must go
at least once.
Students will have to copy the literary devices examples
down or write their own examples down on the handout and
hand it in at the end of class.
Development:
1. I will ask each team to role the dice and whoever rolls the
highest gets to go.
2. I will show them an example of the literary device, and they will
have to identify what it is, vote on an answer, and tell me.
3. They will have to explain their answer and tell me the definition
of the literary device.
4. They will give me an example of the literary device.

Megan Tan (260570373)


EDEC 253
May 28, 2015
5. The next team will do the same until all literary devices have
been answered.
Closure/Wrap-up:
1. Collect the students examples. (It is just to check if theyve paid
attention or were participating).
2. Add up the points to see which team won and award them
candy/chocolate.

Extension/Whats Next?:
1. Apply the literary devices to an exam practice. Give them two
poems and go over one poem with them, trying to identify and
explain as many literary devices as possible. Let them work on
the other poem at home or in class for practice.
Multi-level Modifications:
The multiple choice should help the students who are a little
behind. I did the lesson with a special needs class, and some of
them struggled a little with reading, so providing them with
multiple choice helped them.
Providing not only just examples from literature but also films,
songs, or picture books help those who struggle with reading.
Putting a time limit on how long they can think really challenged
those in the IB classes, where they were a bit more advanced.

Reflection on my Lesson Plan


Although the lesson was very effective and students made a lot
of effort to participate, I made the mistake of splitting them into two
huge groups. This was very tough to get the volume and attention of
students under control because sometimes they would get too
engaged and actually start yelling. With the class I started with, it was
fine because it had only 16 students, but for the bigger classes, the
volume got out of control pretty quickly. I think for a future note, I

Megan Tan (260570373)


EDEC 253
May 28, 2015
would establish groups of 4-5 students, which might increase
competition and add more variety. Furthermore, sometimes group
would be divided unevenly based on skill level, and students would
complain that the other group had all the smart kids. If I knew the
students better, I would have grouped them with more variety.
Initially, before I added in the rule that if there were
interruptions, there would be a point taken off, it was chaotic, and the
other group would scream the answer out of turn. The modification
ended up working pretty well and another class I did the lesson with
obeyed and stood by the rule.
Previously before I knew what short stories, novels and plays
they have worked on, the examples were a bit too complicated for the
students. After my first try with this activity, I asked my cooperating
teacher what literary works they have done in class, and this helped
me modify and adapt my lesson activity to the students
understanding. It also helped remind them or taught them new things
about the short stories, novels, plays and poems they did in the
previous terms. This is something I will try to incorporate into my
lesson if I do it next time.
Lastly, another aspect of the lesson I would need to work on is
the duration. On my first try with the special needs class, it went over
the duration of the class and took more than 75 minutes. However,

Megan Tan (260570373)


EDEC 253
May 28, 2015
with the IB class, it took only 45 minutes. I learnt that I needed to keep
time better during my lesson, and maybe shorten it to the essential
literary devices, because some students started to become really
restless towards the end of the activity. I think putting a time limit on
how long you can take to think about an answer would help challenge
and speed the lesson up more.