Literary Devices

Literature A Portable
Anthology. 3rd Edition.
Gardener, E. Janet,
Lawn, Beverly, Ridl,
Jack, Schakel Peter
Week One MondayFriday
Reading List:
A Worn Path, Eudora
Wetly, 216-223.
Everyday Use, Alice
Walker, 336-343.
A Rose for Emily,
William Faulkner, 204211.
The Lottery, Shirley
Jackson, 242-249.
The Cask of
Amontillado, Edgar
Allan Poe, 14-19.

Week 1, Day 1-Monday:

Target: I can easily
define and identify a
character and the
qualities they possess
within the novel.
3 Min. Take
Attendance. Pass out
Literary Devices
Vocabulary list.
15 Min. Pass out
Anthology and have
them turn to page 14,
Edgar Allan Poes short
story, The Cask of
Amontillado
10 Min. Define
Characterization, a
term on their
vocabulary list.
20 Min. Begin to read
short story while
annotating story. Use
Youtube Reading. Class
Disscusion.
10 Min. Recap on
lesson; Questions.
Homework (written on
board) : Read short
story, with notes on the
characters introduced.
What are their names?
Provide the qualities
Poe has given them
and share your
thoughts.

Day 2- Tuesday:
Target: I can identify
irony and provide
textual evidence for
support.
3 Min. Take
attendance.
15 Min. Take out
anthology and
homework. Discuss
homework (names and
qualities of characters)
25 Min. Present new
term: Irony. Discuss
Irony within the Poes
short story. Have
students find examples
in story. Discuss in
pairs then Class
Discussion.
10 Min: Write a
summary indicating
you understood the
text and concepts
discussed. Include
Characterization and
Irony- how they
contributed to the
stories read.
Homework: Bring in
lyrics to a song or
poem you find to be
ironic.

examples to support
the definitions of
terms.

Day 3- Wednesday
Target: I can identify
the theme of a novel
and use textual
evidence for support.
3 Min. Take
attendance. Take out
anthology and
vocabulary list.
15 Min. Discuss term
Theme.
10 Min. Get in Groups
to discuss themes in
story, provide textual
evidence.
25 Min. Begin to read
the short story The
Lottery, by Shirley
Jackson. Class
Discussion.
Homework: Complete
reading short story.
Also, list central
theme(s) in story with
examples from texts.
Must be a page long.

Day 4- Thursday
Target: I can identify
and explain literary
devices discussed up to
this point.
3 Min. Take
attendance.
5 Min. Handful of
students will share
their list of themes
found in short story.

Day 5- Friday
Target: I can explain
literary devices and
their significance to
their texts.
3 Min. Take
attendance.

10 Min. Discuss
symbols in the story.

30 Min. Write a 2-3

page paper to
Compare/ Contrast the
two short stories
presented and read so
far.

20 Min. Revise
Characterization, Irony,
Theme, Symbolism and
how they all may be
found in each story
read so far. Get in pairs
then Class Discussion.

20 Min. Introduce two

new terms: Mood and
Tone. Use texts
presented to
demonstrate the
differences between
these two.

Homework: Study each

term and have several

Homework: Provide
definition of each term

15 Min. Discuss term

Symbolism.

and a separate
example (other than
the short story) to
support.

20 Min. Begin reading

short story. Discuss the
setting and what tone
it may set for the
reader, etc Class
Discussion.
10 Min. Recap of
Week 1 up to this point.
Get in groups and
provide a list of what
has been discussed in
class.

Remainder of class:
Read and complete
Alice Walkers
Everyday Use. Class
discussion
Homework: Provide a
list of the plot in this
short story along with
the authors style and
how it influenced you
as a reader.

Homework: Write a
paragraph explaining
the importance of the
setting within this story.

Week 2, Day 6Monday:

Target: I can discuss
tone and mood
confidently and
supporting my
definition with textual
evidence.
3 Min. Take
attendance. Take out
vocabulary.
5 Min. Quick recap on
Tone and Mood. Present
A Worn Path, by
Eudora Wetly.
15 Min. Discuss
Setting.

Day 7- Tuesday:
Target: The literary
devices discussed can
be explained and
identified in a text.
3 Min. Take
attendance. Take out
vocabulary.
15 Min. Discuss Plot
and Style.

Day 8- Wednesday
Target: I can
differentiate the
different points of view
and also how it
influences the readers
perspective on the
story.

3 Min. Take
attendance. Take out
vocabulary.
15 Min. Discuss Pointof- View .
Remainder of class:
Read and Complete
William Faulkners A
Rose for Emily. Class
discussion.
Homework: Write a
page of how the point
of view in this
particular short story
influences your
interpretation.

10 Min. Collect
homework and discuss.

3 Min. Take
attendance.

30 Min. Get in
Groups and create a
timeline of terms
discussed along with
three examples from
stories read. (One
example from each
story for each term)

5 Min. Allow students

to recap/revise

Remainder of class:
Revise terms and
stories discussed. Test
tomorrow: Need to
write definitions of
terms along with
examples from text for
support.
Study for test!

Day 9- Thursday
Target: I can easily
define presented
literary devices and
support it with textual
evidence.
3 Min. Take
attendance.

Day 10- Friday

Target: I can pass my
literary device test.

Remainder of Class:
Test- Essay selecting
three literary terms
discussing how they
either benefit or
discredit the stories
discussed and read in
class.
No Homework.