Analyze how figurative language creates mood in text(s).
: Figurative language use that students will analyze are metaphor, simile, alliteration, onomatopoeia, personification, hyperbole, meiosis (understatement), allusion, and idiom. Other examples can be used in instruction.
| Course Number1111 |
Course Title222 |
| 1001350: | English Honors 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1001810: | Florida's Preinternational Baccalaureate English 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1002310: | English 2 Through ESOL (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1005310: | American Literature (Specifically in versions: 2014 - 2015, 2015 - 2021, 2021 - 2024, 2024 and beyond (current)) |
| 1005350: | Literature and the Arts 1 Honors (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1020810: | American Literature Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| 1020850: | World Literature Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| 1006310: | Journalism 2 (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2021, 2021 - 2024, 2024 and beyond (current)) |
| 1006320: | Journalism 3 (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1006330: | Journalism 4 (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1009310: | Writing 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1009320: | Creative Writing 1 (Specifically in versions: 2014 - 2015, 2015 - 2021, 2021 - 2024, 2024 and beyond (current)) |
| 1009330: | Creative Writing 2 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2021, 2021 - 2024, 2024 and beyond (current)) |
| 1001340: | English 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1001345: | English 2 for Credit Recovery (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1002381: | Developmental Language Arts Through ESOL (Reading) (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 7910125: | Access English 2 (Specifically in versions: 2013 - 2015, 2015 - 2017, 2017 - 2018, 2018 - 2022, 2022 and beyond (current)) |
| 1005320: | British Literature (Specifically in versions: 2018 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| 1000414: | Intensive Reading 2 (Specifically in versions: 2021 - 2024, 2024 and beyond (current)) |
| 1005347: | Humane Letters 2 Literature (Specifically in versions: 2020 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| 1005348: | Humane Letters 2 Literature Honors (Specifically in versions: 2020 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| Name |
Description |
| Looking Over the Mountaintop: Figures of Speech and Rhetorical Devices | This lesson is the 2nd part in a 3-part series on Dr. Martin Luther King Jr.'s speech "I've Been to the Mountaintop." This lesson focuses on some of the figures of speech and rhetorical devices used by Dr. King in his speech. The speech has been divided into eight sections. As students read through each section they will analyze some of the figures of speech and rhetorical devices King used, record their answers on a graphic organizer, and analyze how use of the figure of speech or rhetorical device impacted the meaning of that section of the speech. Students will write an extended paragraph for the lesson. |
| Looking Over the Mountaintop: Central Ideas | This is the first lesson in a three-part series on Martin Luther King Jr.'s speech "I've Been to the Mountaintop." In this lesson, the speech has been divided into eight sections with text-dependent questions that are specific to each section. Throughout the course of the lesson students will determine a central idea for each section and examine King's ideas and claims and how they are developed and supported. At the end of the lesson, students will determine an overarching central idea of the speech and write an extended paragraph to explain the central idea and how it is developed and supported with specific evidence throughout the text. |
| Creating Suspense Lesson 2: Analyzing Literary Devices in "The Lottery" | In this lesson (part 2 of 2 in a unit), students will read and analyze literary devices in Shirley Jackson's "The Lottery." Students will practice text-coding the story to note uses of setting, imagery, diction, and foreshadowing. Students will complete a handout where they will analyze how Jackson creates suspense through the use of setting, imagery, diction, and foreshadowing. For the summative assessment, students will write an essay comparing and contrasting Edgar Allan Poe's use of suspense with Jackson's, making a claim as to which author more successfully creates a suspenseful mood. |
| Creating Suspense Lesson 1: Analyzing Literary Devices in Poe's "The Masque of the Red Death" | In this lesson, students will examine the figurative language and literary devices used in Edgar Allan Poe's "The Masque of the Red Death." They will read the first part of the story with support and modeling from the teacher, the next part with a partner or in small groups, and the final section on their own. Students will also use various strategies to determine the meaning of selected vocabulary within the context of the story and identify which of those words and phrases create the suspenseful mood in the story. In the summative assessment, students will share their analysis and provide textual examples of how Poe creates suspense in his story. |
| Unit: Poems About Death Lesson 1 of 3-- "To an Athlete Dying Young" by A.E. Housman | Students will read and analyze the poem, "To an Athlete Dying Young" for the figurative language of metaphor and imagery and how each works together to create both a somber mood and support the universal theme of death. |
| Love Across the Genres: Poetry | Students will analyze and interpret two pastoral poems, "The Passionate Shepherd to His Love" by Christopher Marlowe and "Nymph's Reply to the Shepherd" by Sir Walter Raleigh, with an emphasis on the universal theme of love and its expression. The analysis will culminate with the students creating modern interpretations of the two poems. Hand-outs of the poems, questions to aid analysis, and a model modern interpretation are provided. |
| I Declare War: Part III | In this lesson (the third in a three-lesson unit), students will analyze an excerpt from Tim O'Brien's The Things They Carried. Working collaboratively and independently, students will explore the diction, images, details, language and syntax of the text. The summative assessment requires students to write an essay analyzing how the author uses language and literary techniques to convey the experience of the soldiers in the Vietnam War. Supporting handouts and materials are provided. |
| Creating Brave New Voices amongst Students: Part III | This is the culminating lesson in a three-part series designed to support students as they embrace poetry analysis. The purpose of this lesson is for students to reflect on the poems they analyzed in lessons one and two. Students will then create a digital presentation to share with the class that explains their analysis of the use of symbols, imagery, mood, and theme in poetry. |
| The American Puritan Tradition: Part II | This lesson is part two of a three lesson unit that will explore and analyze how different authors convey American Puritanism. In lessons two of this unit, students will analyze key literary elements and Miller’s use of rhetoric to create mood in the play, "The Crucible." |
| Exploring Immigration and America: Part 1 | This lesson is the first of three interrelated lessons in a unit which use text and fine arts (photography and paintings) to convey the theme(s) of immigration, shared American ideals, and civic responsibilities in a democracy. The first lesson asks students to analyze "The New Colossus" by Emma Lazarus. Students' understanding of text and earlier waves of immigration will be fostered by viewing photographs of immigrants to Ellis Island. |
| Literary Analysis and Written Response | Students will be practicing close reading and literary analysis skills, annotating, and writing an analysis of texts. During the class discussion, students will practice listening skills and use explicit examples from a text to support their analysis in this lesson. Suggested excerpts from Annie Dillard's From an American Childhood, Tim O'Brien's The Things They Carried, and Charles Frazier's Cold Mountain are referenced in this lesson. |
