Beacon Lesson Plan Library

Persuasion and Figurative Language

Sherry Czupryk

Description

Students identify and explain the effect of metaphors, similes and personification in -Sinners in the Hands of an Angry God.-

Objectives

The student identifies devices of persuasion and methods of appeal and their effectiveness.

The student drafts and revises writing that: is focused, purposeful, and reflects insight into the writing situation; has an organizational pattern that provides for a logical progression of ideas; has effective use of transitional devices that contribute to a sense of completeness; has support that is substantial, specific, relevant, and concrete; demonstrates a commitment to and involvement with the subject; uses creative writing strategies as appropriate to the purpose of the paper; demonstrates a mature command of language with precision of expression; has varied sentence structure; and has few, if any, convention errors in mechanics, usage, punctuation, and spelling.

The student produces final documents that have been edited for: correct spelling; correct punctuation, including commas, colons, and common use of semicolons; correct capitalization; correct sentence formation; correct instances of possessives, subject/verb agreement, instances of noun/pronoun agreement, and the intentional use of fragments for effect; and correct formatting that appeals to readers, including appropriate use of a variety of graphics, tables, charts, and illustrations in both standard and innovative forms.

Materials

-A copy of -Sinners in the Hands of an Angry God- for each student.
- A copy of the grading rubric for each student (see assessment section)

Preparations

1. Obtain a copy of -Sinners in the Hands of an Angry God- for each student.
2. Prepare a definition and examples of metaphors, similes, and personification to be written on the board, overhead, computer, etc.
3. Make a copy of the essay grading rubric for each student.

Procedures

The teacher does the following:
1. Writes the definitions of metaphor, simile, and personification on the board and discusses them with the class.

2. Divides the class into groups of four.

3. Divides -Sinners in the Hands of an Angry God- into sections, so that each group has one section to analyze for use of metaphors, similes, and personification.

4. Instructs the groups to identify the examples of metaphors, similes, and personification in their section and to explain what effect is illicited by each example.

5. Has the groups present their examples to the class, with each member of the group participating.The entire class discusses the appropriateness of the answers.

6. Assigns each student a one or two paragraph essay explaining the author's use of metaphors, similes, and personification to achieve his purpose.

Assessments

The teacher will assess the students by their essays using the following rubric:

A: Essays are well-organized, with excellent use of specific examples and integration of quotes. The student has excellent diction, varied and effective sentence structure, and no mistakes in punctuation and grammar. The student fully understands the author's use of metaphor, simile, and personification to achieve his purpose.

B: Essays are fairly well-organized, with good use of specific examples and integration of quotes. The student has good command of diction, some varied and effective sentence structure, and few mistakes in punctuation and grammar. The student understands the author's use of metaphor, simile and personification in order to achieve his purpose, but not as well as the best essays.

C: Essays are somewhat organized, with some use of specific examples and quotes. The student has mediocre diction, simple and/or ineffective sentence structure, and/or several mistakes in punctuation and/or grammar. The student has little understanding of the author's use of metaphor, simile, and personification to achieve his purpose.

D/F: Essays are poorly organized, with little use of specific examples and integration of quotes.The student has poor diction, ineffective and/or incorrect sentence structure, and/or several mistakes in grammar and/or punctuation. The student has little or no understanding of the author's use of metaphor, simile and personification to achieve his purpose.
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