Beacon Lesson Plan Library

Literary Devices Paper

Laura Childers
Santa Rosa District Schools

Description

Students write a character anaylsis of someone they know describing them through similes, metaphors, and hyperboles.

Objectives

The student selects and uses appropriate pre-writing strategies, such as brainstorming, graphic organizers, and outlines.

The student understands the subtleties of literary devices and techniques in the comprehension and creation of communication.

Materials

-Writing Utensil
-Paper

Preparations

1. Create examples of simile, metaphor, and hyperbole.
2. You may want to come up with your own list or additional questions of comparisons to ask students to think about for their character analysis.

Procedures

BACKGROUND:
1. Define simile, metaphor, and hyperbole

2. Ask students for examples of each

3. As a teacher participate in giving examples. For Example: Her hands were as cold as ice. The thorns of life rained down on him. He would follow a bug down to Mexico to win a bet.

4. Discuss/review how character can be developed:
a. By the words, thoughts, or actions of a character
b. By descriptions of the characters' appearance or background
c. By ways in which other characters react to certain things
d. Students may include themselves and how their person relates to him or her


TEACHER:
1. Ask students to get out a sheet of paper and think of someone they felt they could write about.

2. As a brainstorming activity, tell students to answer the following questions in reference to this person. Remind students to critically think about the selected person, his/her behavior and what the person is like in order to get the best comparison.

3. Ask these questions:
If this person:
-was a piece of fruit, what piece of fruit would they be?
-vehicle
-time of day
-shoe
-animal
-landmark,(The Grand Canyon, Disney World, etc.)
-color
-appliance

4. Think of something that this person always does, whether it be fishing, hunting, dancing, shopping, etc.
-Now exaggerate what this person does to form a hyperbole. For example, if this person slways says he/she is in love, exaggerate it: -When Kerri saw Brian, her heart flew into her mouth so suddenly that if she hadn't clapped her teeth together she would have lost it.

5. Instruct students to choose 5 out of questions 1-8, that they feel they could use in a paper about this person and develop two similes and two metaphors and a least one hyperbole from their answers.Tell them to keep in mind that they are creating a character anaylsis, and they are describing the person physically as well as emotionally and mentally.

6. Students write a 300 word paper about the person of their choice. They are to think of a setting that this person would more than likely see this person in whether it be at home, the beach, work, etc. Tell students to think of this person's habits, what they may say and do, etc.

7. Explain to students that in order for the reader to know this person, the use of metaphors, similes, and hyperbole aid in helping this recognition.

8. Students write the rough draft of the personal character analysis and then check for the following: (Write the list on the board and have students copy it on a separate sheet of paper. You may want to have them highlight each item in the character analysis and label it in the margin.)

(a) setting

(b) inclusion of two similes

(c) inclusion of two metaphors

(d) inclusion of hyperbole

(e) physical description of charater

(f) emotional description of character

(g) mental description of character

(h) sentence structure, spelling, usage (previously taught)

9. Students share their character analysis with a peer or parent and ask the reader to check for each item on the list. Also, students should ask the reader if he/she has a complete picture of the character described. The peer/parent reader should sign the rough draft and list to indicate that he/she has particpated in the revision process.

10. Students rewrite the character analysis making needed corrrections and revisions. Students turn in the answers to the question, the rough draft and the final copy.

Assessments

Use the following scale for assessment:
Answering of questions-10 points
Setting included-5
Paper contains the required similes and metaphors-10 points each for a total of 40
Hyperbole is used 10 points
Physical, emotional, mental description included-15
Spelling, order of paper, fragments, evidence of revision and editing- 10 points
Reader understands the nature of the person the paper is about-10 points

Total 100 points

Extensions

This lesson can be used at a middle and high school level. In middle school they are becoming familar with these terms and by high school they should know it. However, students at times only can locate these terms instead of manufactering their own. This gives them a chance to experiment creatively and write a character analysis at the same time.
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