Re-purposing Technology Lesson Plan Template
TE 831: Teaching School Subject Matter with Technology
Summary Box
Lesson title: Literary Terms Review
Prepared by: Kristin Slattery
Subject area: English
Technology integrated: Cell phones—QR Code scanners and cameras, Word Clouds—
Wordle.net, Blackboard learning management system
Length of lesson: 3 class periods
Suggested grade level: Middle school or early high school
Lesson Abstract: This lesson will be a three part review for a beginning of the year unit for
freshmen on short stories and literary terms/devices and writing. First, in small groups students
will create word clouds that are representative of literary devices we have studied. After posting
their creations to the class Blackboard site, students will analyze the posters from other groups to
determine what each one is supposed to represent. This activity should appeal to the artistic
students in the group and those that learn visually. It will also require students to use their
knowledge of the devices to develop examples and identify the terms represented, moving them
beyond simply regurgitating definitions.
For the second part, students will remain in small groups to go on a scavenger hunt requiring
them to use QR codes (similar to bar codes) and a scanner downloaded to their cell phones to
find and answer questions identifying and practicing literary terms/devices. When scanned, the
QR codes will reveal a text file that contains a question about a literary device that students must
answer. Students will also use cameras for some questions. This activity is physical and
competitive, plus it also allows students to use their cell phones, which is typically prohibited
during the school day. These three factors will hopefully make it a highly engaging process
which will help even reluctant students absorb and review the information. The questions asked
during the scavenger hunt also represent a higher level of thinking than simply asking them to
know definitions—they will have to do things like draw representations and find examples of the
terms.
In the third part, students will use some of the writing they did during the scavenger hunt along
with Wordle to practice revision and improving their word choice. Revision is usually a tedious
process for students and it is difficult for students to see where they need to make changes.
Wordle makes their words physically look different, which may make this an easier process for
students.
Lesson Objectives:
 Students should demonstrate understanding of literary devices by creating and identifying
representative examples

Use critical thinking and problem-solving skills to decipher clues and find locations
around the building (this is also an important activity as this will be early in the year for
freshmen students who are new to the building)

Students will draft and revise their writing to improve word choice and imagery
Student NETS Standards Alignment:
 1a – Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology. Students apply existing knowledge
to generate new ideas, products, and processes.

2a – Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and contribute to
the learning of others. Students interact, collaborate, and publish with peers, experts, or
others employing a variety of digital environments and media.

6a – Students demonstrate a sound understanding of technology concepts, systems, and
operations. Students understand and use technology systems.
Materials:
 Overhead LCD projector and document camera
 Sample of literary term “word cloud”
 Access to computers labs for internet access to Blackboard and Wordle.net
 Student answer sheet for Wordle activity
 Cell phones with a QR reader installed—I don’t assume that all students have these, but
they will be placed in groups so that each group has one
 QR codes developed for literary term questions (using http://www.classtools.net/QR/)
 Scavenger hunt questions (modified from www.EnglishTeachersFriend.com)
 Instruction sheet with practice QR code, list of location clues, and blank answer sheets
 Sample paragraph analysis using Wordle
Detailed Lesson Procedure:
Day 1:
 Begin the class by giving an overview of what the class has studied so far in this unit—
remind them of activities we have done, discussions we have had, and videos we have
viewed as we learned the various literary elements we will be reviewing.

Explain that today we will be creating visual representations of our literary terms called
“word clouds”. Show students an example of a term and discuss how the words used in
the poster represent a literary device.

Using the overhead project, model how Wordle works by creating a class example for
another literary device. Provide a few phrases to represent the term and ask for input from
the class as well. Show off the various features of Wordle design as well—how to change
designs, fonts and colors; how to connect words; how to change the weight of words;
how print using CutePDF and save to Blackboard. Have students focus on developing
examples and key words, but avoid definitions

Divide students into groups of approximately three students and quietly assign each
group a different literary term. Let students begin creating their representations, moving
around the room to assist as they work. Check for understanding, correct misconceptions,
and encourage students to expand their clouds by adding more examples and key words.
If a group finishes up early (and has done a good job) give them a second term to work
on.

With about fifteen minutes left in the class, have students begin posting their creations to
the Blackboard discussion board and begin identifying the terms represented. Students
can continue this activity from home if it is not finished during the class period—it will
be reviewed during class the next day.

Before class ends, survey students for availability of cell phones with capabilities of
downloading QR scanners. Based on the results, create groups of students to participate
in the scavenger hunt. For students who will be using their cell device, handout
instructions for downloading the free scanners that will be used during the lesson. Note:
Email faculty to make them aware of what students will be doing in the building the next
day.
Part 2:
 Start the class by going over the word clouds created in class yesterday and checking
answers. Pull up the documents on the overhead projector so students can see the
examples as they discuss their work. Review any misconceptions that come up.

Explain that we will continue our review of the literary terms and devices we have
studied by going on a scavenger hunt. This scavenger hunt will ask them to move around
the school locating QR codes using the clue list provided to them, and then finding the
answers to the questions revealed to them by scanning the codes.

Place students into groups, and give each group a sheet with a practice code on it. Each
group will scan this code in class so that I can walk around and make sure that each
group’s technology is working correctly.

Once all groups are ready to proceed, discuss proper behavior in the hallways. Students
should be aware of avoiding any disruptions to other classrooms from their noise levels
or movements in the hallways. Also make groups aware of the time limit—they must
return to the classroom ten minutes before the end of the hour, finished or not, to allow
for review and instructions for the next day.

Handout the list of location clues (have each group start at different numbers to keep
students from piling up at any one place) and blank answer sheets, and send students on
their way! While students are working on the scavenger hunt, move around the building
checking on behavior and progress. Be sure to be back to the classroom before groups
finish their lists.

As groups return, check answers to determine a winner. When all groups have returned,
review all answers and clear up any misconceptions.

End the class period by providing students with an additional study guide and resources
to help them study for the test. Direct them back to the class Blackboard site for links to
websites (i.e., digital flashcard websites) and videos (clips downloaded from YouTube,
for example) that will help them continue to review and practice before the test.
Day 3 (adapted from http://mrsbmg.blogspot.com/2009/12/wordle-now-more-than-just-coollooking.html):
 Review with students the writing lessons focusing on the traits of writing and the writing
process that have been incorporated throughout this unit, and remind them that final
project involves either writing a short story or a series of literary critiques (these should
already be drafted).

Explain to students that I will be showing them how to use some of the technology we
have been playing with the last couple of days to help them improve their writing,
particularly revising their writing for word choice.

Pull up Wordle on the overhead projector and input a prewritten writing sample. Show
students how to use it to analyze their word choice, selecting the bigger words and the
common words, and then using either a digital or print thesaurus to list alternative words

Moving to the computer lab, have students type their imagery paragraph from the
scavenger hunt (#5) into Wordle and print their graphics. Students could also use their
answers from #8 or #10 for this assignment. Once their graphics are printed, students
should analyze their writing and use a thesaurus to begin investigating alternative word
choices, which they should list in the margins.

Tell students that they will be required to use this process as part of their revising/editing
stage for their final projects, and should turn in a Wordle sheet with notes in the margin
with their projects. For students who finish early and have a good grasp on the idea, allow
them to begin this process with their project drafts in class.
QR Scavenger Hunt Questions (from www.EnglishTeachersFriend.com)
1. Take three pictures of people in your group to represent man vs. nature, man vs. man, and
man vs. self conflicts.
2. Quote a staff member using a simile. Write the simile and get their signature.
3. Take a picture of a symbol somewhere in the school and explain what it is supposed to
symbolize.
4. What movie has an antagonist that is NOT a person? Name movie and antagonist.
5. Write a paragraph using imagery to describe the cafeteria. Do not use the words smell, taste,
sounds, looks, feels.
6. Find a poster in the school that uses alliteration. What does it say and where is it located?
7. Draw a picture that represents a metaphor.
8. Using time and place details, describe your current setting.
9. Name a song that has an allusion in it. Explain the allusion.
10. Describe a favorite film protagonist using indirect characterization.
11. Quote a staff member using hyperbole. Get that person’s signature.
12. Go to the library and find novels that represent two different points of view. Write 2-3
sentences from each to represent the point of view of the novel and label which it is. Include
the title, author, pg. number for each example.