Week 1—Literary Term Poster Lesson Plan
1. TITLE OF LESSON
Literary Term Poster
2. CURRICULUM & GRADE LEVEL
College Prep English 11—Lesson provides a foundation for student
understanding of literary terms and literary term recognition in texts.
3. STUDENT INFORMATION
A. English Language Learners
1. Readiness Level: N/A
2. Learning Profile: N/A
3. Interest: N/A
B. Students with Special Needs
1. Readiness Level: N/A
2. Learning Profile: N/A
3. Interest: N/A
4. RATIONALE
A. Enduring Understanding—Understanding literary terms help identify the
different techniques that authors use to convey their message to the reader.
B. Essential Questions—What are the important literary terms and how can we
identify them in texts? How do they affect the meaning of the text?
C. Reason for Instructional Strategies & Student Activities—Creating colorful
posters with a visual representation of the term and a shortened, student
created definition of the literary term assist in student understanding of the
terms in a creative way.
5. CONTENT STANDARD(S)
1. Language Standards, Grade 11/12, 5. Demonstrate understanding of
figurative language, word relationships, and nuances in word meanings.
6. ELD STANDARD(S)
N/A
7. LEARNING GOAL(S) – OBJECTIVES
A. Cognitive-- Students will create their own literary bank of simple definitions in
order to teach their classmates. Students will learn to recognize the terms
and use them in their own writing.
B. Affective—Students will give a presentation of their finished posters in front of
the class.
C. Psychomotor—Students will create their own literary poster with a visual
representation of an assigned literary term.
D. Language Development—Students learn 43 literary terms and learn to
recognize them while reading class texts as well as outside texts.
8. ASSESSMENT
A. Diagnostic/Entry Level—Teacher asks the students informally how many
students know any of the literary terms listed on the board or power point
slide.
B. Formative—Progress Monitoring—Students must check with the teacher to
have the shortened definition of their assigned literary term approved.
C. Summative—A literary term test is administered in order to insure student
understanding. Students will continue to be tested on the terms in throughout
the school year.
9. EXPLANATION OF DIFFERENTIATION FOR ELL & STS W/ SP ED NEEDS
A. English Language Learners
1. Content/Based on Readiness, Learning Profile, or Interest
1. N/A
2. Process/Based on Readiness, Learning Profile, or Interest
3. N/A
4. Product/Based on Readiness, Learning Profile, or Interest
5. N/A
B. Students with Special Education Needs
1. Content/Based on Readiness, Learning Profile, or Interest
2. N/A
3. Process/Based on Readiness, Learning Profile, or Interest
4. N/A
2. Product/Based on Readiness, Learning Profile, or Interest
5. N/A
10. INSTRUCTIONAL STRATEGIES
A. Anticipatory Set/Into—Teacher creates a power point with the directions or writes
the directions on the board. Students are assigned a number that corresponds
with a like numbered literary term. Each student will be making their own poster.
The teacher demonstrates how the students can look up a term they do not
understand in a dictionary and/or the students Literature textbook. (2-3 min)
B. Instruction/Through—The directions for the assignment are posted on a power
point slide or on the board. Students are given poster paper and markers. The
poster must contain the assigned literary term, a short, understandable definition,
two examples of the literary term, and a visual representation of the term. The
posters must be colorful and students must use the entire poster paper with no
large blank spaces.
C. Guided Practice/Through—The teacher walks around the room and provides
assistance to students that need assistance with their literary term after they
have searched the glossary in the literature textbook and a dictionary. Teacher
assists students if they have questions about the directions of the assignment.
The teacher also checks each short definition to make sure they are easily
understandable to all students. (10-20 minutes, depending on number of
students. Other students can work on their examples while they wait for their
definition to be approved.)
D. Independent Practice/Through—Students are given time in class to complete the
literary term poster. Each student completes their own. They are given two
class periods to complete the poster before taking it home to finish. (15-20
minutes class time given)
E. Closure—Each student will present their poster in front of the class. The teacher
plays a slide show behind the student with the word and shortened definition for
clarification. The presentations are broken up in three groups of students and
broken up over the class period with breaks of other assignments in middle.
F. Beyond—The teacher grades the students based on completeness of the poster
(term, short definition, two examples, and visual representation) and how well
they can explain their visual representation to the class. Teacher also
administers tests throughout the year, testing student knowledge of the literary
terms and their ability to identify the terms in their writing and literature.
11. STUDENT ACTIVITIES (class time should be about 30-45 minutes total)
A. Anticipatory Set/Into—Students are assigned a literary term based on a number
given by the teacher. The number corresponds with a list of literary terms.
Students pick up one poster paper and markers or pencils provided by the
teacher. (2-3 minutes)
B. Instruction/Through—Directions for the assignment are posted on the board or
power point slide. Student’s poster must have a literary term, a shortened
definition, two examples, and a visual representation of the term. Posters must
be colorful and properly (and creatively) represent the literary term.
C. Guided Practice/Through—Students write their literary term on their poster first.
If they know the definition of the word already, they must have their shortened
definition approved by the teacher before writing it on their poster. If students
don’t know the definition of their literary term, they must look it up in the glossary
of their literature textbook and possibly a dictionary if they are still confused or
could not find it in the glossary. If students are still confused, they ask the
teacher for help. Students must confirm the shortened definition with the teacher
before writing on their poster.
D. Independent Practice/Through—Students are given time in class to complete the
poster. If they don’t finish, students must complete the poster for homework.
E. Closure—Students will present their posters in front of the class with a power
point slide show playing behind them with the literary term and definition.
Students state their term and definition briefly, then explain the two examples
they chose as well as their visual representation.
F. Beyond—Students are given a print out of the literary terms in flashcard form to
review the terms throughout the year. Students will be tested on their knowledge
of the terms throughout the school year and are expected to identify the terms in
their own work as well as on literature.
12. RESOURCES –Attached: 1.Literary term list with directions for poster and a basic
example. 2. Literary postcard slideshow.
Writing this lesson plan was difficult. Classes have only been in session for three
days at Carlsbad HS and there is quite a bit of information my CT and me do not have
yet. As of yet, we don’t have any IEP’s or have any indication who the English Learners
in the class are. This is compounded even more with the fact that students are still
switching classes and we have lost and gained a few students since the first day. In the
coming weeks I hope to have more information on whom the English Learners are as
well as which students have IEP’s.
Single Subject Lesson Design Rubric
Design
Component
Approaching
Meets
Exceeds
Totals
(includes the
criteria for
Approaching)
(includes the
criteria for
Approaching &
Meets)
(How I think I
did)
Provides a title
that is related to
the lesson
activity
Addresses the
unit it belongs to
and in what
curriculum area
and grade
Describes
where it fits
within a unit
plan, i.e. Third
lesson in a 4week unit on
Colonization.
Meets,
curriculum
and grade
area is
explained.
Doesn’t have
a specific
unit it fits
into.
Identify the
names of the
students that
need
differentiation
(both ELL &
Students w/ Sp
Ed needs)
Describe each of
the students
readiness level,
learning profile
and interests
Includes prior
successful
differentiation
strategies for
each student.
0, Do not
have that
information
yet.
Describes the
rationale for
teaching this
lesson (big
ideas, enduring
understandings,
essential
questions) …
Addresses how
the instructional
strategies and
the student
activities are
suited to meet
the standard and
objective of the
lesson…
Explains how
the
assessment is
a valid
(authentic) and
reliable
(consistent)
way to assess
student
Exceeds,
rationale is
thoroughly
explained
& Criteria
Title,
Curriculum
Area & Grade
Level
0.5 points
Student
Information
1 point
Rationale
1 point
10 points possible
learning.
Standards and
Objectives
2 points
Assessment
1 point
Differentiation
1 point
Instructional
Strategies
Both CA Content
and ELD
Standards are
identified and
each is
addressed in an
objective that
contains a
condition, verb,
and criteria
Each objective is
labeled by the
type (cognitive,
affective,
psychomotor or
language) and
the number of
the standard it
addresses
Identifies which
of the six
facets of
understanding
it is designed
to address.
Exceeds, CA
Content are
identified,
objectives
are labeled
by type.
Provides an
assessment for
each objective
and articulates if
it is diagnostic,
entry-level,
formative or
summative
assessment
Clearly
communicates to
students about
the expectations
(rubric)
Provides a
sample of
student work.
Exceeds,
example of
poster set-up
shown in
power point
slide
Describes the
students
differentiation
strategy for the
individual
students…
Labels the
strategy (lesson
content, process
or product) and
the way it
addresses the
students identity
and
developmental
needs
(readiness,
interest or
learning
profile)…
Provides how
the strategy will
be assessed
for
effectiveness
and altered if
needed.
Provides an into, Describes in
through and a
detail the steps
beyond activity
the teacher will
take to
Provides script
for teacher and
times for each
Exceeds,
listed under
instructional
1.5 points
for lesson…
implement the
lesson
(anticipatory set,
instruction,
guided practice,
independent
practice, closure
and beyond) any
need materials
(i.e. graphic
organizer, ppt,
model, rubric)…
activity.
strategies
Student
Activities
Describes what
the students will
do during the
into, through and
beyond activity
of the lesson…
Each activity is
student centered
with multiple
opportunities for
the instructor to
check for
understanding…
Provides times
for each
activity.
Exceeds,
times listed
under
instructional
strategies
and student
activities.
All instructional
materials
needed to
implement the
lesson are listed.
All instructional
materials that
are needed to
implement the
lesson listed and
described.
All materials
listed for the
unit are listed
and/or
provided, such
as power point,
graphic
organizer,
sample student
work,
assignment
rubric, quiz...
Exceeds,
resources
included as
attachements
Self-Evaluation Provides a copy
of the rubric with
(1 point will be the lesson
deducted
plan…
Highlights or
circles the
evaluated criteria
for each lesson
component…
Provides
evidence for
each criteria
marked.
Exceeds, see
above.
1.5 points
Resources
0.5 points
if not included)