Speak by Laurie Halse Anderson
ACADEMIC
ENGLISH 10
FIGURATIVE LANGUAGE GROUP PROJECT
Targets:
The purpose of this collaborative performance-based assessment is to have
students actively involved in the process of learning about figurative language
in preparation for reading the novel Speak by Laurie Halse Anderson. The goal
is for student-led groups to teach their peers one figurative language device,
and to actively participate in each group’s lesson activities. The expected
results of the collaborative project are as follows:
 Students will be able to collaborate in small groups and in teaching a
logical and clear interpretation of the type and use of figurative
language;
 Students will use a variety of media and mediums to demonstrate
their understanding of figurative language;
 Students will create well-researched and rehearsed written and
visual products that demonstrate a clear understanding of the topic;
 Students will actively participate in discussions and activities to
identify the types of figurative language;
 Students will be able to accurately identify the six types of figurative
language with 95 percent accuracy as evidenced in the student-led
teaching activities, whole class participation, practice worksheets,
and quizzes.
Instructor Planning:
The instructor will first review the definition and use of figurative language
with the whole class before assigning group members. This is done through a
short reading of the first page of the novel Speak by Laurie Halse Anderson,
followed by a discussion on the author’s use of language. Next, students will
be presented a PowerPoint reminder of the types of figurative language
(simile, metaphor, hyperbole, onomatopoeia, alliteration, personification)via
either teacher’s own file, or a recently discovered video presentation
(http://www.youtube.com/watch?v=x3bBLnpgh7M&feature=player_embedded ). Following
the introductory presentation, students will watch “The Figurative Language
Song” (http://www.youtube.com/watch?v=icBFAZ4D8B4&feature=player_embedded ) to
help emphasize the devices and methods for teaching their assigned topic.
Students will also be encouraged to discuss teaching strategies to incorporate
into their lesson. Lastly, the instructor will review the assignment handout
and rubric, as well as discuss the deadlines and submission requirements.
Student Tasks: See enclosed student handout.
Rubric: See enclosed rubric.
Content standards:
1.2.11—
B.
Use and understand a variety of media and evaluate the quality of material produced:
 Select appropriate electronic media for research and evaluate the quality of the information received;
 Use, design and develop a media project to demonstrate understanding.
1.3.11—
A. Analyze the relationships, uses and effectiveness of literary elements used;
B. Analyze the effectiveness, in terms of literary quality, of the author’s use of literary devices:
 Sound techniques (e.g., rhyme, rhythm, meter, alliteration);
 Figurative language (e.g., personification, simile, metaphor, hyperbole, irony, satire).
1.4.11—
B.
Write complex informational pieces (e.g., lesson plan, worksheet, test, visual):
 Include a variety of methods to develop the main idea;
 Use precise language and specific detail;
 Include cause and effect;
 Use relevant graphics (e.g., maps, charts, graphs, tables, illustrations, photographs);
 Use primary and secondary sources.
1.5.11—
C.
Write with controlled and/or subtle organization:
 Sustain a logical order throughout the piece.
1.6.11—
A. Listen to others:
 Ask clarifying questions;:
 Synthesize information, ideas and opinions to determine relevancy;
 Take notes.
C. Speak using skills appropriate to formal speech situations:
 Use a variety of sentence structures to add interest to a presentation;
 Pace the presentation according to audience and purpose;
 Adjust stress, volume and inflection to provide emphasis to ideas or to influence the audience.
D. Contribute to discussions:
 Ask relevant, clarifying questions;
 Respond with relevant information or opinions to questions asked;
 Listen to and acknowledge the contributions of others;
 Adjust tone and involvement to encourage equitable participation;
 Facilitate total group participation;
 Introduce relevant, facilitating information, ideas and opinions to enrich the discussion;
 Paraphrase and summarize as needed.
E. Participate in small and large group discussions and presentations.
 Initiate everyday conversation;
 Select and present an oral reading on an assigned topic.
F. Use media for learning purposes.
 Use various forms of media to elicit information, to make a student presentation and to complete class
assignments and projects;
 Create a multi-media presentation for display or transmission that demonstrates an understanding of a
specific topic or issue or teaches others about it.
Speak by Laurie Halse Anderson
ACADEMIC
ENGLISH 10
FIGURATIVE LANGUAGE GROUP PROJECT
TASK:
Your group is assigned ONE literary device (simile, metaphor,
hyperbole, onomatopoeia, alliteration, personification) to teach
(present) on WEDNESDAY, 6th October.
PROCESS:
1. EACH group member is responsible for creating ONE of the following teaching tools
(20 points each)—
a. Lesson Plan—a brief lesson on the literary device
 Typed, double-spaced lesson; objective (what you want your peers to learn
from you); a definition of the literary device; an explanation of its use in
literature; resources needed; a list of each member’s responsibility in the
teaching presentation. Plan must be one-page (minimum).
b. Visual—a poster/video/other visual representation of the device
 Must include the literary device definition, graphic(s), examples from text, and
be colorful, creative, legible.
.
c. Worksheet—a one-page practice activity on the literary device
 Must include the literary device definition, a graphic, and any form of practice
activity (i.e. example exercises, word search, fill-in-the blanks, crossword
puzzle, writing activities, etc.).
d. Test—a one-page written test on the literary device
 One-page test which includes the following:
o Question on the literary device definition;
o Two (2) short answer questions;
o Six (6) additional questions (multiple choice, short answer,
matching, fill-in the blank);
o A separate answer key.
PRESENTATION:
2. Teach your literary device to the class (90 points):
 Each member MUST participate in teaching the literary device to the
class.
 Group products MUST be used as teaching tools during the lesson
activity (they are not just as visuals).
 Be creative. Present your “lesson” so students will remember the
topic (song, activity, survey, game show … use your
imagination!).
 Each group member is responsible for grading their topic tests—the
group tests will be administered to the class on Friday.
NB: All products MUST be handed in at the end of class TUESDAY, 5th October.
Clearly mark which items need photocopying and the technology you will need.
ACADEMIC
ENGLISH 10
FIGURATIVE LANGUAGE GROUP PROJECT
Teaching Activity
8-10
Organization
Subject
Knowledge
Eye Contact
Elocution
Use of Visual
Aid
Collaboration
5-7
2-4
0-1
Student presents
information in
logical,
interesting
sequence which
audience can
follow
Student
demonstrates full
knowledge (more
than required) by
answering all
questions with
explanations and
elaboration.
Student maintains
eye contact with
audience, seldom
returning to
notes.
Student uses a
clear voice and
correct, precise
pronunciation of
terms so that all
audience
members can
hear
presentation.
Student presents
information in a
logical sequence
which audience
can follow.
Audience has
difficulty following
presentation
because of
disorganization.
Audience cannot
understand
presentation
because there is
no sequence of
information
Student is at ease
with expected
answers to all
questions, but
fails to elaborate.
Student is
uncomfortable
with information
and is able to
answer only
rudimentary
questions.
Student does not
have grasp of
information:
student cannot
answer questions
about subject.
Student maintains
eye contact most
of the time, but
frequently returns
to notes.
Student’s voice is
clear. Student
pronounces most
words correctly.
Most audience
members can
hear
presentation.
Student
occasionally uses
eye contact, but
still reads most of
report
Student’s voice is
low. Student
incorrectly
pronounces terms.
Audience members
have difficulty
hearing
presentation.
Student reads all
notes with no eye
contact.
Visual aid is
creatively used as
a component in
teaching the
topic.
Group works as a
cohesive team
with every
member taking a
role in teaching
and in the
creation of the
required
products.
Visual aid is used
as a component in
teaching the
topic.
Visual aid is used as
a prop rather than
as a teaching
component.
One member
either does not
participate in the
teaching and/or
does not work as
a responsible
member of the
group.
Two or more
members do not
participate in the
project and/or do
not work as
responsible
members of the
group.
Student
mumbles,
incorrectly
pronounces
terms, and
speaks too
quietly for
students in the
back of class to
hear.
Visual aid is not
used.
Group does not
work as a team.
One or more
members are
excluded and/or
are not valued as
members of the
team.
TOTAL
Timeline
Students make
excellent use of
time for planning,
preparation, and
teaching the
lesson.
Students make
use of time to
plan, prepare, and
teach the lesson.
Group is not
immediately
prepared to
teach.
Lesson reflects
creative use of
detail to
communicate
topic.
All products are
submitted on time
and are clearly
labeled. Lacks
instructions for
teacher on group
needs (per
(photocopying
and/or
technology).
Students make
poor use of
planning and
preparation time.
Group is
insufficiently
prepared to teach.
Students waste
planning and
preparation time,
and are not
prepared for
teaching.
Creativity
Lesson reflects
unique, inventive
thinking that
engages peers.
Lesson reflects
shallow or
inadequate
planning.
No attempt at
originality or
thought.
Submission
All products are
submitted on
time, and are
clearly labeled as
per group and
needs
(photocopying
and technology).
One or more
products are
missing at
submission
deadline. Group is
identified, but
submission lacks
instructions on
group needs (per
photocopying and
technology).
Two or more
products are
missing at
submission
deadline. Also
missing is
identification of
group and
instructions on
group needs (per
photocopying
and technology).
15-20
10-14
5-9
0-4
Product
incorporates all
required
elements, and is a
professional,
imaginative, and
clear review of
the topic. Work is
typed, and all
conventions of
writing are
followed. Topic
information is
clear and
accurate.
Product
incorporates all
required
elements, and is
professional and
clear but lacks
imagination. Work
is typed, and all
writing
conventions are
followed. Topic
information is
accurate but not
100 percent clear.
Product is missing
more than two
required elements,
and lacks creativity.
Work is typed, but
evidences
noticeable errors in
grammar and
organization. Topic
information has
more than two
inaccuracies.
Product is
thoughtless or
weak, lacking
more than two
required
elements, and is
sloppily and/or
rushed in
appearance,
handwritten,
and/or lacking
organization and
grammar. Topic
information is
mostly
inaccurate.
Product
Lesson Plan;
Visual Aid;
Worksheet;
Test
TOTAL
____
(x4) =
/20
PROJECT TOTAL
/110