Wednesday
Mr. Sanderlin is here today
TEKS





E3.Fig19A, B
E3.5A
E3.6A
E3.7A
E3.12A
 Appropriate song that includes more than one literary




technique (1)
• CD player or iPod and speakers (1)
• Inspirational Literary Essay from Daily Lesson 1
Literary Devices (1 per student)
• PowerPoint: Literary Devices of Fiction
Word Boxes are like miniature crossword puzzles,
except that each word is filled in across and down
the grid. That is, the answer to 1 across is the same
word as the answer to 1 down; 2 across is the same as
2 down; etc. Can you solve these Word Boxes?
Bell Ringer
1. MATTER UNIT
2.LION
HANDLER’S
TASK
3.WARNING SIGN
4.FIX
Vocabulary
Figurative language
Literary device
Historical context
TEKS
E4.Fig 19B
E4.5D
E4.15Ci
E4.26A
Connections
 Readers make connections in order to better
understand themselves and the world around them by
reading a variety of texts and genres.
 What is the significance of historical context?
Who? What? Where? When? (1
per group)
English IV Unit 01 Writing
Appetizer
Who? What? Where? When?
What is the title and date range of the literary time period?
What knowledge does your group have concerning this time
period?
What were some of the major historical happenings during this
time period?
What are some similarities among the authors from this time
period?
What are some differences among the authors?
Did your time period have female authors?
What implications does this have?
Review different works published during this time period. How
do you believe the political, economic, and cultural climates
affected the literature?
What would be a good thesis statement or generalization
concerning this literary time period?
Support your conclusions with textual evidence.
Prepare packets with information on each major literary time
period in British history. Each group should have
information on a specific literary time period, including the
following information:
 Short excerpts from various texts that best represent the
time period
 A brief summary of the political, economic, and cultural
climate
 A list of the most popular authors with a brief biography of
each
 Understanding the major literary time periods helps
students understand the historical context of texts and
allows for deeper comprehension and interpretation of
the texts read.
 Teacher Notes Creating a timeline will place students at
an advantage for truly understanding each time period.
 Consider selecting one example of a literary time period
for one class and another for the next in order to
complete the timeline with various examples. Also,
consider assigning each of the literary time periods to
students to research the information noted in Advance
Preparation. This will require more in-class time and
additional resources, such as Internet access, library
access, etc.
 This Instructional Routine may take more than one day
depending on the depth of coverage for each time
period.
Suggested duration: 50-60 min.
Content Objective: Students research important literary
time periods in British literature to understand the
significance of the historical context on the literature
written during that time.
1. Writing Appetizer: 7 min.
2. What is the significance of historical context?
Discuss responses.
3. Discuss how stories have been used throughout history
to capture, challenge, question, and reflect upon what
was taking place during that time. Students take notes in
their Reader’s Notebook about the importance of
historical context as it relates to the author, the setting,
and the theme in literature.
4. Explain to students that as readers they draw
conclusions based on the texts they read and form a
thesis or generalization supported by textual evidence.
5. Display Handout: Who? What? Where? When?
Explain each question and demonstrate how students
should support their generalizations using quotes from
the texts.
6. Explain that, as a class, students will create a timeline
for reference throughout Unit 01.
7. Distribute Handout: Who? What? Where? When?
and the packets of information from each literary time
period to each Collaborative Group.
1. In Collaborative Groups, students research
important literary time periods in British
literature noting the significance of the
historical context on the literature written
during that time.
2. Students create a visual representation that
summarizes their literary time period and
present it to the class.
Post each visual
representation in
sequential order to
create a class timeline for
future reference.
Create a visual representation, using unlined paper and
map pencils, to summarize the information from the
time period. This must include the following:




The time period written in large numbers
The title of the time period
A list of the most famous authors
Visual representations to reflect the political,
economic, and cultural climates of the time period,
including textual quotes to support understanding
A thesis summarizing the most important information
about the literary time period.
30 second write
 What is the most important thing to you?
Choose an appropriate song that includes
more than one literary technique in the
lyrics. Prepare to play the song for
students.
Create a Teacher-Created Handout: Lyrics
by conducting an Internet search for
“lyrics.”
Copy and paste the lyrics to the selected
song and duplicate (1 per student).
Prepare to explain the literary
techniques of allusion and
figurative language. These
techniques are addressed on slides
9-14 of PowerPoint: Literary
Devices of Fiction.
Literary Devices: Figurative Language
Title:_____________________________________________ Author:_______________________
Prompt #2 (Daily Lesson 7): Write about
a time when you or someone close to
you has undergone physical and
emotional changes in response to a life
experience.
Allusion (techniques)
 An allusion is a reference within a literary work to
another work of literature, a piece of art, or a real
event. The reference is often brief and implied.
 Mythological allusion—a direct or indirect reference
to a character or event in mythology
 Biblical allusion—a reference to a character or event
from the bible
©2011, TESCCC
06/08/12
Slide 9 of 28
Figurative Language
(technique)
©2011, TESCCC
06/08/12
Slide 10 of 28
Figurative Language
Simile
Metaphor
 A comparison of two
things that are
essentially different,
usually using the
 A subtle comparison
in which the author
describes a person or
thing using words
words like or as.
that are not meant to
be taken literally.
 Example: “Oh my love is
like a red, red rose.” (from
“A Red, Red Rose” by
Robert Burns)
©2011, TESCCC
 Example: “Time is a
dressmaker specializing in
alterations.” (Faith
Baldwin)
06/08/12
Slide 11 of 28
Figurative Language
Imagery
Alliteration
 The use of language to
 The repetition of the same
create mental images and
sensory impressions.
Imagery can be used for
emotional effect and to
intensify the impact on the
reader.
 Example: “such sweet
sounds at the beginning of
two or more adjacent
words or stressed syllables.
 Example: “furrow followed
free” (from The Rime of
the Ancient Mariner by
Samuel Taylor Coleridge)
sorrow”
©2011, TESCCC
06/08/12
Slide 12 of 28
Figurative Language
Personification
 Nonhuman things or
abstractions are
represented as having
human qualities.
Onomatopoeia
 The use of words that sound
like what they mean.
 Example: “Hear the sledges with
the bells— Silver bells! What a
world of merriment their melody
foretells! How they tinkle, tinkle,
tinkle, In the icy air of night!”
(from “The Bells” by Edgar Allan
Poe)
 Example: “A tree that may in
summer wear a nest of robins
in her hair” (from “Trees” by
Joyce Kilmer)
©2011, TESCCC
06/08/12
Slide 13 of 28
Figurative Language
Hyperbole
Idiom
 An expression that has a
 An intentionally
exaggerated figure of
speech for emphasis or
effect.
 Example: "All the perfumes of
Arabia could not sweeten this
little hand." (from Macbeth
by William Shakespeare)
different meaning from
the literal meaning of its
individual words. Idioms
are particular to a given
language and usually
cannot be translated
literally.
 Example: Under the weather
©2011, TESCCC
06/08/12
Slide 14 of 28
Review
Denotative Meaning – the dictionary definition of a word; the literal
or cognitive meaning
Connotative Meaning – the emotions or set of associations attached
to a word that is implied rather than literal (e.g., feeling blue)
Context – the words, sentences, or passages that precede or follow a
specific word, sentence, or passage
This Instructional Routine partially assesses Performance Indicator:
”Write multiple entries that demonstrate knowledge of new words,
their meanings, and origins.”
English III
English Language Arts and Reading
Unit: 01
Lesson: 01
ELAR English III Unit 01 Exemplar Lesson 01 Analyzing American Fiction
This lesson is one approach to teaching the State Standards
associated with this unit. Districts are encouraged to customize this
lesson by supplementing with district-approved resources,
materials, and activities to best meet the needs of learners. The
duration for this lesson is only a recommendation, and districts may
modify the time frame to meet students’ needs. To better understand
how your district may be implementing CSCOPE lessons, please
contact your child’s teacher. (For your convenience, please find
linked the TEA Commissioner’s List of State Board of Education
Approved Instructional Resources and Mid-cycle State Adopted
Instructional Materials.)
Review Handout: Literary Devices and make
adjustments to reflect the examples found in
the short story or novel. Duplicate when ready
(1 per student).
Prepare to use the inspirational literary essay
from Daily Lesson 1
30 second write
What role does symbolism and allegory play in
our daily lives?
Discuss responses as a group.
Review: Academic English Words
1) words used in the learning of academic
subject matter in formal educational
context that are associated with literacy
and academic achievement, including
specific academic terms, technical
language, and speech registers related to
each field of study
2) words used during instruction and
exams, and in textbooks These could
include words that are specific to
content (e.g., hyperbole, metaphor,
and meter) or that are related to
learning tasks (e.g., compare/contrast,
differentiate, and infer).
Affix - a word element, such as a
prefix or suffix, that occurs before
or after a root or base word to
modify its meaning (e.g., the
prefix un-and the suffix –able in
unbelievable)
PREFIX SORT ANSWER KEY
PREFIX
anti
de
dis
MEANING
against
opposite
not,
opposite of
EXAMPLE
antifreeze
defrost
disagree
PREFIX
mis
non
over
MEANING
wrongly
not
over
EXAMPLE
misfire
nonsense
overlook
en
em
fore
in
im
il
ir
cause to
cause to
before
in, not
in, not
not
not
pre
re
semi
sub
super
trans
un
before
again
half
under
above
across
not
prefix
return
semicircle
submarine
superstar
transport
unfriendly
inter
mid
between
middle
encode
embrace
forecast
infield
impossible
illiterate
irresponsibl
e
interact
midway
under
uni
under
one
understand
unicycle
A
T
O
M
T
A
M
E
O
M
E
N
M
E
N
D
Symbolism – the use of symbols to represent abstract ideas in concrete ways (e.g., The
United States flag stands for freedom.)
Allegory – a story that has both a literal meaning and symbolic meaning. In an allegory,
characters or objects often embody abstract ideas (e.g., John Bunyan’s Pilgrim’s Progress
or George Orwell’s Animal Farm)
This Instructional Routine partially assesses Performance Indicator:
“Write multiple entries that include personal and world connections, thoughts, and
responses to literary texts and media.”