ENGLISH LANGUAGE ARTS RESOURCES

LITERARY TERM POSTERS

Planning Points

Approximate Time Needed: 2 days
Correlation to English I SCS: 1.02, 2.02, 2.04, 4.02, 5.01
Correlation to NC High School Exit Exam Competencies: C-5, C-7

Lesson Objectives:

Students will determine which literary terms used in a work are effective. Students will create and display visual representations of each significant term and explain its purpose to the work as a whole.

Materials Needed:

poster board or bulletin board paper, markers, rulers, copies of the text.

Description:

• After reading and discussing a work, students, either alone, in pairs or in groups, should brainstorm the dominant and significant literary terms that are used in the work. They should choose four terms and then plan a visual representation of each one that depicts the literary term as it is seen in the work. Students must also be able to show the significance of that term on the overall work. Students should then be able to verbalize the significance of this term on the work as a whole.
• Using poster board, students will divide the paper into four equal sections. Title and author should appear somewhere on the paper. In each of the four boxes, students will give the literary element, draw the visual representation of that literary element as it relates to the work, and then underneath each visual, students must write the significance of this term, as seen through the visual, on the work as a whole. Each box on the poster board must have all three parts.
• Once completed, students present the poster to the class, explaining the significance of each literary term.

Assessment:

Students can be assessed according to meeting the criterion established above. They must choose four significant terms to the work; the visual must demonstrate the literary term as it happens in the work. Finally, the box is complete with a written statement as to the significance of the term to the overall work. The project should be assessed according to meeting the requirements for each box, not just on completeness.

Additional Notes:

Students need to understand that they are depicting in the visual actual characters from the work. For instance, if showing conflict in Night between Elie and Idek, students would need to show the conflict between these two characters relevant to the novel, not two boxers fighting in a ring. While the two boxers fighting may show a conflict, it is not specific to the work. Of course, teachers can modify the assignment and allow for a more "metaphorical" approach.

Teacher's Notes:

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