Manchester College
Department of Education
Title of Lesson Plan: Introducing Literary Elements in Short Stories: Strawberries
Lesson Plan by: Linsey Jenae Shannon
Length of Activity: 50 Minutes
Grade Level Intended: 7th Grade English/Language Arts
Standard:
ELA 7-Language 6
Acquire and use accurately grade-appropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a
word or phrase important to comprehension or expression.
Objective:
Given definitions for literary elements, students will correctly identify which definition belongs
to which literary element, with 13 out of 15 correct.
Assessment:
Self-awareness chart will be collected and evaluated according to above stated learning
objective. Only the “+” and “√” symbols will need to be used for assessment, as they indicate
whether or not the student successfully paired definitions with vocabulary words. Charts will be
returned for students to use as a study guide. ***These need to be evaluated and returned within
1 day, so that students are able to use as study guide and complete “example” portion daily in
class as we go through each short story.
Advanced preparation by teacher:
-Create self-awareness chart for students to complete.
-Develop short definitions for each literary element, type, print, and cut apart, and then put
pieces (create a set, one of each element) in envelopes. Have enough for each pair of students in
largest class, as well as at least 2 back-ups.
-Have playing cards available, from numbers A-10, with 2 of each and 3 Aces (21students)
-Have candy available for vocabulary game.
Procedure:
Introduction/Motivation:
1. As each student enters the room, give them a playing card.
2. After journals, have students find the other student in their room with the same number
playing card. There will be one group of 3 if all students are present.
3. Tell students they are going to play a game, matching definitions of literary terms with the
given term. Give each pair an envelope with definitions and Self-Awareness chart. (2 min)
4. Explain that they will be putting each definition in appropriate place on chart, deciding
together. (8 min) (Gardner’s: Interpersonal, Linguistic/Verbal, Logical/Mathematical,
Visual/Spatial, Naturalist) (Bloom’s: Knowledge) Once they have all of the definitions in the
right place, they need to raise their hand for me to verify. First group to finish correctly will
receive a piece of candy.
Step-by-Step Plan:
1. Explain that if they put the definition in the right place, they should put a “+” in the “+”
column. If they were incorrect and corrected it, they should put a “√” in the “√” column.
2. Go through answers as a class. Have students write their own, brief definitions in the chart,
using their own words. (10 minutes) (Gardner’s: Verbal/Linguistic) (Bloom’s: Comprehension)
3. Explain that students will use this chart throughout the unit to fill in examples from different
stories. (Gardner’s: Verbal/Linguistic, Visual/Spatial, Naturalist, Logical/Mathematical).
(Bloom’s: Application, Comprehension). They should have each of the 5 stories represented at
least once on the chart (so, they should not have all examples filled in on the first day). For extra
credit, they may include 1 additional example from a different story from the first example. This
will be collected at the end of the unit as an assessment, as well as on this first day to assess the
understanding of vocabulary.
Transition: “Keeping these definitions in mind, we are going to look at a short story from
your literature book, Strawberries on page 909. As we go through the story, look for
examples you may be able to use on your chart.”
4. Begin reading Strawberries by allowing students to volunteer to read. Stop students where
appropriate for questioning. These are the questions, in order they will need to be used through
the reading, you will want to ask students as to be sure that they are comprehending the text and
noticing the elements above as they are used in the text. (15 minutes)
After first paragraph:
Explain to students that this story is from the oral tradition of the Cherokee Native
Americans. Ask, “What other story does this remind you of as it begins?” (Bloom’s:
Analysis) Although they had no knowledge of Western ideas, similar ideas can be found
across cultures.
After first column:
Ask students what conflict is evident so far (man vs woman, man vs man) and ask for
textual evidence for their answers. (Bloom’s: Application)
Have them identify where the shift from external to internal conflict happens with the
first man. (Bloom’s: Comprehension)
Ask, “Why would the provider ask if he would quarrel again?” (Bloom’s: Evaluate)
After “the color and shape of the human heart” on page 911:
“Why does the provider think this plan will work?” (Bloom’s: Evaluate)
“What type of figurative language is used in comparing the color and shape of the berry
to a human heart?” (Bloom’s: Knowledge)
After “she saw her husband coming behind her”:
“What imagery is used on this page?” (Bloom’s: Comprehension)
At end of story:
“What language did you notice might indicate that this was once passed orally, rather
than written in print?” (Bloom’s: Analysis)
“If you had been the woman, do you think you would have forgotten your anger so
easily? Why or why not?” (Bloom’s: Synthesis)
5. Have students share any examples they put onto their self-awareness charts as they read. Have
students verbally justify how this example is applicable. (5 minutes) (Gardner’s:
Linguistic/Verbal, Interpersonal) (Bloom’s: Evaluation)
Closure:
Have students write down 1 discussion question relating to the story that will be used later in the
unit. Explain that the question should not be able to be answered with simply a yes or no; it
should be critical enough that several answers may be discussed by the class at large. Collect
and keep for lesson later in the unit.
Adaptations/Enrichments:
Learning disability:
Allow student to write answers from chart on separate piece of paper if necessary due to
condensed amount of space on chart itself. Reinforce textual examples given so that student
understands how the textual example illustrates the literary element used.
ADD/ADHD:
Have distracted students read, so that they remain focused on the text and understand how the
elements are used. Redirect students if they begin to show signs of being off task when they are
not reading.
Gifted students:
Have these students explain how textual examples illustrate the literary element used.
Self-Reflection:
Did students seem to remain on task better since the vocabulary portion of the lesson allowed
them to play a “game”?
Did student seem to stay engaged during reading portion of class?
What behavior management problems were encountered and how did you handle them?
Source of Lesson Plan: Fisher, Douglas and Frey, Nancy. Improving Adolescent Literacy:
Content Area Strategies at Work. Pearson: New Jersey. 2008.
Person, animal, or imaginary creature in a literary work Person, animal, or imaginary creature in a literary work Person, animal, or imaginary creature in a literary work Time, place, and physical characteristics where story takes place Contrast between what is expected and what actually exists or happens Time, place, and physical characteristics where story takes place Contrast between what is expected and what actually exists or happens Time, place, and physical characteristics where story takes place Contrast between what is expected and what actually exists or happens Assigning human qualities to an animal, object, or idea Assigning human qualities to an animal, object, or idea Assigning human qualities to an animal, object, or idea Comparison of two unlike things, using like or as Comparison of two unlike things, using like or as Comparison of two unlike things, using like or as Comparison of two things that have some quality in common, without using like or as Main character, may be a hero or heroine, with whom the audience tends to identify Comparison of two things that have some quality in common, without using like or as Main character, may be a hero or heroine, with whom the audience tends to identify Comparison of two things that have some quality in common, without using like or as Main character, may be a hero or heroine, with whom the audience tends to identify Force or character working against the main character Force or character working against the main character Force or character working against the main character Hints to the reader as to what may happen later in the text Hints to the reader as to what may happen later in the text Hints to the reader as to what may happen later in the text Expresses the writer’s attitude toward his or her subject. Expresses the writer’s attitude toward his or her subject. Expresses the writer’s attitude toward his or her subject. A feeling that a literary work conveys to readers A feeling that a literary work conveys to readers A feeling that a literary work conveys to readers Descriptive language appealing to the senses Descriptive language appealing to the senses Descriptive language appealing to the senses Language used by the author for specific effect Language used by the author for specific effect Language used by the author for specific effect Struggle between character and outside force Struggle between character and outside force Struggle between character and outside force Struggle within a single character Struggle within a single character Struggle within a single character Name: __________________________________ Period: ________ Date: ___________
Word + √ Example Character Setting Irony Personification Simile Metaphor Protagonist Antagonist Foreshadowing Tone Mood Imagery Word Choice Internal Conflict External Conflict Definition Word + √ Example Character Setting Irony Personification Simile Metaphor Protagonist Antagonist Foreshadowing Tone Mood Imagery Word Choice Internal Conflict External Conflict Definition Person, animal, or imaginary creature in a literary work Time, place, and physical characteristics where story takes place Contrast between what is expected and what actually exists or happens Assigning human qualities to an animal, object, or idea Comparison of two unlike things, using like or as Comparison of two things that have some quality in common, without using like or as Main character, may be a hero or heroine, with whom the audience tends to identify Force or character working against the main character Hints to the reader as to what may happen later in the text Expresses the writer’s attitude toward his or her subject. A feeling that a literary work conveys to readers Descriptive language appealing to the senses Language used by the author for specific effect Struggle between character and outside force Struggle within a single character