Teacher Name: Dawn Allison Subject: English I Grade level: 9

Text page #s: Handouts

Lesson step
1. Focus/hook and review
Review quickly previous lesson
and skills. Give meanings if
needed. Talk in relative terms.
Use as opportunity to
engage/excite students (hook).
Description of Activities and Setting Question script
Students will be prodded Where was the last place you went for
into telling stories about vacation? Can you describe the first day
their lives through of your trip?
questioning as an
introduction to narration Have you ever stood in front of an
and a review of audience? Can you describe the
organization from the last experience? The events leading up to it
lesson. and the actual performance?

After ending with a Have you ever had a scary experience?

question about their
favorite songs, ask students
to write down some of the
lyrics for later (so they can
examine them for literary
devices).
How did it begin? How did it progress?
How was it resolved?
Do you remember the first time you
heard your favorite song? What were you
doing? Where were you at?

Now that students have

2. Statement of Objective
Let students know what they will
learn. Be specific. Set minds
(anticipatory set). Must align with
SCOS.
learned how to order
sentences and paragraphs,
they will learn how to use
literary devices to color
their work.
4.02, 4.03, 5.01 Students What are the differences in style between
will learn various literary Hunter S. Thompson and David Sedaris?
devices and be able to Are there any similarities?
identify them in various
sorts of literary work, as What is creative nonfiction?
well as style, tone, and
voice. How can you utilize literary devices to
enhance written work?

3. Major instructional sequence Teacher input - include topics

- may include:
A. Teacher input – “My time”
Present content with accuracy and
clarity. Teacher must now deliver
the information. Teacher is in
control. Give examples,
definitions, and show the process.
Check for understanding. Ask
students relevant questions.
B. Guided Practice - “Our time”
Involve all. Teacher must monitor
the activity and activity must be
relevant to the objective. Must be
observable and vital if learning is
to take place.
C. Independent practice –
“Their time” Involve all. Must be
relevant and can be
observable. Student words,
actions, products on his or her own
in class- or for homework.
to be covered Based on the artwork and the excerpt,
Each student will be given an
excerpt of a work by Hunter S.
what can you discern about Hunter S.
Thompson’s tone?
Thompson as well as a
handout of literary devices.
How are some insults examples of
metaphors?
At the end of class, each
student will be given a hand-
out of an essay by James
Can you identify any of these literary
Baldwin to read for devices in the songs you’ve chosen?
homework.
Lecture topics will include
(with examples)
 Genres
 Creative nonfiction,
defined
 Style
 Voice
1. Tone
2. Persona
3. Diction
 Start slide show of Ralph
Steadman’s artwork after
they read Thompson
excerpt, using the artwork
as a jumping off point for
a discussion about
Thompson’s style
a. Stream of
consciousness writing
o Gonzo journalism
 Literary devices

Guided practice What was Hunter

 Pull up lyrics of student’s favorite songs S. Thompson’s
that they think are examples of literary tone? Sedaris’?
devices, on an overhead screen using the
internet, and together we will examine
them. How would you
 Count off students to form groups. Have describe the voice
them compare and contrast the writing of Hunter S.
style/voice of Hunter S. Thompson and Thompson?
David Sedaris. Come back together to Sedaris?
discuss the results. The teacher will
circulate the room asking questions of
the groups. Some may be evaluative
What literary
questions such as which did the students
like better, and why? This may lead to devices can you
disagreement and further discussion identify in each
within the groups themselves. work?
 After doing one together, students, in How might you
pairs, will create examples of assigned use those literary
literary devices written in assigned tones, devices in a
both of which will be drawn out of a different
grab bag. This will be done with teacher situation?
aid as needed.
a. As review, students will punctuate
on the board some of the sentences
As authors of
they’ve come up with. creative
 As a class, students will classify various nonfiction (which
literary devices and assign them to the is?) what do you
genres they are best suited for (many will imagine these
be suited for several or all genres). authors to be like
in person?

Independent practice Do you remember

On your own, choose one of the the questions
questions asked at the beginning of the asked at the
period, or make up one that you can beginning of the
answer truthfully. In class, write at least period?
one paragraph of six sentences answering
one of those questions. In your answer, Which literary
try to portray your personality through devices are easiest
word choice (voice and style). Utilize at for you to use?
least three literary devices. Use what you
learned about organization yesterday.
Which literary
devices were you
Read James Baldwin’s essay and be already familiar
prepared to discuss it for tomorrow. with?
 6. Closure and/or Evaluation
Have a summary of vital aspects of
the lesson, prepare for next lesson-
get the students anticipating what
is next and check for
understanding. Must ultimately
answer “What did they learn?”
(Essential questions to be listed
below)
Discuss how style, tone, What is creative nonfiction?
and literary devices can
enhance a piece of How do style, tone, and voice enhance a
literature. piece of literature?
Inform (warn) students that How does tone reveal an author’s
they will soon be writing a purpose?
personal narrative and ask
them to start thinking about
some specific moment in
their lives to write about.

Inform students which

literary devices they will be
responsible for knowing
and that they will be
required, if given the
definition, to provide
examples sentences that
utilize them.

Tomorrow students will

learn about the basic
elements of literature.

Lesson Essential questions:

1. What is creative nonfiction?

2. How can you utilize literary devices?
3. What are the differences in style between Hunter S. Thompson and David Sedaris?

Lesson materials/reference list:

Internet to look up songs and lyrics and Ralph Steadman artwork (gonzo artist)
www.youtube.com
http://www.ralphsteadman.com/01gonzo.asp
Tones and literary devices on slips of paper
Handouts
http://www.uncp.edu/home/canada/work/allam/general/glossary.htm
http://www.spellingpolice.com/higher/anaphora.html
Textbook: Writer’s Choice Grammar and Composition
http://www.tnellen.com/cybereng/lit_terms/
http://owl.english.purdue.edu/owl/resource/575/01/