Evaluate an author’s use of figurative language.
: Figurative language use that students will evaluate are metaphor, simile, alliteration, onomatopoeia, personification, hyperbole, meiosis (understatement), allusion, and idiom. Other examples can be used in instruction.
| Course Number1111 |
Course Title222 |
| 1001410: | English Honors 4 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1001470: | Applied Communications 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| 1001480: | Communications Methodology Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1002520: | English 4 Through ESOL (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1004300: | Semantics and Logic Honors (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2021, 2021 - 2024, 2024 and beyond (current)) |
| 1006333: | Journalism 7 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1006334: | Journalism 8 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1009332: | Creative Writing 4 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1001400: | English 4 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1001405: | English 4: Florida College Prep (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| 1001402: | English 4 for Credit Recovery (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1002381: | Developmental Language Arts Through ESOL (Reading) (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 1005312: | Modern Literature (Specifically in versions: 2015 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 7910135: | Access English 4 (Specifically in versions: 2017 - 2018, 2018 - 2022, 2022 and beyond (current)) |
| 1020870: | Ancient Literature Honors (Specifically in versions: 2018 - 2022, 2022 - 2024, 2024 and beyond (current)) |
| 1000418: | Intensive Reading 4 (Specifically in versions: 2021 - 2024, 2024 and beyond (current)) |
| 1005353: | Humane Letters 4 Literature (Specifically in versions: 2020 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| 1005354: | Humane Letters 4 Literature Honors (Specifically in versions: 2020 - 2022, 2022 - 2023, 2023 - 2024, 2024 and beyond (current)) |
| Name |
Description |
| Women’s Suffrage: Analyzing Rhetorical Appeals | In this lesson, students will read Elizabeth Cady Stanton’s “Declaration of Sentiments,” presented at the Seneca Falls Convention (Seneca Falls, N.Y., July 19th and 20th, 1848). Students will categorize selected text by type of rhetorical appeal: ethos, pathos, logos, or kairos.
Students will also complete text-dependent questions to further analyze the document. As part of this analysis, they will evaluate Stanton’s use of various appeals and compare and contrast the ideas and language in this document and in the Declaration of Independence. |
| Views on Death: A Look at Two Holy Sonnets by John Donne | In this lesson, students will read and analyze two poems by John Donne: "Holy Sonnet X" and "Holy Sonnet VI." Text-dependent questions, an answer key, and teacher's help notes are included. Students will write a brief comparison/contrast essay to examine how Death is portrayed across both poems. A rubric for the essay is included, along with a writing organizer to help writers draft a basic essay. |
| Shakespearean Soliloquy Fluency: A Close Reading and Analysis of "To be or not to be" | In this lesson, students will perform multiple close readings of the well-known "To be or not to be" soliloquy from William Shakespeare's Tragedy of Hamlet. Students will then write two paragraphs to show their analysis of Shakespeare’s use of figurative language and its effect on the text. |
| Narrative of the Captivity Close Reading | Students will read and analyze the "Narrative of the Captivity" for Rowlandson's use of allusion as it contributes to the meaning of her account. In addition, they will identify and analyze the central idea and supporting details as they contribute to meaning. |
| Dealing with Grief: A Comparison of Tone and Theme | In this four-part lesson series, students will delve into the topic of grief through analysis of poetic devices, form, and point of view in poems by Emily Dickinson and Elizabeth Barrett Browning. Students will connect theme to the poets’ viewpoints on the emotions, or the lack thereof, that one experiences during times of pain and loss. Students will read the poems multiple times to seek layers of meaning and write an in-depth analysis. |
