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"An Analysis of Figurative Language in Poetry and Prose" Informational/Explanatory Writing

LDC Task

"An Analysis of Figurative Language in Poetry and Prose" Informational/Explanatory Writing

Grade Levels

7th Grade, 8th Grade

Course, Subject

English Composition, Literature, English Language Arts
Related Academic Standards
CC.1.3.7.A CC.1.3.7.A
Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
CC.1.3.7.B CC.1.3.7.B
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences, conclusions, and/or generalizations drawn from the text.
CC.1.3.7.C CC.1.3.7.C
Analyze how particular elements of a story or drama interact and how setting shapes the characters or plot.
CC.1.3.7.E CC.1.3.7.E
Analyze how the structure or form of a text contributes to its meaning.
CC.1.3.7.F CC.1.3.7.F
Determine the meaning of words and phrases as they are used in grade-level reading and content, including interpretation of figurative, connotative meanings.
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Description

The Literacy Design Collaborative teaching task provides a blueprint for seamlessly integrating literacy and content standards in a rigorous, authentic classroom experience. After determining the discipline, course, and grade level, educators use teaching tasks built around predefined template prompts. The teaching task requires students to read, analyze and comprehend written materials and then write cogent arguments, explanations or narratives in the subjects they are studying.

 

This task will focus on Ray Bradbury's short story "All Summer in a Day" and a piece of poetry selected by the students. Students will identify and analyze the way figurative language enhances both prose and poetry.

Objectives

In this extended writing task, students will read, analyze, and gather relevant information from texts and write and informational essay. Students will:

  • Identify elements of figurative language in poetry and prose

  • Assess how figurative language enhances poetry and prose

  • Cite evidence from poetry and prose to support analysis

  • Read, analyze, and utilize information from multiple sources

Vocabulary

simile - a comparison of two unlike things in which like or as is used

metaphor - a comparison of two unlike things in which no word of comparison (like or as) is used

hyperbole - a great exaggeration or overstatement

personification - an object or abstract idea given human qualities or human form

idiom - a construction of words or a phrase that means something different than what the words are literally saying

figurative language - language that cannot be taken literally since it was written to create special effect or feeling

Duration

350 minutes/7 periods

Materials

Prose

  • Bradbury, Ray. "All Summer in a Day." Prentice Hall Literature: Timeless  Voices, Timeless Themes, Bronze. Upper   Saddle River: Pearson, 2005. Print.

  • Dickens, Charles. "A Christmas Carol." Adventures for Readers. Orlando: Harcourt Brace Jovanovich, 1985. Print.

Poetry

Related Materials & Resources

 

Suggested Instructional Strategies

W:

The students will analyze and discuss the teaching task to identify what the task is asking them to do and to help students access background knowledge. Sample student papers or texts will be used as models. Students will work with the teacher to interpret the Literacy Design Collaborative rubric.
H:

The teaching task, which is both relevant and rigorous, engages students in subject specific reading, research, and writing. The teaching task requires the application of content knowledge to a new scenario.
E:

The teacher will engage students through reading and discussion, note-taking, and the development of a rough draft of the assignment.
R:

Students will use active reading strategies (e.g., "Talking to the text"), discussion protocols (e.g., think-pair-share, Paideia/Socratic seminar), and writing strategies (e.g., peer editing, teacher modeling and guided practice) with appropriate scaffolds as they develop their final written product.
E:

The students will create an extended writing assignment which incorporates both their content understanding and text-based information. The Literacy Design Collaborative rubric will be used to provide feedback to students.
T:

The Literacy Design Collaborative teaching task is a tiered assignment. Individual tasks can be made simple or complex by varying the task demand, with up to three tiers of difficulty. For leveled tasks, teachers can choose to teach Level 1 (L1) alone or add demands to the prompt by including Level 2 (L2) and/or Level 3 (L3).

  • Level 1 (L1) refers to the most fundamental levels of difficulty.
  • Level 2 (L2) refers to a "next step-up" skill or cognitive demand.
  • Level 3 (L3) adds additional demand to the task in which writers are asked to make connections and use background knowledge.
O:

The teaching task is designed to help students apply subject area content through reading and writing. The teaching task might be sequenced toward the end of a content unit. The teaching task is an extended, multiple day classroom assignment.

Instructional Procedures

Teacher Preparation
Prior to launching the teaching task in the classroom, a teacher should consider the following questions:

 

How much support will students need to successfully complete the task?

 

What parts of the process can be completed independently (during or outside of class)? What parts of the process represent new learning or substantial challenge and warrant direct instruction or guided practice during class?

 

What content and vocabulary instruction and activities will be provided so that students are able to successfully complete the task?

 

How will reading be scaffolded for my students? (Read together? Read in groups? Read independently?)

 

What note-taking method will students use, and does that method align with the writing task?

 

How will students make the transition from the reading to the writing? (outline, graphic organizer, etc.)

 

What writing instruction is needed to help students write their thesis statements, organize their notes, embed quotes, and cite evidence?

 

How will students receive feedback at various stages of the writing process to make sure they are answering the prompt, their papers are focused, their ideas are fully developed with details, examples, etc.?

 

Daily Plan
The daily plan is flexible based on students' prior knowledge, experience and skills in reading, research and writing as well as their ability to apply subject area knowledge to a new scenario. The amount of time, in class instruction, and scaffolds needed can be increased or decreased to provide the appropriate level of challenge and support for students.

 

Teaching Task

Task 21 Template (Informational/Analysis L1):  How does figurative language enhance poetry and prose? After reading "All Summer in a Day" and a preselected poem, write an essay that addresses the question and analyzes the use of figurative language, providing examples to clarify your analysis. What conclusions or implications can you draw? A bibliography is not required.

 

Day 1

Task Engagement and Analysis
The teacher introduces the teaching task to students by linking the task to the class content that has been taught previously and to existing knowledge, skills, and interests. The teacher asks students to read the teaching task and make notes or discuss with peers things they already know about this issue or topic.

The teacher helps the students to understand the expectations of the teaching task by asking students what they think a good response to the task might include and creating a classroom list. The teacher may share examples of the type of texts the students will produce (either actual student samples or commercially published texts). Sharing the rubric with students will clarify the expectations. (Clicking on each performance level of the rubric will enable teacher access to annotated student writing for that level.)

The teacher explains the timetable and supports available for completing the task.

Text Selection
The teacher has either preselected the texts or will provide access to research sources for students to select texts. The teacher asks students to begin to record information about the sources (e.g., using notebooks, note cards, technology). The teacher may need to provide models or instruction on creating a bibliography or works cited. The students should identify author, title, publisher, date, and any other needed information (e.g., volume, editor) A discussion about the credibility or merit of sources may be needed.

 

Days 2-3

Preview texts
The teacher can provide students with all of the texts or offer students a list of acceptable sources from which to choose. The teacher briefly highlights each text with a summary to assist students in making appropriate text selections. The teacher asks the students to skim through each text to identify the genre, purpose, and text structure. A teacher think-aloud explaining rationale for making certain text selections may be beneficial to students.

Note-taking
The teacher provides or suggests that a note-taking method be used that is consistent with the expectations for the task and the type of writing (e.g., argumentative-pro/con t-chart). Students should be encouraged to refer to the teaching task so that their notes are relevant to the prompt. Students should be encouraged to include both textual information and their own connections and implications. Students should continue to add to their bibliography or works cited.

Teachers may need to teach or reinforce practices to promote academic integrity and to help students avoid plagiarism. The ability to use and credit sources appropriately shows respect for the work of others and adds credibility to a student's argument and/or research.

Reading and Research
The teacher assigns the reading, research and note-taking to students and provides instruction to support analysis and synthesis of texts. The teacher may ask students to reflect orally or in writing on key questions including:

 

Which parts of the text provide evidence that relates to the prompt?

 

What historical or current examples did you notice that relate to the prompt?

 

What is the text explicitly saying? What gaps or unanswered questions do you see?

 

What competing arguments have you encountered or thought of based on the text (argumentative)?

 

How do you know your sources are credible?

 

Depending upon the needs of students in the classroom, additional scaffolds may be necessary (e.g., whole-group reading and teacher modeling of note-taking, paired in-class reading, talking to the text, small group discussion). The teacher may either provide students with print source options or make electronic texts available to them through the use of Web 2.0 tools (e.g., Wikis, Nings) or online library databases (e.g., EBSCO, ProQuest).

 

Day 4

Transition to Writing
The teacher uses discussion based strategies such as the Paideia/Socratic seminar or small group discussions to help students make connections between their research and notes and the teaching task.

Developing a Thesis or Claim
Students write an opening paragraph that includes a controlling idea and sequences the key points that will be made throughout the writing assignment. The teacher may provide models of opening paragraphs and analyze them with the class. Students may provide feedback to each other on their opening paragraphs. Students should compare their opening paragraph to the teaching task and assess whether the paragraph fully address the main points of the prompt (e.g., define and explain, compare, take a position, etc.)

Organizing Notes/Planning
Students organize their notes into a graphic organizer or outline that establish a logical structure for the assignment. An outline begins with the thesis or claim, sequences key points and includes supporting evidence from texts.

 

Days 5-6

Development of rough drafts
Students begin writing their rough drafts. The teacher frequently checks in with students to answer questions, offer feedback, and provide writing instruction as needed. Through planning, the teacher embeds opportunities for students to receive feedback on their writing prior to the submission of the final draft either through peer conferencing, teacher conferencing, or written teacher feedback. Students revise their drafts based on the feedback they receive. The amount of time needed for the development of rough draft varies and may include time during and outside of class.

 

Day 7

Completion of Final Draft
Students either self or peer-edit their papers for conventional errors and complete the final draft.

Assessment and Reflection
The teacher uses the LDC rubric to assess the students' writing and provide feedback to help students improve their performance. Patterns in student performance guide further instruction.

Analytic Scoring
The rubric is structured to facilitate analytic scoring - the awarding of separate scores by readers for each of the seven scoring elements. Scorers should keep in mind that the description of work quality within any particular "cell" of the rubric may still address more than one idea, and therefore may not match a particular essay perfectly. The scorer must identify the descriptor that is the best match to a paper based on the preponderance of evidence. If the decision is truly a "coin toss," the scorer should feel free to use the "in-between" or "half" scores. A variation of analytic scoring might be used in a situation in which the emphasis of instruction at a particular time might be on a subset of the seven scoring elements. For example, if instruction is focused on development and organization, then a teacher might simply award scores for those two scoring elements.

Holistic Scoring
Holistic scoring is assigning a single, overall score to a paper. Analytic and holistic scoring rubrics look much the same. The holistic scorer's job is to pick the single score (1, 2, 3, 4) that corresponds to the set of descriptors for scoring elements that best matches a paper. Again, in-between or half scores can be used. Ideally, holistic scorers are thinking about all the scoring elements as they read papers, but over time they find that they can assign holistic scores very rapidly, yet still fairly accurately. This is one of the advantages of holistic scoring. However, analytic information is not generated by this method.

Score Recording and Feedback
It would be good practice for teachers to share the rubrics with students and discuss "criteria for success" relative to the scoring elements. However, it is not intended that a clean scoring rubric would be attached to every paper that is scored in all situations. It might be more appropriate to attach score slips that list the scoring element names with blank spaces after them for the recording of scores (and a space for a total score, too, perhaps). A customized rubber stamp could accomplish the same. Analytic scores do provide useful information to the students since they reference descriptors in the rubric. However, nothing beats descriptive comments that are best written in the margins of the papers where they are most appropriate.

Cut Scores for Proficiency Levels
Scorers can readily compute a total score (the sum of the seven element scores) or an average score (that sum divided by 7). If translating scores to performance levels is desired, then the structure of the rubrics lends itself to the use of the following cut scores:

Performance Level Total Score Cut* Average Score Cut*
Not Yet 10.5 1.5
Approaches Expectations 17.5 2.5
Meets Expectations 24.5 3.5
Advanced N/A N/A
* The cut scores above are the highest scores possible within their associated performance levels. To score at the Advanced level, a student would have to earn more than 24.5 total points or an average score greater than 3.5 points. The highest scores possible for Advanced (28 and 4.0) are not cut scores because there is no higher performance level than Advanced.

LDC Scores and Grades
LDC scores could be translated to grades contributing to students' course grades. How this would be done is an individual teacher's decision. Teachers could establish their own cut scores for letter grades or just re-label the four performance levels as A, B, C, D. They could come up with their own way to convert LDC scores to numerical grades consistent with whatever numerical scale they use for other class work.

 

Rubric

Click on each performance level below (Not Yet, Approaches Expectations, Meets Expectations, Advanced) to view annotated student examples.

 

Not Yet

Approaches Expectations

Meets Expectations

Advanced

Scoring Elements

1

1.5

2

2.5

3

3.5

4

Focus

 

Attempts to address prompt, but lacks focus or is off-task.

 

Addresses prompt appropriately, but with a weak or uneven focus.

 

Addresses prompt appropriately and maintains a clear, steady focus.

 

Addresses all aspects of prompt appropriately and maintains a strongly developed focus.

 

Reading/ Research

 

Attempts to present information in response to the prompt, but lacks connections or relevance to the purpose of the prompt.

(L2) Does not address the credibility of sources as prompted.

 

Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness.

(L2) Begins to address the credibility of sources when prompted.

 

Presents information from reading materials relevant to the prompt with accuracy and sufficient detail.

(L2) Addresses the credibility of sources when prompted.

 

Accurately presents information relevant to all parts of the prompt with effective selection of sources and details from reading materials.

(L2) Addresses the credibility of sources and identifies salient sources when prompted.

 

Controlling Idea

 

Attempts to establish a controlling idea, but lacks a clear purpose.

 

Establishes a controlling idea with a general purpose.

 

Establishes a controlling idea with a clear purpose maintained throughout the response.

 

Establishes a strong controlling idea with a clear purpose maintained throughout the response.

 

Development

 

Attempts to provide details in response to the prompt, including retelling, but lacks sufficient development or relevancy.

(L2) Implication is missing, irrelevant, or illogical.

(L3) Gap/unanswered question is missing or irrelevant.

 

Presents appropriate details to support the focus and controlling idea.

(L2) Briefly notes a relevant implication or

(L3) a relevant gap/unanswered question.

 

Presents appropriate and sufficient details to support the focus and controlling idea.

(L2) Explains relevant and plausible implications, and

(L3) a relevant gap/unanswered question.

 

Presents thorough and detailed information to strongly support the focus and controlling idea.

(L2) Thoroughly discusses relevant and salient implications or consequences, and

(L3) one or more significant gaps/unanswered questions.

 

Organization

 

Attempts to organize ideas, but lacks control of structure.

 

Uses an appropriate organizational structure to address the specific requirements of the prompt, with some lapses in coherence or awkward use of the organizational structure

 

Maintains an appropriate organizational structure to address the specific requirements of the prompt.

 

Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt.

 

Conventions

 

Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation.

 

Demonstrates an uneven command of standard English conventions and cohesion. Accuracy and/or appropriateness of language and tone is uneven. Inconsistently cites sources.

 

Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using an appropriate format with only minor errors.

 

Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using an appropriate format.

Content Understanding

 

Attempts to include disciplinary content in explanations, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate.

 

Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation.

 

Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding.

 

Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding.
                     

Author

Paula Kennedy, Jackie Bartsch, and Jillian Wagner, Elizabethtown Area School District

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