An Interactive Method of Teaching Literary Terms

An Interactive Method of Teaching Literary Terms

By Jill Jenkins

My husband and I recently discussed why English classes are so dreary to most students.  Much of the curriculum involves learning new vocabulary, but there are some interactive methods that I have found successful.  To teach literary terms I often create a short story and introduce each term as I tell them the story.  Then working in both small groups and as a class the students create definitions for each term in language that they understand.  Using picture books the small groups identify the terms and present them to the class. Finally, each pair of students creates a short story or a short video (I have used either in the past) and identify the literary devices in their creations.  I also have a presentation day when they celebrate their creations and learning with the rest of the class.

What you will need is enough children’s books for each group of four students in the classroom and enough laminated word strips for each group of student.  The word strips should include:

v Plot

v Setting

v Exposition

v Narrative Hook

v Rising Action

v Climax

v Resolution

v Falling Action

v Simile

v Personification

v Onomatopoeia

v Characters

v Dialogue

v Description

v Foreshadowing

v Tone

The teacher stands before the class with a pile of strips on a desk. On the board behind her is a drawing of a plot chart without labels and the words “Story Elements” and “Figurative Language.” She begins by explaining that the plot chart, the figurative language and story elements might be found in a short story, a novel, a television show or a movie.   As she tells the story she is going to be placing some words on the Plot Chart or under the lists Figurative Language.  When she is finished the students will be working in groups to define these terms and apply the literary device in picture books.   Finally each group will write a short story or create a short video.  In their video or story, they will identify the same terms.  Each student should write down the terms identified by the teacher in notes and try to define each term. 

Modeling

“On a dark, stormy night, a young couple huddle close together as their black, 1974 Dodge Dart bounced jarringly down the rocky, dirt road, “ the teacher reads.

She turns to the board and places the word “Foreshadowing”, “Setting” and “tone” under the word “story elements. "

She continues reading: “the young couple, Bob and Helen, are on their honeymoon and Helen’s wedding ring glints from her finger under the faint light.”

The teacher places the word “characters” under “Story Elements.”

“Suddenly a crash of lightening brightens the sky, and the couple see a dark mansion on a hill to the right.  The car begins to sputter and then it stops.  Bob tries the ignition again and again, but to no avail. He pulls his cell phone from his pocket, but there is no service.  The old car has driven its final mile.  Helen climbs from the car as the rain pour down.  “Maybe we could get some help at the chalet on the hill,” she suggests.  Like two frightened mice, the couple scurry up the hill to the shelter of the covered porch.”

The teacher places the words, “Simile” under “Figurative Language” and the word “exposition” on the Plot Chart.

“Before the couple stands a great oaken door with a large brass knocker.  Bob raises the knocker that groans as though no one has lifted it in centuries. The knocker crashes with an ear-deafening explosion.  Silence.  He lifts the knocker again and it squeals before slamming down.  The door squeaks open two inches and a timid nose appears.  Bob and Helen explain their predicament and plead for some help, but the anxious little man seemed unmoved. He explains that he has no phone or electricity.  According to the radio, the road is washed out, ahead.  His only suggestion is the couple could stay at the old mansion for the night.  In the morning, Officer Harold usually stops by and will help the couple on their way, but he agrees to this if the couple agree to stay in their locked room all night and never open the door despite what they hear. The couple agree.”

The teacher places the word< “Narrative Hook.” On the plot chart, and “Onomatopoeia” and “Personification” under “Figurative Language.”

“The couple follows the bent, older man into the luxurious, old manor.  The high ceilings are covered with cobwebs and the furniture with graying sheets.  As they ascend the winding staircase, each step creaks and groan as if it was likely to splinter into kindling.  Finally they reach the bedroom containing  a large, mahogany four-poster bed and dresser.  The walls are decorated with elaborate tapestries and the windows with fine silk sheers and heavy brocade draperies.  The old man silently disappears locking the door behind him and leaving the young couple alone.

In no time, the young couple snuggle close in the big bed, weary from the long day and the unexpected changes.  In the dark they hear the storm pounding on the windows and the branches scratching against the glass.   Just as the couple began to nod off, they hear a small squeak on the staircase.  Then another slightly louder thud.  Helen nudges Bob awake.  Thud, thud, thud, someone is walking slowly up the stairs.  The footsteps grow louder.  Bob reassures, ‘Relax. It is just the old man going to bed.”  Helen relaxes a little and closes her eyes.  Then she hears a rattling sound. Someone is turning the doorknob.  She pushs Bob again and pointed to the doorknob that is turning back and forth.  ‘It’s locked,” he reassures her, but neither of them go back to sleep. “

The teacher moves to the board and adheres “Rising Action” on the plot chart and “Suspense”  “Description” under “Story Elements.”

In about an hour, the couple begins to relax and doze when the screaming begins.  Howling like a wolf and earsplitting shrieks arise from the hall.  Someone is scratching at the door and whimpering to come in.  Bob rises from bed to investigate the noise, but Helen pleads with him to not open the door.  He hesitates. Suddenly an ax slits the door.  Bob jumps back as the ax hits again shattering the door.  The old man stands before them with the ax high over his head ready to strike and his eyes wide with madness. The crack of a rifle fills the room and the old man collapses in puddle of blood.

The teacher adds “Climax” on the “Plot Chart.”

“Officer Harold Madsen strolls into the room.  ‘Are you folks okay? That old man is Myron Martin who escaped from a mental hospital for the criminally insane and we thought he was held up here. When I saw your car on the road and heard the screams, I was afraid I was too late.”

The teacher places “Resolution” on the “Plot Chart.”

“’We are on our honeymoon when our car broke down,’ Bob explained.

‘You are welcome to stay with my wife and me for the night and we can tow your car in the morning.’ Officer Bob offered.”

“Dialogue” and “Plot” the teacher adds under “Elements of a Story.”

“’If it all the same to you,’ Bob started, ‘we would prefer a quiet hotel.’

‘I don’t blame you,’ laughed the officer.'”

“Falling Action” the teacher adds on the Plot Chart.

Checking For Understanding 

The students are given time to discuss the elements and define them before each group shares with the class.  The teacher helps the class determine a definition and example of each term.  

Guided Practice 

Each group is assigned a storybook. The group reads the book, identifies each of the terms that the teacher has modeled and then each group reads their assigned book to the class while members display the Word Slips and explain how it is used in their assigned storybook.

Independent Learning 

Then the groups are given a few days to create a short story or a little video with the literary terms provided by the teacher’s modeling exercise.  Each teacher must determine the number of literary terms his/her students are capable of learning in one activity.

Reinforcement

The variety of activities and the many opportunities to use the terms reinforces their meaning, so the students are more likely to remember them.  Later, the teacher can write the terms on the board, and allow the students an opportunity to play fly swatter tag, by reading the definition or an example of each literary term and allowing two students to race to the board and slap the correct term with a fly swatter.   The more activity the teacher adds to the learning the more likely the students are to retain it. The class should read some additional short stories and novels during the unit and not only apply the terms that have been introduced, but additional terms should be added to the students' vocabulary.

Some good choices include:

• "The Most Dangerous Game by Richard Connell (plot chart, setting, dramatic irony, theme)
•   "The Scarlet Ibis" by James Hurst (controlling symbol, metaphor, simile, setting, theme, characterization and irony
• "The Necklace" by Guy Maupassant (characterization, theme and dramatic irony
• "The Split Cherry Tree" by Jesse Stuart (characterization, theme, irony, controlling symbol

Novels:

• Treasure Island by Robert Louis Stevenson (everything on your plot chart, characterization and setting, irony
• To Kill A Mockingbird by Harper Lee (everything)