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Allusions

This 1.5 hour lesson plan aims to teach students about allusions. It begins with 45 minutes for reading, quotes, and journal entries related to the topic. Students are then introduced to allusions through examples and a video definition. They complete a worksheet identifying allusions and discuss those found in the novel "Scythe". Formative assessment involves checking on students with low understanding. The goal is for students to understand and identify allusions by the end of the lesson.

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73 views

Allusions

This 1.5 hour lesson plan aims to teach students about allusions. It begins with 45 minutes for reading, quotes, and journal entries related to the topic. Students are then introduced to allusions through examples and a video definition. They complete a worksheet identifying allusions and discuss those found in the novel "Scythe". Formative assessment involves checking on students with low understanding. The goal is for students to understand and identify allusions by the end of the lesson.

Uploaded by

api-482428947
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Date: October Course: LA Grade: 20-1 Length 1.

5 hours
of Lesson:
13th
 
PROGRAM OF STUDY OUTCOMES

2.1.2.f . interpret figurative language, symbol and allusions; recognize imagery; and explain how imagery contributes to
atmosphere, characterization and theme in a text

OVERVIEW OF LESSON:

● 45 mins read, quotes, journal entries

● Introduction to allusions

● Examples of allusions

● Allusions in “Scythe”

GOAL(S) OF LESSON:

● The students understand what Allusions are and are able to identify them in texts
 
LEARNING OBJECTIVES:

By the end of this lesson students will be able to...


● Understand what allusions are
● Pick out allusions in texts
● Understand examples allusions in “Scythe” so far

INQUIRY QUESTION / GUIDING QUESTIONS:

● How does death impact the human experience?


o This is the overall unit question

MATERIALS AND EQUIPMENT:

● Projector so that I can show the video and powerpoint


● Allusions worksheet print out

PREPARATION AND LOGISTICAL CONSIDERATIONS:

● Have everything ready on the projector


PROCEDURE:

Introduction Time

● 45 mins read, quotes, and journals


50 mins
● Quick write

o Give students 2-3 minutes to make a list of what they think are the most famous
or well known books or stories of all time (in all of human history).

● As a class:

o I ask for a few items off the student’s list. There will likely be allusions between
these works. The teacher should call attention to this. For example, Hamlet has
several Biblical allusions in it. “That skull had a tongue in it, and could sing
once. How the knave jowls it to the ground, as if 'twere Cain's jawbone, that did
the first murder!” (Hamlet, 5.1.34). Ask students if they can spot references between
two works, and what they are.

● Why do we make reference to these things in passing? What might be a benefit to


referencing this?

Body Time

Definition of Allusion ● Show the video with the definition of allusion and some 3 mins
examples
● Stop the video when it writes the definition so that students
can write the definition of Allusion in their notes
● https://academy4sc.org/video/allusion-i-understood-that-refer
ence/

See if you can pick ● Provide students with the allusions worksheet 10-15 mins
out the allusions ● Students can work together to complete is
● In 5-10 mins, take it up as a class

Allusions in “Scythe” ● Ask students to generate a list of allusions in their groups that 5 mins
- student generated you can think of with “Scythe” - do you notice any?
● Ask students to share

Allusions in “Scythe” ● On a powerpoint slide, I will have a list of three 15 mins


teacher examples allusions in “Scythe” that we’ll go over as a class
and students take notes on
Conclusion Time

● Fist to 5 2 mins
o How are you feeling with Allusions from a fist to 5?

ASSESSMENT:

FORMATIVE ASSESSMENT: 
● Make note of any of the students who put a low number for the fist to 5 and check in with them later

SUMMATIVE ASSESSMENT:

● Quotes - students have to select a quote in their log that has an allusion

DIFFERENTIATION:

INSTRUCTION: 

● Direct instruction
● Video
● Group work
● Discussion

REFLECTION OF LESSON:

What are three things that went well?

What did not go well / felt clunky?

Why?

What can you do next time?

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