Poetry Wheel for Literary Devices and Sensory Details – SCOPES-DF

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Laura Sanders
Laura Sanders

Summary

Prior to this lesson, students should already have some general knowledge of basic literary devices and sensory details such as metaphor, simile, and visual imagery. Students will have the chance to refine their understanding of more advanced devices during the lessons.

 

Throughout the Creative Writing unit that this lesson is a part of, I emphasize the importance of play and experimentation over perfection and “literary genius.” This lesson continues to emphasize that.

 

Prior to the class, teachers should group the students together by the five senses: sight, sound, smell, touch, and taste.

 

 

What You'll Need

Canva Presentation

Printouts of the poem Letter to N.Y. by Elizabeth Bishop

Letter to N.Y. Analysis Teacher Aid (AI-generated)

The Poetry Wheel manipulative made in the Fab Lab

 

 

Lesson Materials

Learning Objectives

Students will learn about literary devices and sensory details in poetry.

Students will identify and analyze literary devices and sensory details in a poem.

Students will create a poem of their own using literary devices and sensory details.

 

 

Reflection

  1. Could you have done this activity without the teaching aid you have fabricated?

I could have set up three containers with little slips of paper and had students choose from each to get their Literary Device, Sensory Detail, and Theme. But I don’t think the students would have been as interested or engaged. This Poetry Wheel also gives them more of a choice in which literary devices they use. 

 

  1. What value did the teaching aid add to the lesson, or if it didn’t add value, why not?

The teaching aid added value because it made it abundantly clear that they were expected to use literary devices and sensory details. In past years, I went over these in class and was clear that I expected it in their summative assessment, but many students simply didn’t either didn’t understand that this was an expectation, or they weren’t sure how to do it. When it’s made tactile through the wheel, this will hopefully be less of a problem.

 

  1. What are some challenges you expect when you do the activity with your class?

One challenge I do expect when doing the activity with my class is that my students might choose the easiest literary devices, or the ones that they are most familiar with, rather than ones that will challenge them. That is why I built it into the lesson for them to spin twice, to increase their chance of doing one that will push them further.

 

  1. What did you learn during the fabrication process?

In terms of hard skills, I learned how to use Adobe Illustrator for the first time, and also how to use a laser cutter. I also learned about how a lasing cutting design needs to be structured. In the end, I ended up creating a second file with my final design because my first file was far too cluttered with disorganized layers and artifacts I thought I had deleted but really hadn’t. It was too cumbersome to go back and fix it, so I just redid it, which actually took less time. 

I also learned that an initial design may ultimately not be practical in real life. My first full design had nearly a full cover with a small turning window that I thought would be enough to rotate the wheels. But this turned out not to work. So I had to completely redesign how I secured the wooden wheels so that they could rotate without wobbling.

 

 

The Instructions

Introduce the Guiding Question

Introducing literary devices and sensory details.

 

  1. Introduce the guiding question: How can we use literary devices and sensory details in poetry? 
  2. Explain that in the students’ summative assignment, they will have to use both literary devices and sensory details. 
  3. Provide students with a list of literary devices that will be used in this class. 
  4. Show examples of sensory details that the students may already be familiar with. Have them explain how the examples from Macbeth (included in the linked presentation) are examples of metaphor and simile.
  5. Next, explain what an idiom is. Use “sew your wild oats” as an example because it shows up in the poem we will be looking at today.

 

Literary Device Challenge

Students write their own literary devices using a visual prompt.

  1. Group students by sense. Have them remember what sense group they’ve been put into.
  2. Challenge: Choose one of the images (included on the slidedeck). Using the sense assigned to you, write a metaphor OR simile describing some aspect of the image. 
  3. Have several students write their answers on the board.

 

Literary Device Challenge

Students analyze a sample poem to find examples of literary devices and sensory details. (The teacher may wish to use the attached teacher aid for a full list of figurative language used in the poem.)

  1. Introduce the poem Letter to N.Y. by Elizabeth Bishop. Have students identify as many literary devices and sensory details as they can. 
  2. Discuss the poem as a class. Explain that students will now have the opportunity to create a poem of their own with similar devices.

 

Poetry Wheel Roulette

Students use the manipulative to determine which literary devices and sensory details they will use in their own formative poetry writing assignment.

  1. Introduce Poetry Roulette. Explain how the Poetry Wheel works and have students do the following:
  2. Close your eyes
  3. Turn the wheel to get a sensory detail, a literary device, and a theme
  4. Write them down.
  5. Repeat the process a second time.
  6. Write them down as well.
  7. Use the one you feel less confident about.
  8. Inform your teacher of which devices you will be using.
  9. We will be doing an in-class writing activity without laptops. You may bring notes about your literary devices and sensory details on paper for next class.
  10. For the remainder of the class, students may research their literary devices and sensory details. The following class will be their in-class assignment.

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