New York State Common Core Standards for English Language Arts/Content Standard(s):

 Reading Standards (Literacy and Informational I Text):

o 8R1: Cite textual evidence to strongly support an analysis of what the text
says explicitly/implicitly and make logical inferences. (RI&RL)
o 8R2: Determine one or more themes or central ideas of a text and analyze
their development over the course of the text; summarize a text. (RI&RL)
o 8R3: In literary texts, analyze how particular lines of dialogue or events propel
the action, reveal aspects of a character, or provoke a decision. (RL) In
informational texts, analyze how individuals, events, and ideas are
introduced, relate to each other, and are developed. (RI)
o 8R4: Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings. Analyze the impact of specific
word choices on meaning, tone, and mood, including words with multiple
meanings. (RI&RL)
o 8R6: In literary texts, analyze how the differences between the point of view,
perspectives of the characters, the audience, or reader create effects such as
mood and tone. (RL)
o 8R9: Choose and develop criteria in order to evaluate the quality of texts.
Make connections to other texts, ideas, cultural perspectives, eras, and
personal experiences. (RI&RL)

 Speaking and Listening Standards:

o 8SL1: Engage effectively in a range of collaborative discussions with diverse
partners; express ideas clearly and persuasively and build on those of others.
 8SL1a: Come to discussions prepared, having read or researched
material under study; draw on that preparation by referring to evidence
on the topic, text, or issue to probe and reflect on ideas under
discussion.
 8SL1c: Pose questions that connect the ideas of several speakers and
respond to others’ questions and comments with relevant evidence,
observations, and ideas.
 8SL1d: Acknowledge new information expressed by others, and, when
warranted, qualify or justify personal views in light of the evidence
presented.
o 8SL2: Analyze the purpose of information presented in diverse formats (e.g.,
including visual, quantitative, and oral) and evaluate the motives (e.g., social,
commercial, political) behind its presentation.

 Language Standards:
o 8L5: Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings.
 8L5a: Interpret figures of speech including irony and puns in context.
 8L5b: Use the relationship between particular words to better
understand each of the words.
Topic: Students will analyze the literary devices O. Henry uses in the short story “A
Retrieved Reformation” by identifying supporting details in a text. How do these literary
devices show and depict the themes and other literary elements within the short story?

Prior Knowledge:
 Determine main idea/relevant details.
 Make inferences using evidence from the text.
 What a theme is and how to use evidence in the text to determine a theme.

Learning Objectives:
Students will be able to:
 Examine elements of foreshadowing, inferences, plot, theme, and other literary
elements and devices, as well as compare and contrast main characters.
 Demonstrate understanding of the text on four levels: factual, interpretive, critical, and
personal.

Performance Objectives:
Students will be able to:
 Analyze elements of a story and how they interact by identifying supporting details in a
text.
 Analyze word choice/literary devices to deepen understanding of the text

Materials:
“A Retrieved Reformation,” by O. Henry, Literary Devices Vocabulary handout, ELA
binders/folders, pens/pencils, small posit-it notes, large post-it paper, and markers.

Differentiated Instruction:
Visual and verbal directives will be given/used to benefit various learning styles, meaning,
students will be provided a copy of the notes for the lesson, for those who struggle with
organization and note taking skills. Clear and concise directions will be given repeatedly for the
activity.

Warm-Up (7 minutes, 9:53-10:00): I will explain to students, “Now that we have finished
reading ‘A Retrieved Reformation,’ and have an understanding of what literary elements are
and how they are used within the story after yesterday’s lesson, we are going to be looking
deeper into the literary devices O. Henry used in this short story. O. Henry favored literary
devices such as word play and twist of fate to explore the themes and ideas about identity,
right versus wrong, and how the power of love can change a man. First, we are going to watch a
video on literary devices. This is going to help us to better understand literary devices and show
us how literary devices are all around us.”

https://www.youtube.com/watch?v=U_pxfifB6Co
The purpose of this Warm-Up is to assess students’ prior knowledge and compare literary
elements and devices we have covered so far in this unit in previous lessons.

As a Do Now activity, I will then ask students the following, which students will answer aloud:

Possible Questions [With Taxonomy]:

 What is the purpose of using literary devices? (Comprehension)
 Think back to “A Retrieved Reformation,” what specific literary devices come to mind
when thinking about the story? Which literary devices stood out the most within this
short story? (Application)

Assessment:
Students will share their answers for the Do Now activity aloud.
What: The students’ previous knowledge of the warm-up and the readings from “A
Retrieved Reformation.”
How: The teacher will observe and note students’ participation.

During Instruction (5 minutes, 10:00-10:05): I will have students take out the handout,
“Literary Devices in A Retrieved Reformation, by O. Henry.” As a class, students will take turns
summarizing and paraphrasing each literary device and its definition from the handout.

Motivation:
 Have you guys seen the Geico commercials? Think about some of these commercials,
they use various literary devices. For example, my favorite commercial is the
Motivational Speech given by Pinocchio. This is dramatic irony and personification. This
is irony because we know when Pinocchio tells a lie, his nose grows. When he is giving
his speech, he says one thing, but means another. This is also, personification because
Pinocchio is a puppet but is given human qualities. (Knowledge)
 Can you think of and share moments like this in pop culture such as commercials,
movies, TV series, music, and so on where you have seen literary devices?
(Comprehension)

The purpose of the motivation is to drive the lesson and pull through all parts of the lesson to
further students’ understanding of the reading and give students’ insight on how they will
identify literary devices within the short story using text evidence to support it.

Procedural Phase [Checking for Understanding] (11 minutes, 10:05-10:16):

I will have students independently read over and analyze the short story while highlighting or
underlining quotes/text evidence for each literary device they find within the short story. I will
also have students write down the specific literary device next to the text evidence they have
highlighted. Students will use the handout “Literary Devices in A Retrieved Reformation, by O.
Henry” as a references and guide while finding the literary elements in the short story. I will
circulate around the room to check student understanding, respond to any question’s students
may have.
The purpose for this is to ensure students have an understanding of how O. Henry uses literary
devices to create characterization, theme, tone, and other literary elements within the short
story and how to identify literary devices in a text.

Possible Questions [With Taxonomy]:

 When someone says “that’s ironic” what do they mean? (Comprehension)
 What someone says, “I didn’t see that coming” or “I didn’t expect this to happen at all!”
what type of literary device is being represented? (Application)

Assessment:
Students will highlight and/or underline and annotate quotes/text evidence for each literary
device they find within the story.
What: The students’ highlighted and annotated quotes/text evidence.
How: The teacher will observe and note students’ responses.

Medial Summary (2 minutes, 10:16-10:18):

Students will verbally share their answers as class discussion.
What: The students’ verbal responses to the questions.
How: The teacher will observe and note students’ answers/responses.

The purpose of the medial summary is to check students’ understanding of the lesson, and
informally assess the lesson and teacher.

Possible Questions [With Taxonomy]:

 Explain how literary devices affect the short story? (Knowledge)
 Think back to the theme “Identity,” exactly what literary device does O. Henry use to
depict the theme “Identity”? What text evidence depicts this literary device and how
does it show this theme? (Application)

Application [Checking for Understanding] (12 minutes, 10:18-10:30):

I will stop students and pair them into numbered groups. There order will be based on the
numbered literary device station. At each literary device station, students are to find evidence
of the specific literary device from the text. Students will be timed and must find as many
quotes/evidences from the text, write the evidence on post-it notes, and stick it onto the
oaktag paper that is the numbered literary device station. Once groups have completed their
assigned number, groups will move onto the following numbered station, until all of the
numbered literary device stations are completed by every group. The literary device stations
are:
1. Motif
2. Imagery
3. Irony:
a. Dramatic Irony
b. Situational Irony
 c. Verbal Irony
4. Characterization
5. Simile
6. Symbol

The purpose is to check student understanding and see how well they are able to analyze on
their own.

Assessment:
The students will participate in a carousel activity discussing the major literary devices in within
“A Retrieved Reformation.”
What: Students’ responses to the carousel activity.
How: The teacher will observe and note students’ answers/responses.

Possible Questions [With Taxonomy]:

 To help you find the literary devices, think back to yesterday’s lesson and how we
discussed the literary elements within the story. How does O. Henry use literary devices
to create characterization, theme, tone, and other literary elements within the short
story? Give me an example of a literary device with text evidence supporting it.
(Application)
 What other themes have we seen in this story? What literary device stand out that
really depict these themes? How did the text use literary devices to show the themes?
Show me by gathering text evidence. (Analysis)

Final Summary (5 minutes, 10:30-10:35):

We will review what students have come up with on their own and review any questions they
may have. Students will be asked to identify the literary devices, explain the rationale of the
evidence they had used to support the literary devices, and explain the literary devices effect
on the literary elements such as theme, characterization, conflict, setting, mood, et cetera and
the overall story. I will pick and choose examples that illustrate the clear definition of the
literary device through the use of quotes/text evidence in the story. This will allow for students
to see a variety of perspectives or points they may have missed when analyzing text evidence to
support the literary devices. The purpose of the Final Summary is to ensure that students have
absorbed the lesson.

Assessment:
The students will participate in a whole-class discussion based on their responses to the
carousel activity.
What: The students’ ability to analyze the text for use of language to deepen
understanding about literary devices, literary elements, and short story as a whole.
How: The teacher will observe and note students’ responses on their own.
Possible Questions [With Taxonomy]:
 What inference did you make about this text evidence that support the literary devices
to which you placed it? (Application)
 What other possible literary devices can this quote also support? Why? (Application)
 How would justify your evidence you used for this this literary device station?
(Evaluation)
 Do you believe the quote effectively supports the literary device? Why? (Evaluation)

Introducing the Homework (10:34/Bell):

There is no homework for tonight.

Problems and Solutions:

 Problem: A student cannot answer a question by the teacher.
 Solution: Ask that student to call on a friend that he or she thinks may know the answer,
then ask the first student to give the answer in his or her own words.
 Solution: Reword the question.