Devices in Voices

Overview

In this lesson 5 of 25, students introduce key literary devices (with a focus on symbolism and foreshadowing) used in the unit novel, and practise identifying them in short text excerpts. Visual aids support comprehension and students begin recording evidence from the text.

Learning intentions

Students will:

• identify how literary devices shape meaning in narrative texts
• explain symbolism and foreshadowing using text-based evidence
• discuss how author choices influence reader interpretation
• record accurate quotations or references to support claims

Success criteria

• I can define symbolism and foreshadowing in my own words.
• I can find at least one example of each device in the provided excerpt.
• I can explain how each device affects meaning or tension in the story.
• I can use evidence from the text (quote or precise reference) to support my explanation.

Curriculum links

• Understanding and responding to literature by analysing language and literary features
• Creating and responding with effective, structured written and spoken responses
• Using evidence from texts to support interpretations
• Listening and speaking to engage in purposeful discussion about texts

Lesson structure (70 minutes)

1. 0–5 mins: WALT check-in + warm-up

• Display the unit WALT statement: “WALT: Literary devices help authors communicate meaning.”
• Students do a quick think-pair-share: “What makes a story feel like it’s building toward something?” (Link to foreshadowing.)

2. 5–15 mins: Mini-lesson with visual model

• Teach symbolism and foreshadowing using simple visuals (device → effect → evidence).
• Model a “claim, evidence, reasoning” sentence starter: “This is symbolism because… It suggests… This matters because…”

3. 15–25 mins: Guided practice (teacher reads, class tracks)

• Teacher reads a short excerpt aloud (with pauses for prediction).
• Students use a device tracker sheet to circle clues and underline words/phrases that stand out.
• Quick check questions: “What could this image/thing represent?” “What might the author be preparing us for?”

4. 25–40 mins: Small-group hunt (evidence collection)

• In groups of 2–3 (10 students total), students locate one example of symbolism and one of foreshadowing.
• They must record: the exact quote (or a precise reference to the line/sentence) and write one sentence explaining the effect.

5. 40–55 mins: Evidence-to-explanation writing

• Individually, students complete two short paragraphs (or paragraph frames) focusing on each device.
• Frame option: “The author uses [device] when [quote/reference]. This implies [meaning]. As a result, the reader feels/understands [effect].”

6. 55–65 mins: Share-out (structured discussion)

• Use “author’s choices” discussion: each student shares one device and one effect.
• Class listens for evidence quality and reasoning (teacher prompts: “Did you show how it affects meaning?”).

7. 65–70 mins: Exit ticket + feedback

• Exit ticket: “One device I noticed today is… My evidence is… My explanation is…”
• Teacher collects to identify misconceptions for Lesson 6.

Resources

• Device tracker sheet (symbolism / foreshadowing) with sentence starters
• Printed novel excerpt (or text copies) with enough lines for all students
• Teacher display slides or poster with: Device → Effect → Evidence
• Highlighters (2 colours) or digital annotation option
• “Claim–Evidence–Reasoning” paragraph frames
• Timer for transitions
• Optional audio recording of the excerpt (for dyslexia-friendly access)
• Small-group discussion prompts card (“What clue did you notice? What does it suggest?”)

Assessment

• Formative: device tracker accuracy and evidence quality during group work.
• Formative: written paragraphs using “claim, evidence, reasoning” language.
• Summative-in-mini: exit ticket demonstrating correct identification and explanation of devices.

Differentiation

• Support: provide a partially completed model paragraph and a “word bank” of reasoning verbs (suggests, implies, builds, contrasts, hints).
• Support: offer shorter excerpt segments or fewer required examples (e.g., symbolism only) for students needing scaffolding.
• Extension: ask students to add a second layer—“How does the device connect to character or theme?” and include an additional piece of evidence.
• EAL/SEN: pre-teach 5–7 key terms with visuals (symbol, represent, hint, foreshadow) and allow oral rehearsals before writing.
• Dyslexia-friendly reading options: provide audio of the excerpt, use larger font print, allow tracking with a finger, and permit key device sentences to be read aloud by a partner before independent writing.