Lesson Plan: Unpacking Verbal Language Features in Text

Subject: English

Year Level: 11

Duration: 50 minutes

Class Size: 20 students

Curriculum Area: New Zealand Curriculum, English, Level 6

Learning Objective:

Students will identify and analyse verbal language features in a provided text, understanding their effects on the reader and the text’s meaning.

Learning Outcomes:

By the end of the lesson, students will be able to:

1. Identify verbal language features in a chosen text.
2. Explain the purpose and effect of these features in the text.
3. Analyse how language features contribute to the text’s overall message and impact on the reader.

Resources Required:

• Copies of the short story "The Doll's House" by Katherine Mansfield (NZQA resource)
• Whiteboard and markers
• Projector or smartboard
• Laptops or tablets for each student (if available)
• Worksheet with guided analysis questions

Lesson Structure:

Part 1: Introduction (10 minutes)

• Introduction to the topic: Start the lesson with a brief introduction on verbal language features such as metaphors, similes, personification, and hyperbole.
• Motivational Hook: Use a relatable scenario or common advertisement to show everyday use of language features to captivate interest.

Part 2: Exploration (15 minutes)

• Text Distribution and Reading: Distribute copies of "The Doll's House" and have students read a selected passage silently.
• Initial Discussion: Ask students to share their first impressions and any noticeable language features they detected in their initial reading.

Part 3: Group Analysis Activity (15 minutes)

• Guided Practice: Break the class into small groups and assign each group a specific paragraph from the text. Each group uses the laptops/tablets to access online dictionaries or the New Zealand Electronic Text Collection for finding examples and explanations of verbal language features.
• Worksheet Activity: Hand out a worksheet with specific questions aimed at guiding the students to identify language features and their intended effects in the text.

Part 4: Group Presentations and Discussion (10 minutes)

• Presentations: Each group presents their findings, focusing on the language features they identified and their analysis of its effect and purpose.
• Class Discussion: Facilitate a class-wide discussion, comparing how different groups perceived the effects of similar language features and their impact on the understanding of the text.

Assessment:

• Formative Assessment: Observe group discussions and presentations to assess students' understanding and analytic skills. Provide immediate verbal feedback and address any misconceptions.
• Summative Assessment (Homework): Assign students to write a brief analysis (200-300 words) of another passage from the story, focusing on how the author uses language features to influence the reader's perspective.

Conclusion:

• Summarise key learning points.
• Offer additional resources for further reading or exercises, such as links to the Glossary of Terms on NZQA for more elaborate descriptions and examples of verbal language features.

Reflection:

Reflect on the effectiveness of group work and presentations in enhancing students' understanding of the topic. Consider any adjustments for future lessons on similar topics to increase engagement and comprehension.