Incorporating Literary Devices

Overview

In this lesson (lesson 19 of 30), students use literary devices to strengthen their writing about a text they have been studying. They will practise identifying devices and then incorporating them into short writing, with feedback focused on clarity and communication.

Learning intentions

WALT: Use literary devices in writing.

Success criteria

• I can identify at least two literary devices in model writing.
• I can incorporate at least two literary devices into my own writing.
• I can explain how my devices support meaning and/or effect.
• I can write clearly enough that a reader understands my message despite minor errors.

Curriculum links

• Te Reo Māori — linking ideas and providing relevant language for an authentic communicative purpose.
• NCEA AS92092 (Te kōrerorero i ngā pārongo, i ngā ariā me ngā whakaaro) skills building through discussion and responses about meaning.
• NCEA AS92093/AS92095-style language use: expressing information, ideas and opinions using a range of sentence types, then improving coherence through connection and feedback.

Lesson structure (60 minutes)

1. 0–7 min · Hook (model contrast). Teacher shows a short paragraph from a known text (or teacher-made model) with clear devices, then the same paragraph “blanked” of devices (e.g., no imagery/parallelism). Students turn-and-talk: which version feels more vivid, and what devices might be missing? Use the introduction slides for the before/after comparison.

2. 7–15 min · Mini-teach: “Device → Effect → Evidence”. Teacher explains 3–4 devices suitable for Year 11 writing: imagery (whakaahua), repetition/parallelism (whakahoki kupu/whakatōpū whakaaro), personification (whakapā nā ngā āhuatanga), and rhetorical question (pātai whakatītaha). Students fill a quick template in notebooks: Device, Example, Effect. Refer to examples on the introduction slides.

3. 15–25 min · Guided practice: identify devices in model writing. Students work in pairs with a short passage (on the slide). Task: underline one device and label it, then highlight the effect sentence (what changes for the reader). Teacher circulates and gives on-the-spot feedback using “mārama” questions (e.g., “He aha te pānga ki te kaipānui?”). Use the introduction slides and student annotations.

4. 25–40 min · Main writing task: incorporate two devices. Teacher gives the writing prompt: “Tuhia he wāhanga poto hei whakaatu i tētahi wāhanga o te kōrero (te kaupapa matua, te kare-ā-roto, te āhuatanga rānei) i roto i tōku ake reo—whakamahia e rua ngā taputapu (pērā i te whakaahua, te whakahoki, te whakarite, te pātai whakatītaha).” Students draft 8–10 sentences, choosing at least two devices. Teacher encourages a “corner” approach: students write a “device corner” sentence first (one strong device line), then build outward with connections. Distribute the literary devices worksheet and have students complete Part A (device hunt) quickly, then Part B (draft).

5. 40–50 min · Peer feedback: “Glow & Grow” with device focus. Pairs exchange drafts. Each partner marks:

• one “glow” (a device used well, with label), and
• one “grow” (one place to add/strengthen a device or improve connection). Students must write one short reason (“Ka pai ake te tikanga nā te…”). Teacher models one example feedback comment before they begin using the introduction slides.

6. 50–58 min · Revise using a sentence-level checklist. Students revise for coherence: they check (1) clear meaning, (2) device accuracy, (3) connection words/flow (e.g., “nā reira”, “i taua wā”, “mō konei”). Teacher gives 2 minutes silent revision, then collects one success criterion share per group. Use the introduction slides for the revision checklist.

7. 58–60 min · Plenary + exit ticket. Exit ticket (oral or written): Students answer one question: “He aha e rua ngā taputapu i whakamahia e koe, ā, he aha te pānga?” Teacher quickly tallies devices and common gaps. Link back to the WALT and success criteria displayed on the introduction slides.

Resources

• the introduction slides
• the literary devices worksheet
• Markers/highlighters for pairing
• Notebooks for annotation and draft
• Timer (on board or phone)

Assessment

• Formative: teacher observation during device identification (pairs) and during drafting conferences.
• Formative: peer feedback “Glow & Grow” checks whether devices are correctly labelled and explained.
• Exit ticket: identifies two devices used and states their effect (checks the success criteria).

Differentiation

• Sentence starters on the literary devices worksheet for learners who need structure (e.g., “He whakaahua tēnei mō…”, “Ka rangona te kare-ā-roto nā te…”).
• Device bank with mini examples (include synonyms and simpler phrasing) for students needing support; offer one required device choice.
• Extension: for students ready, add a third device or vary sentence types (longer lead-in + shorter punchline) and include one line that links device to theme.
• For students with less confidence in spelling/pronunciation, allow devices to be demonstrated through meaning-first phrasing; teacher focuses feedback on clarity of communication rather than perfection.