Literary Devices Exploration

Overview

This 40-minute session is designed for a Year 11 student and aligns with the National Curriculum for England’s English Programme of Study for Key Stage 4. It introduces and deepens understanding of literary devices (λογοτεχνικές συσκευές) through a focused, interactive presentation approach.

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WALT (We Are Learning To)

• Identify and explain key literary devices used in English texts
• Analyse how writers use literary devices to create meaning and effect

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Success Criteria

• Accurately define at least five literary devices (e.g., metaphor, simile, alliteration, personification, irony)
• Provide examples of each device, including one example from a given text
• Explain the purpose and effect of devices in context
• Demonstrate understanding through verbal or written explanation

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National Curriculum Links

• Reading comprehension: Understand and interpret texts by identifying use of literary techniques (KS4 English PoS)
• Analytical skills: Analyse how language, form and structure contribute to meaning (KS4 English PoS)
• Communication: Present ideas clearly with supporting examples (KS4 English PoS)

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Resources Needed

• Dyslexia-friendly presentation slides (clear fonts, pastel backgrounds, simple language)
• Selected short-extract text (fiction or poetry) illustrating literary devices
• Worksheets with definitions, examples and space for notes
• Whiteboard and pen
• Audio recording of reading the extract (optional for dyslexic support)

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Lesson Structure

1. Introduction (5 minutes)

• Welcome the student and outline WALT and success criteria verbally and on slide.
• Briefly discuss what literary devices are and why they matter in understanding texts.
• Ask the student if they know any literary devices already and note responses to personalise support.

2. Presentation & Explanation (15 minutes)

• Show 5 key literary devices with:
  • Definition: concise and jargon-free
  • Example: clear, relevant from contemporary or classical texts
  • Effect: explain how the device influences meaning or mood
• Present visually engaging, dyslexia-friendly slides with minimal text and supportive imagery.
• Read examples aloud and invite the student to repeat or paraphrase to reinforce understanding.

3. Guided Practice (10 minutes)

• Provide a short text extract (3-5 sentences) that contains several literary devices.
• Read the extract aloud and then together identify literary devices used.
• Discuss the impact of each device on the text’s meaning or tone.
• Student completes worksheet by matching devices to examples and explaining effects in their own words.

4. Independent Application & Extension (5 minutes)

• Extension for deeper learning: Student creates 2-3 original sentences using at least two literary devices learned.
• For students who need more support: focus on recognising and explaining just 3 devices from the text instead of 5.
• Encourage use of the worksheet definitions to aid sentence creation.

5. Review and Recap (5 minutes)

• Recap key points verbally: definitions, examples, effects of each device.
• Self-assessment: student uses success criteria checklist to rate their confidence with each device.
• Encourage student reflection on how they might spot literary devices in other texts to improve analysis skills.

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Differentiation Strategies

• For dyslexic learners: use text-to-speech audio for example texts; present information visually and orally; avoid dense text
• For weaker learners: simplified definitions and fewer devices; more scaffolded guidance during practice
• For advanced learners: encourage linking devices to themes and author’s purpose; create own deeper analysis questions

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Assessment

• Informal formative: observation during guided practice and independent sentence creation
• Use success criteria checklist completed by student to gauge understanding
• Provide immediate verbal feedback and tailored support based on responses

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This session not only meets England’s national curriculum requirements for English analysis and comprehension but also adapts for individual learner needs with a focus on clarity, engagement, and active learning.