Literary Elements Showcase

Lesson 12 of 12: Final Project — Literary Elements in Action

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Grade: 9

Duration: 42 minutes

Class Size: 30 students

Unit: Exploring Literary Elements

Text Focus: Something Rotten (play)

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Standards Alignment

Common Core State Standards (CCSS) – English Language Arts, Grade 9

• RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development; provide an objective summary of the text.
• RL.9-10.3: Analyze how complex characters develop over the course of a text, interact with others, and advance the plot or theme.
• RL.9-10.5: Analyze how an author’s choices concerning how to structure a text, order events, and manipulate time create effects.
• W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, or information clearly and accurately.
• SL.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning.
• L.9-10.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

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Learning Objectives

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

1. Synthesize their understanding of literary elements (e.g., character development, theme, structure, symbolism) demonstrated in Something Rotten.
2. Create and present a final project that creatively showcases their mastery of literary elements.
3. Articulate how the author’s craft shapes the meaning and impact of the play.
4. Engage with peers in constructive feedback using appropriate academic language.

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Materials Needed

• Student notebooks or digital devices (for outline and planning)
• Poster board, markers, construction paper (for visual projects)
• Presentation tools (e.g., Google Slides, PowerPoint, or physical presentation boards)
• Rubric handout for final project assessment
• Copies or excerpts of Something Rotten for reference

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Lesson Breakdown

Time	Activity	Purpose & Details
0-5 min	Introduction & Project Overview	- Brief reminder of key literary elements studied in the unit (character, theme, plot, structure, symbolism). - Clarify project options: presentation, poster, creative writing (script, poem, narrative). - Review rubric criteria aligned to CCSS standards (clarity, depth, creativity, use of evidence).
5-20 min	Project Work Time - Part 1	- Students finalize their project format and begin work. - Teacher circulates to provide guidance, model higher-order thinking questions: * “How does your project reveal the theme of the play?” * “Which literary elements are most important in your interpretation and why?” * “Think about your audience—how will you make your point clear and engaging?”
20-32 min	Project Work Time - Part 2 & Peer Review	- Students continue developing projects. - Early finishers pair up for peer feedback focusing on content alignment with literary elements and CCSS presentation skills. - Teacher prompts students to use academic vocabulary (e.g., protagonist, motif, foreshadowing).
32-40 min	Presentations & Sharing (selected students)	- 4-5 volunteers present a 2-minute showcase of their project to the class. - Class uses active listening skills (SL.9-10.4) and provides positive, constructive feedback using sentence starters: * “I liked how you explained…” * “Your project helped me understand…”
40-42 min	Closure & Reflection	- Quick individual written reflection (2-3 sentences) on what literary element they found most challenging or exciting in this project. - Teacher highlights cross-connection of creative expression and literary analysis skills.

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Assessment

• Formative: Teacher observation during work time; quality of peer feedback interactions.
• Summative: Final project graded with rubric emphasizing:
  • Clear identification and analysis of literary elements (RL.9-10.2, RL.9-10.3).
  • Use of textual evidence from Something Rotten to support interpretations (RL.9-10.1).
  • Presentation clarity, creativity, and audience engagement (SL.9-10.4).
  • Proper use of academic language and conventions (L.9-10.3).

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Differentiation Strategies

• Allow choice in project format to cater to varied learning styles (visual, auditory, kinesthetic).
• Provide sentence frames and graphic organizers for students needing scaffolding in writing or speaking.
• Offer enrichment prompts for advanced learners, such as exploring the impact of author’s structural choices on audience perception (RL.9-10.5).

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Teacher Reflection Notes (post-lesson)

• Evaluate if students demonstrated higher-order understanding of literary elements beyond identification to analysis and synthesis.
• Reflect on student engagement during peer feedback and presentations, noting if academic language use improved.
• Consider modifications to timing or support based on student work habits and needs.

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Wow Factor Tip:

Encourage students to incorporate multimedia or dramatic elements into presentations where possible (e.g., brief dramatic readings of scenes or sound effects that illustrate mood/theme). This not only deepens literary comprehension but engages varied learner modalities—showcasing their artistic interpretation and communication skills in alignment with the standards.