Activity Overview
When teaching poems, it is often helpful to refresh or introduce students with technical words. “Metaphor", "alliteration", "personification", "imagery", "apostrophe", and "assonance" are a few important terms.
After you have read the poem, ask your students to do a scavenger hunt using the Storyboard Creator. Give them the list again and have them create a storyboard that depicts and explains the use of each literary element in the poem. They will have an absolute blast and gain mastery of the words.
"Stopping By Woods on a Snowy Evening" Literary Elements
| DESCRIPTION | EXAMPLE | |
|---|---|---|
| Personification | Giving human-like characteristics to non-human objects or abstract ideas | “He gives his harness bells a shake To ask if there is some mistake.” |
| Alliteration | Repetition of consonant sounds at the beginnings of words in a sentence or line | “The only other sound’s the sweep” |
| End Rhyme | Words at the end of a line that rhyme with words at the end of other lines. | “Whose woods these are I think I know. His house is in the village though;” |
| Imagery | The use of descriptive or figurative language to create vivid mental imagery that appeals to the senses | “The woods are lovely, dark and deep,” |
| Assonance | The repetition of a vowel sound | “And miles to go before I sleep.” |
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard that shows five examples of poetic language in "Stopping By Woods on a Snowy Evening".
- Click "Start Assignment".
- Identify use of literary elements in the poem.
- Put the type of literary element in the title box.
- Give an example from the text in the description box.
- Illustrate the example using using a combination of scenes, characters, and items.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Identification of Literary Elements | All literary elements are correctly identified. | Most literary elements are correctly identified. | Few literary elements are correctly identified. |
| Illustration | Illustrations show attention to the details of the story and demonstrate connection to the literary elements. | Illustrations demonstrate connection to the literary elements. | Illustrations show little connection to the literary elements. |
| Description of Literary Elements | Descriptions clearly explain what the literary elements do to enhance the story. | Most descriptions tell what the literary elements do to enhance the story. | Descriptions are unrelated to the literary elements. |
| Spelling and Grammar | Spelling and grammar is mostly accurate. Mistakes do not get in the way of understanding. | Spelling is very inaccurate and hinders full understanding. | Text is very difficult to understand. |
Activity Overview
When teaching poems, it is often helpful to refresh or introduce students with technical words. “Metaphor", "alliteration", "personification", "imagery", "apostrophe", and "assonance" are a few important terms.
After you have read the poem, ask your students to do a scavenger hunt using the Storyboard Creator. Give them the list again and have them create a storyboard that depicts and explains the use of each literary element in the poem. They will have an absolute blast and gain mastery of the words.
"Stopping By Woods on a Snowy Evening" Literary Elements
| DESCRIPTION | EXAMPLE | |
|---|---|---|
| Personification | Giving human-like characteristics to non-human objects or abstract ideas | “He gives his harness bells a shake To ask if there is some mistake.” |
| Alliteration | Repetition of consonant sounds at the beginnings of words in a sentence or line | “The only other sound’s the sweep” |
| End Rhyme | Words at the end of a line that rhyme with words at the end of other lines. | “Whose woods these are I think I know. His house is in the village though;” |
| Imagery | The use of descriptive or figurative language to create vivid mental imagery that appeals to the senses | “The woods are lovely, dark and deep,” |
| Assonance | The repetition of a vowel sound | “And miles to go before I sleep.” |
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard that shows five examples of poetic language in "Stopping By Woods on a Snowy Evening".
- Click "Start Assignment".
- Identify use of literary elements in the poem.
- Put the type of literary element in the title box.
- Give an example from the text in the description box.
- Illustrate the example using using a combination of scenes, characters, and items.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Identification of Literary Elements | All literary elements are correctly identified. | Most literary elements are correctly identified. | Few literary elements are correctly identified. |
| Illustration | Illustrations show attention to the details of the story and demonstrate connection to the literary elements. | Illustrations demonstrate connection to the literary elements. | Illustrations show little connection to the literary elements. |
| Description of Literary Elements | Descriptions clearly explain what the literary elements do to enhance the story. | Most descriptions tell what the literary elements do to enhance the story. | Descriptions are unrelated to the literary elements. |
| Spelling and Grammar | Spelling and grammar is mostly accurate. Mistakes do not get in the way of understanding. | Spelling is very inaccurate and hinders full understanding. | Text is very difficult to understand. |
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Stopping by Woods on a Snowy Evening
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