Literary Devices

Literary Devices
By: Roberta Porter
Module 5 Unit 4 Assignment 1
14 February 2017
Alber, Rebecca. (2011-05-24 updated 2014-01-24). 6 Scaffolding Strategies to Use with Your Students. Edutopia. Retrieved 2017-02-21 from
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Dean, C.B., Hubbell, E.R., Pitler, H., & Stone, B. (2012). The Nine Categories of Instructional Strategies. Classroom Instruction that Works: Research-based strategies for increasing student achievement. (2nd edition). Alexandria, Virginia: ASCD, p. xviii.
Houser, Ms. (n.d.). 8 Strategies for Scaffolding Instruction. Retrieved 2017-02-21 from
Marzano, Robert J. (Sep. 2009). Setting the Record Straight on “High-Yield” Strategies. Phi Delta Kappan, Vol. 91, No. 01, September 2009, pp. 30-37.
McCarthy, John. (2014-07-23 updated 2015-08-28). Differentiated Instruction – 3 Ways to Plan for Diverse Learners: What Teachers Do. Edutopia. Retrieved 2017-02-07 from
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NWEA. Dyer, Kathy. (2012). Classroom Techniques: Formative Assessment Ideas 2 through 6. Retrieved on January 26th, 2017 from
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Walker, Jeremiah. (2011-12-29). Literary Elements Rap. Retrieved 2017-02-13 from
Common Core State Standard
Grade 6, English Language Arts - Reading
CCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Introduction to Literary Devices, Part 4
Uses of Scaffolding in Student-Centered Learning
* To support development of the skills of:
1. Transcribing from a dictation.
2. Scanning a text to look for something (viz. literary devices).
3. Writing a summary and a reflection.
4. Guided-notes to develop note-taking skill.
* To explain and simplify a complex process:
1. How to start a project-based learning (PBL) activity.
2. How to create your own video.
3. Graphic organizers such as peer evaluation rubrics.
When pupils feel more comfortable with the work (or project), they gradually become more independent, start making their own decisions and depend less on the teacher for direction and validation of their ideas. This builds self-confidence in students.