Activity Overview
When teaching poetry, it is often helpful to refresh or introduce students with technical words. Terms like “metaphor", "stanza", "alliteration", "personification", "imagery", "rhyme scheme", "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.
Examples of Literary Elements that Shakespeare Uses
| DESCRIPTION | EXAMPLE | |
|---|---|---|
| Alliteration | Repetition of consonant sounds at the beginnings of words in a sentence or line | "Death’s second self, that seals up all in rest..." |
| Metaphor | An implied comparison between two things | "That on the ashes of his youth doth lie..." |
| Personification | Giving human-like characteristics to non-human objects or abstract ideas | "Bare ruined choirs, where late the sweet birds sang..." |
| Assonance | The repetition of a vowel sound | "When yellow leaves, or none, or few do hang..." |
| Apostrophe | A direct address to an absent person, concept, or inanimate object | “This thou perceiv’st, which makes thy love more strong…” |
| Imagery | The use of descriptive or figurative language to create vivid mental imagery that appeals to the senses | “In me, thou seest the twilight of such day/ As after sunset fadeth in the west…” |
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 literary elements in Sonnet 73.
- Click "Start Assignment".
- Identify use of literary elements in the text.
- 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 poetry, it is often helpful to refresh or introduce students with technical words. Terms like “metaphor", "stanza", "alliteration", "personification", "imagery", "rhyme scheme", "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.
Examples of Literary Elements that Shakespeare Uses
| DESCRIPTION | EXAMPLE | |
|---|---|---|
| Alliteration | Repetition of consonant sounds at the beginnings of words in a sentence or line | "Death’s second self, that seals up all in rest..." |
| Metaphor | An implied comparison between two things | "That on the ashes of his youth doth lie..." |
| Personification | Giving human-like characteristics to non-human objects or abstract ideas | "Bare ruined choirs, where late the sweet birds sang..." |
| Assonance | The repetition of a vowel sound | "When yellow leaves, or none, or few do hang..." |
| Apostrophe | A direct address to an absent person, concept, or inanimate object | “This thou perceiv’st, which makes thy love more strong…” |
| Imagery | The use of descriptive or figurative language to create vivid mental imagery that appeals to the senses | “In me, thou seest the twilight of such day/ As after sunset fadeth in the west…” |
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 literary elements in Sonnet 73.
- Click "Start Assignment".
- Identify use of literary elements in the text.
- 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. |
How Tos about Sonnet 73 Literary Element Scavenger Hunt
Organize a collaborative literary element scavenger hunt
Boost student engagement by dividing your class into small groups and assigning each group a different set of literary elements to find in Sonnet 73. Collaboration encourages discussion and deeper understanding as students share and compare their discoveries before presenting to the class.
Assign roles within each group for focused participation
Designate roles such as Discussion Leader, Note Taker, Illustrator, and Presenter to ensure everyone contributes. Clear roles help students stay engaged and accountable during the scavenger hunt activity.
Guide students to use color-coding for each literary element
Ask students to highlight or color-code examples of alliteration, metaphor, and other elements on their storyboards. Visual cues make it easier to track and discuss findings during presentations and review.
Facilitate peer feedback after presentations
Encourage students to give constructive feedback on each group’s storyboard, focusing on accuracy and creativity. Peer review reinforces learning and helps students practice respectful communication.
Frequently Asked Questions about Sonnet 73 Literary Element Scavenger Hunt
What are the key literary elements in Shakespeare's Sonnet 73?
Shakespeare's Sonnet 73 uses several important literary elements, including metaphor, alliteration, personification, imagery, rhyme scheme, apostrophe, and assonance. These devices help convey the poem's themes of aging, love, and mortality.
How can I create a literary element scavenger hunt for Sonnet 73?
To create a literary element scavenger hunt for Sonnet 73, give students a list of terms like metaphor, alliteration, and imagery. After reading the poem, have them find and illustrate examples of each element using a storyboard, explaining how each is used in the text.
What is an example of metaphor in Sonnet 73?
An example of metaphor in Sonnet 73 is: "That on the ashes of his youth doth lie..." Here, the speaker compares his old age to the ashes left after a fire, symbolizing the end of youth.
Why use a storyboard to teach literary elements in poetry?
Using a storyboard helps students visually organize and explain literary elements. It makes abstract concepts like alliteration or personification more engaging and memorable, supporting deeper understanding and mastery.
What are some tips for teaching figurative language in high school poetry lessons?
When teaching figurative language in high school poetry, provide clear definitions, use examples from familiar poems, encourage students to find and illustrate their own examples, and create interactive activities like scavenger hunts to boost engagement.
More Storyboard That Activities
Sonnet 73
- Sunset 3 • Tom Bech • License Attribution (http://creativecommons.org/licenses/by/2.0/)
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