I.
LEARNING PLAN
GRADUATE ATTRIBUTES
Effective Communicator, Design Thinker, and Results-driven Professional
(Mission, Vision, Core Values)
COURSE OUTCOME Set out the key concepts, foundational terms and ideas of Stylistics through designing lesson about Author’s Stylistic Choices anchored in the English subjects of JHS and
SHS students.
CONTENT I. Style: Defining and Exploring an Author's Stylistic Choices Style: Defining and Exploring an Author's Stylistic Choices
TIME FRAME WEEK 1 – Session 1 (90 minutes)
ACTIVITIES EXPLORE
(STRATEGIES) 1. Hand out copies of the Defining Style
handout and the Elements of Literary
Style checklist.
2. Explain that in their group, students will
look for examples of stylistic devices in a
sample passage and discuss the possible
reasons that the author uses these
literary devices.
FIRM UP/DEEPEN
1. Demonstrate how to find and
hypothesize the purpose of the stylistic
devices using the passage and
explanation on the Demonstrating a Way
to Analyze Style sheet.
2. Hand out copies of the passage to
analyze and the Style Analysis worksheet,
and explain the activity. Students will
read a passage from Their Eyes Were
Watching God (or another passage that
you have selected) and outline the
stylistic choices that the author has made.
They look at the context and meaning of
the section to determine the significance
of the use of the stylistic devices.
RESOURCES
PRELIMINARIES
WEEK 1 – Session 2 (90 minutes)
Formative Assessment
1. Answer any questions pertaining
to the example or the
assignment.
2. Divide students into small
groups and give them the
remainder of the class to work
on their analysis. Circulate
among students as they work,
offering support and feedback.
WEEK 2 – Session 1 (90 minutes)
EXPLORE
1. Review the activity with students and
answer any questions. Give students
another 20 to 30 minutes to
complete their exploration of the
passage.
FIRM UP
1. Once students have worked through
the paragraph on the handout, ask
them to search through the novel or
short story to find additional
examples and note the details on
their worksheets. You may point
students to pivotal points or
significant passages in the text to
help them focus their exploration. In
addition to recording stylistic
devices, students should think how
the author's stylistic choices affect
the work.
2. Circulate among students as they
work, offering support and feedback.
WEEK 2 – Session 2 (90 minutes)
DEEPEN
1. After you're satisfied that students
have had a chance to explore the
author's stylistic devices, assemble as
a class and share observations about
the activity. The following questions
can generate discussion:
a. What stood out the most
about the kinds of words
that the author used?
b. What kind of sentence
patterns did the author
use?
c. How did the words and
sentence patterns relate to
the characters involved in
the passage?
d. Overall, how would you
describe the author's style?
Formative Assessment
1. After discussing the specific author,
encourage students to draw
conclusions about style in general in
pairs, afterwards, ask them to share
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their answers in class.
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CONTENT II. Style: Translating Stylistic Choices from Hawthorne to Hemingway and Back Again
TIME FRAME WEEK 3 – Session 1 (90 minutes)
ACTIVITIES EXPLORE
(STRATEGIES) 1. Pass out copies of the Collaborative
Style Activity, Part 1 handout.
2. Present and explore the information
about Hawthorne's and
Hemingway's style, using the notes
on the handout. As you discuss the
types of language that make
Hawthorne's and Hemingway's styles
distinctive, encourage students to
find short examples in their
textbooks and to read them aloud to
the class. Students may also apply
the Checklist: Elements of Literary
Style to the passages they analyze.
FIRM UP/DEEPEN
1. Explain the assignment that students
will complete. Using the information
about Hawthorne's and
Hemingway's styles, collaborative
groups will "translate" the content of
one writer into the style of the other.
The second page of the handout
includes both the quotations to
translate and a place for students to
write their translations.
RESOURCES
WEEK 3 – Session 2 (90 minutes)
Formative Assessment
1. Answer any questions
pertaining to the example
or the assignment.
2. Divide students into small
groups and give them the
remainder of the class to
work on their translations.
Circulate among students as
they work, offering support
and feedback.
WEEK 4 – Session 1 (90 minutes)
EXPLORE
1. Review the activity with students and
answer any questions. Give students
another 15 to 20 minutes to complete
their exploration of the passage.
2. Circulate among students as they
work, offering support and feedback.
FIRM UP
1. After you're satisfied that students
have had a chance to translate all of
the passages on the handout,
assemble as a class and share
translations and related observations
about Hawthorne's and Hemingway's
styles. The following questions can
generate discussion:
a. What did you notice about
Hemingway's or
Hawthorne's writing that you
didn't see before?
b. What differences did you
notice about the kinds of
words that the author used?
c. What differences did you
notice about the kind of
sentence patterns that the
author used?
d. Overall, how would you
describe each author's style?
WEEK 4 – Session 2 (90 minutes)
DEEPEN
1. In the process of the discussion, refer to the
lists of features of the authors' styles from
the handout, and encourage students to
make any additions or changes to the lists
based on their translations. Work toward
creating a list of features that has been
customized by your students.
2. Pass out the Collaborative Style Activity, Part
2 handout, and explain the activity. Connect
the translation project to the customized list
of features by suggesting that students refer
to the list as they work on translating the
fables to Hawthorne's or Hemingway's style.
If you've completed the Style: Defining and
Exploring an Author's Stylistic Choices lesson
plan, you might give students the option to
translate a fable into Zora Neale Hurston's
style.
Formative Assessment
1. Answer any questions pertaining to the
assignment before having students return to
their groups.
2. Give them the remainder of the class to work
on their translations. Circulate among
students as they work, offering support and
feedback.
3. When students have finished writing, have
them share their revised fables and revisit
their list of features to customize it further
based on their experience.
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CONTENT I. Style: Defining and Exploring an Author's Stylistic Choices II. Style: Translating Stylistic Choices from Hawthorne to Hemingway and
Back Again
ASSESSMENT Design lesson about the Author's Stylistic Choices in any of JHS and SHS English courses
TIME FRAME WEEK 5 – Session 1 (90 minutes) WEEK 5 – Session 2 (90 minutes)
ACTIVITIES TRANSFER TRANSFER
(STRATEGIES) 1. The students will work individually as they design lesson plan for one of Junior High 1. The students will work individually as they design lesson plan for one of Senior High
School’s English Subjects. They are expected to look for a specific lesson where the School’s English Subjects. They are expected to look for a specific lesson where the
Author's Stylistic Choices is being highlighted. Author's Stylistic Choices is being highlighted.
2. The students will be consulting their lesson plans to their teacher. Thus, the teacher 2. The students will be consulting their lesson plans to their teacher. Thus, the teacher
will give suggestions and comments in the works of the students. will give suggestions and comments in the works of the students.
3. Lesson Plans are expected to submit on the final examination scheduled dates. 3. Lesson Plans are expected to submit on the final examination scheduled dates.
RESOURCES

TIME FRAME WEEK 6

ACTIVITIES TERM EXAMINATION
(STRATEGIES) (Submission of the Preliminaries’ Final Outputs)
*** end of preliminaries ***

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 MIDTERM
GRADUATE ATTRIBUTES
Effective Communicator, Design Thinker, and Results-driven Professional
(Mission, Vision, Core Values)
COURSE OUTCOMES Make a podcast comparing formal vs. informal writing styles; re-write one of their journal entries into a more formal text; make a Venn Diagram interactive to compare
formal and informal language features and note where the two forms overlap; and design lesson about Style-Shifting in any of JHS and SHS English courses.
CONTENT III. Style-Shifting: Examining and Using Formal and Informal Language Styles
TIME FRAME WEEK 7 – Session 1 (90 minutes)
ACTIVITIES EXPLORE
(STRATEGIES) 1. Give students copies of the Recognizing Formal and Informal Language
Features handout. Explain that students will read and rate each sentence on the
handout from 1 to 5, with 1 being very informal and 5 being very formal.
FIRM UP
1. After rating each sentence, have students work in pairs or small groups to
compare their answers. During this discussion, encourage students to talk
about which features they notice in the sentences they labeled formal and
which are in the sentences they labeled informal. Have students make lists of
their observations to report to the class.
2. As a whole class, elicit observations from each group. You could use the board
or computer screen to create two lists, one for formal and one for informal
language features.
3. As a class, select a few sentences and ask students if that is the type of
sentence they would say to their teachers? Parents? A close friend? A coach?
A store clerks? Help students notice that we use different types of language
depending on who we are talking to.
4. Ask students to make a list of the different people (or types of people) they
interact with regularly. For example, students probably interact with parents,
siblings, grandparents, close friends, classmates, teachers, passengers on a bus
or train, cafeteria staff, store clerks, and so forth. Encourage them to think
about any sports, clubs, religious affiliations, and hobby groups such as
cheerleading, basketball, ultimate Frisbee, or choir practice. Consider providing
the class with your own examples. Encourage students to work in pairs or
groups to generate their lists.
RESOURCES
WEEK 7 – Session 2 (90 minutes)
DEEPEN
1. Elicit students’ lists as a class. Explain that each of these groups makes up its own speech
community (or discourse community), with its own set of expectations for communicating.
For example, we ask for information from a store clerk or librarian differently from how we
ask our close friends or parents for answers.
2. Ask students to focus on two speech communities on their lists: one that they would consider
informal and one that they consider relatively more formal. Students should think about how
they talk or write to other members of each speech community. If possible, have students
pull up emails, text messages, or other writing that they have received or shared among
members of those speech communities to compare them. Encourage students to draw on
the features from earlier in the session. It may be helpful to draw their attention to
specialized vocabulary, abbreviations, sentence style, sentence length, and so forth.
3. As a class, elicit from students the speech communities they thought about and compared
and what they discovered in their comparisons. A very basic comparison is texting about an
event to a friend versus writing about an event to a teacher. (Again, it might be helpful to be
prepared with your own examples to get students started.)
4. The point of this activity is to raise students’ awareness of how they change their language
behavior depending on which speech community with which they are engaging. Be sure that
students understand that this is normal and expected, since different speakers and listeners
have different expectations about what is appropriate or not.
Formative Assessment
1. Point out to students that what is true for speech communities is also true for the contexts in
which they write; that is, students need to consider the community, or audience, for whom
they are writing in order to select the most appropriate vocabulary, sentence structure, and
overall organization.
2. Share with students the text you expect them to read for the next session, explaining that
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they need to read it carefully in preparation for writing a formal summary of it.
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CONTENT III. Style-Shifting: Examining and Using Formal and Informal Language Styles
TIME FRAME WEEK 8 – Session 1 (90 minutes)
ACTIVITIES EXPLORE
(STRATEGIES) 1. For this session, students should all have read the same text (or viewed the
same film) for homework.
2. Tell students that they are going to prepare a summary of the text to hand in.
(Ultimately, they don’t have to hand it in, but it is helpful for them to think that
this is the case for now.) Have students work in groups to discuss and share
the content that they plan to write about.
3. Once students have reviewed the content in their groups, have them work
individually to write a one-paragraph formal summary with the teacher as
intended audience.
(Note: while the content of the summary is important, for this task it is
secondary to how the summary is expressed, the language students use to
produce an assignment to hand in.)
FIRM UP
1. When students have finished writing their summaries, elicit a few for the whole
class by having a few students read their summaries aloud. If students are
using laptops, you can project one or two responses on a screen for the whole
class to read as well as hear. Typically, students’ summaries will be written in
relatively formal language, since they are writing for the teacher.
2. After reading a few summaries as a class, tell students to imagine that a close
friend from another class or school asks them what they are reading in class
and what it is about. Have students write their responses in the form of a
dialogue between themselves and their friends. While students are writing,
select one or two strong responses from the previous task to discuss as a class
later. If possible, plan to project or write the response(s) for all students to see
on the screen or blackboard.
RESOURCES
WEEK 8 – Session 2 (90 minutes)
DEEPEN
1. Alternatively, students could write an email to a classmate who is absent. In their emails, they
can explain what was covered in class in a way that includes a brief summary of the same text
or film.
2. When students have finished writing their dialogues, ask a few students to read their
responses aloud to the class. Consider asking students to act out the dialogues. Be sure to
include the dialogues that correspond with the one or two responses from the previous task
that are on the screen or board.
3. Have students compare the responses from the first task with the responses from the second
task. Elicit all the features they notice and write them on the board. Some things that might
be noticeable are the use of contractions, slang, specific vocabulary, personal pronouns
(especially you), discourse markers (well, you know, like). Ask students to analyze word
choice, word length (number of syllables), and sentence length as well.
4. Show students the YouTube clips Formal vs. Informal Writing and Formal vs Informal Writing:
What’s the Difference and When to Use Them and discuss how the videos confirm and
enhance what students know about formal and informal language use.
Formative Assessment
1. Give students copies of the Translating between Informal and Formal Styles handout. Ask
students work in pairs or small groups to “translate” the sentences into a much more formal
or informal style. Consider turning this step into a competition by challenging students to
come up with the most formal or informal version and then voting on them as a class.
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CONTENT III. Style-Shifting: Examining and Using Formal and Informal Language Styles

TIME FRAME WEEK 9 – Session 1 (90 minutes) WEEK 9 – Session 2 (90 minutes) WEEK 10 – Session 1 (90 minutes) WEEK 10 – Session 2 (90 minutes)
ACTIVITIES TRANSFER
(STRATEGIES) 1. The students will make their own 1. This session is for dedicated for 1. The students will re-write one of 1. Students will make a Venn Diagram
presentations or podcasts comparing the students to finish their their journal entries into a more interactive to compare formal and
formal vs. informal writing styles. Share podcasts. formal text for an in-class writing informal language features and note
with students Podcasts: The Nuts and activity. where the two forms overlap and
Bolts of Creating Podcasts and/or present their work in class.
PowerPoint Tool Tips to support students
in this work.
2. The students will ask for their teacher’s
approval of the outline of their
presentations or podcasts.
RESOURCES

CONTENT III. Style-Shifting: Examining and Using Formal and Informal Language Styles

ASSESSMENT Design lesson about Style-Shifting in any of JHS and SHS English courses
TIME FRAME WEEK 11 – Session 1 (90 minutes) WEEK 11 – Session 2 (90 minutes)
ACTIVITIES TRANSFER TRANSFER
(STRATEGIES) 1. The students will work individually as they design lesson plan for one of Junior High 1. The students will work individually as they design lesson plan for one of Senior High
School’s English Subjects. They are expected to look for a specific lesson where Style- School’s English Subjects. They are expected to look for a specific lesson where Style-
Shifting is being highlighted. Shifting is being highlighted.
2. The students will be consulting their lesson plans to their teacher. Thus, the teacher 2. The students will be consulting their lesson plans to their teacher. Thus, the teacher
will give suggestions and comments in the works of the students. will give suggestions and comments in the works of the students.
3. Lesson Plans are expected to submit on the midterm examination scheduled dates. 3. Lesson Plans are expected to submit on the midterm examination scheduled dates.
RESOURCES

TIME FRAME WEEK 12

ACTIVITIES TERM EXAMINATION

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(STRATEGIES) (Submission of the Midterm’s Final Outputs)

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*** end of midterm ***
 FINAL TERM
GRADUATE ATTRIBUTES
Effective Communicator, Design Thinker, and Results-driven Professional
(Mission, Vision, Core Values)
COURSE OUTCOME Transfer learning while becoming the “teacher” of an assigned poetic device.
CONTENT IV. Poetic Devices: alliteration, metaphor, onomatopoeia, personification, rhyme, and simile

TIME FRAME WEEK 13 – Session 1 (90 minutes)
ACTIVITIES EXPLORE
(STRATEGIES) 1. As students enter the classroom, play any one of the
songs that you will be teaching in this lesson to
create interest.
2. Once seated, instruct students to respond to the
quote in their journals. Allow ample to free write.
FIRM UP/DEEPEN
1. Generate a brief discussion about the quote, asking
students to verbally respond. Make sure students
understand the connection being made to poetry
and music. Ask why they think Ezra Pound is making
that connection.
2. Inform students that they will be learning how similar
music and poetry are by learning six poetic tools that
both musicians and poets use to emphasize meaning
and sound.
3. Distribute the Poetic Devices printable. Review the
terms and their definitions with the students. Discuss
how the poet, musician, or author would use each
device to play with sound or meaning within poems,
songs, or other material.
WEEK 13 – Session 2 (90 minutes) WEEK 14 – Sessions 1 and 2 (180 minutes)
TRANSFER
1. Divide the students into their groups. Inform them 1. Allow groups appropriate time to creatively plan their
that they will become experts about their particular presentation. If desired, encourage them to use
poetic device and how the musician uses it within the pictures, dramatization, play the music, etc. Each
music. Then, they will each be responsible for finding student will be responsible for contributing his or her
their own examples of the poetic device in a song, own example, but the group must decide how to
poem, rhyme, or other written material of their collectively present or “teach” the class the concept
choice. of the assigned poetic device.
2. Distribute their poetic device to study and the
example lyrics. Instruct them to chorally read the
lyrics in their group and write examples on the poetic
device printable in its appropriate section. They can
highlight the examples on the lyric sheet as well.
3. Circulate the room as groups are working, assisting
with finding the examples and further explanation if
needed. Encourage groups to review their favorite
songs, poems, or other written material at home and
find a good example of their assigned poetic device.
Inform them that they will be given class time to
discuss creative presentations as they will be the
“teachers” of this tool. 1. Allow groups
appropriate time to creatively plan their presentation.
If desired, encourage them to use pictures,
dramatization, play the music, etc. Each student will
be responsible for contributing his or her own
example, but the group must decide how to
collectively present or “teach” the class the concept

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of the assigned poetic device.

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RESOURCES
COURSE OUTCOME Transfer learning while becoming the “teacher” of an assigned poetic device.
CONTENT IV. Poetic Devices: alliteration, metaphor, onomatopoeia, personification, rhyme, and simile

TIME FRAME WEEK 15 – Session 1 (90 minutes) WEEK 15 – Session 2 (90 minutes)
ACTIVITIES TRANSFER TRANSFER
(STRATEGIES) 1. Continue the study of poetry by teaching this lesson once again, but using your SUMMATIVE QUIZ
favorite poems as examples instead of music lyrics.
2. List the following words on the board: fear, courage, beauty, pain, and strength. The students will take their long quiz covering the topic Poetic Devices: alliteration, metaphor,
Instruct students to write their own symbols, similes, metaphors, and other poetic onomatopoeia, personification, rhyme, and simile.
devices based on these universal themes.
3. Allow students to study the use of personification in the sonnets of William
Shakespeare. Emphasize that Time, Love, and Death are the abstractions most
frequently humanized. Have them compare Shakespeare's sonnets to the lyrics of
their favorite pop artist. Then, have them journal a response to the following: "Do you
find that similar abstractions are used today, or are there other elements more often
given human qualities?"
RESOURCES
CONTENT IV. Poetic Devices: alliteration, metaphor, onomatopoeia, personification, rhyme, and simile

ASSESSMENT Design lesson about poetic devices

TIME FRAME WEEK 16 – Session 1 (90 minutes)
ACTIVITIES
(STRATEGIES) 1. The students will work individually as
they design lesson plan for one of
Junior High School’s English
Subjects. They are expected to look
for a specific lesson where Style-
Shifting is being highlighted.
WEEK 16 – Session 2 (90 minutes)
TRANSFER
1. The students will be consulting their
lesson plans to their teacher. Thus,
the teacher will give suggestions and
comments in the works of the
students.
2. Lesson Plans are expected to submit
on the final examination scheduled
dates.
WEEK 17 – Session 1 (90 minutes)
1. The students will work individually as
they design lesson plan for one of
Senior High School’s English
Subjects. They are expected to look
for a specific lesson where Style-
Shifting is being highlighted.
WEEK 17 – Session 2 (90 minutes)
1. The students will be consulting their
lesson plans to their teacher. Thus,
the teacher will give suggestions and
comments in the works of the
students.
2. Lesson Plans are expected to submit
on the final examination scheduled
dates.

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TIME FRAME WEEK 18
ACTIVITIES TERM EXAMINATION
(STRATEGIES) (Submission of the Final Term’s Final Outputs)
*** end of final term ***

Prepared by: Reviewed by: Approved by:

George Kevin N. Tomas Rubelyn M. Esperon, PhD Rubelyn M. Esperon, PhD

Instructor Program Head College Dean

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