Standard Lesson

Using Mobile Devices to Illustrate Literary Devices

6 - 8
Lesson Plan Type
Standard Lesson
Estimated Time
Four 50-minute sessions
  • Preview
  • |
  • Standards
  • |
  • Resources & Preparation
  • |
  • Instructional Plan
  • |
  • Related Resources
  • |
  • Comments


In this lesson, students review literary devices and then utilize tablets to capture images that represent literary device examples that they have written. Using the Trading Card App, the students make trading cards to illustrate their original examples of literary devices.

Featured Resources

From Theory to Practice

Anete Vasquez points out in her article “Literary Analysis 101” that being acquainted with literary devices is essential for readers to create meaning from writing.  Furthermore, she explains that by having students learn about these devices, they are then equipped to discuss the effectiveness of writing while using the “language of literature.”

The advantage of connecting literary devices to visual representations has been established in Dallacqua’s article “Exploring Literary Devices in Graphic Novels.”  She found that using graphic novels to teach literary devices helped her students easily understand the devices when they encountered them in print-based novels.  Similarly by having students find images to represent literary devices, they will be more likely to remember these concepts and recognize the use of literary devices in other readings.

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

  • 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
  • 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
  • 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
  • 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
  • 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
  • 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
  • 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Materials and Technology

  • iPads and/or Android Tablets
  • One computer with LCD projector and adapter to connect tablets to this computer
  • Paper to print cards (optional)
  • Printer (optional)



This resources provides an alphabetical list of literary terms and devices, along with definitions and examples.


  1. Download the Trading Card App on the tablets the students will be using.
  2. Provide students with a list of literary devices that will be covered in this lesson.  Use the website Literary Terms & Devices for choosing which literary devices you want students to select from when creating their books.
  3. For session one, choose examples from the stories students have previously read or use the printout Samples of Literary Devices.  Prepare these as a handout for students or to project in the classroom.
  4. Familiarize yourself with the Trading Card App.
  5. Using the Trading Card App, create a card with one sample of a literary device or use this sample card.
  6. Make one copy for every two students of the Trading Card Rubric and one copy for every students of Listening for Literary Devices.

Student Objectives

Students will:

  • identify and define literary devices.
  • analyze the use literary devices and communicate their analysis through their use of visual and written display.
  • write and illustrate their examples of literary devices.

Session 1

  1. Ask students to recall what literary devices they have discussed in class this year and to define these devices. Then distribute a handout of past examples or use the printout Samples of Literary Devices.

    • Ask students to identify the devices found in these passages.
    • Ask for students to share what they envision in their minds when they hear each example.
    • Discuss why the students think the author choose to use each device.
    • Discuss how the use of each device affects them as readers.
  2. Explain to the class that with a partner, they will create six trading cards using the Trading Card App on the tablets to illustrate six examples of six different literary devices they will write. They will illustrate each device with a picture they draw or find online. At the end of the project each pair will have completed six trading cards that they will share with the class.
  3. Show the students the sample you created or the Sample Trading Card. Pass out the Trading Card Rubric and ask students to evaluate the sample using the Rubric.
  4. Distribute the list of literary devices that you prepared. With their partner, allow students time to select six literary devices they would like to use for this project. After all pairs have chosen, instruct the students divide up the six devices so each will write three examples.
  5. Assign the students to write their examples of their three literary devices for the next session.

Session 2

  1. Students should meet with their partners and peer edit what each has written. Ask the students to consider the following:

    • Examples are grammatically correct.
    • Examples fit the definition of the literary device.
    • Ask students to discuss what effect the device has on the writing.
    • Ask students to suggest what image would fit the example of the literary device.
  2. Allow students time to draw their illustrations for their literary devices or find images using the tablets. Help students who search for images on the Internet to save their images to the tablets.
  3. For students who have drawn their pictures, help students take pictures of their illustrations.

Session 3

  1. Check that all students have completed their written examples and have photographed or found their images. Help those students who may be behind in those steps before moving to the next task.
  2. Connect one of the tablets to the LCD projector and model for students how to use the Trading Card App. For this project, tell students to choose the template for vocabulary.
  3. Allow students time to create their trading cards. As students work, assist those who are having trouble with the technology.
  4. Observe student behavior and time on task as that is part of the Trading Card Rubric.
  5. If you are planning on printing the cards, instruct students near the end of the session how to print their cards either using a wireless printer or by e-mailing them to you and then you will print the cards.

Session 4

  1. Hand out the printout Listening for Literary Devices. Explain to the class when each pair finishes presenting their six cards, the students are to fill out this chart. Suggest to the class they might like a particular example because it is humorous or thought-provoking. They may enjoy another example because the image fits the writing extremely well.
  2. Have the students in pairs share their cards with the class by connecting mobile devices to a LCD projector.
  3. After each pair is done, allow time for students to complete their charts as well as comment on each other’s examples and images.
  4. After all have presented, ask students to complete the reflective statements in the assessment section.
  5. Collect the Listening for Literary Devices and the students’ reflective statements.


  • Similar activities can be done using the Trading Card online tool.
  • Share the trading cards with other classes in the school.
  • Print the trading cards and create a class book of literary devices.
  • Post the trading cards to a class wiki or website for all to view.
  • Try other templates in the Trading Card App for other projects, such as describing characters in stories or explaining events in history.

Student Assessment / Reflections

  • Use the Trading Card Rubric to assess students’ finished literary device cards.
  • Keep notes on students’ participation in partner work and time on task.
  • Ask the students to explain the relationship between the images they choose for their literary devices.
  • Read through the students’ completed printout Listening for Literary Devices.
  • Ask students to complete the following statements:
From this project I learned ___________________________.
This project could have been improved by ___________________.

Add new comment