Name: ______Daltrey Abney________________ School: __Countryside Elementary ________

Date: ____2/5/14________ Grade: ___5th________

Starting and Ending Time: _12:50___ to _1:45___

OVERVIEW OF THE LESSON MA Curriculum Frameworks incorporating the Common Core State Standards: With regard to how this lesson fits into the big picture of the students long-term learning, which MA framework does the lesson most clearly address? 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figurative language, including similes and metaphors, in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or strategy will the student(s) learn and (2) how will they demonstrate that knowledge? SWBAT continue expanding their repertoire of poetic elements by learning about onomatopoeia and will demonstrate that knowledge by writing an onomatopoeia poem.

Assessment: What specific, tangible evidence will show that each student has met this objective? Formal: -Onomatopoeia poem use of one example of onomatopoeia and the nouns associated with it -Group brain frame sheets at least 5 examples of nouns that could be used in association with the onomatopoeia Informal: Class discussions at least 10 correct examples of onomatopoeia with discussion about why incorrect examples are not correct if necessary

Academic Language Objective: By the end of the lesson, (1) what language, relating to the lesson and lesson content, will the student(s) know or learn, and (2) how will they demonstrate that knowledge? Refer to WIDA and Three Tiers of Vocabulary. 1. Vocabulary level: SWBAT demonstrate they know the meaning of onomatopoeia by correctly providing examples in groups and individually, then writing a poem using onomatopoeia 2. Word level: SWBAT demonstrate that they understand that onomatopoeia is a noun by correctly using the word as a noun in sentences during class discussions, and will be able to pluralize it. 3. Sentence level: SWBAT demonstrate their understanding of how onomatopoeias function in a sentence by using onomatopoeias in sentences in both noun and verb forms on their final poems and in discussion. Assessment: What specific, tangible evidence will show that each student has met this objective? 1. Vocabulary level: group and individual brain frame worksheets that correctly provide examples of onomatopoeia. 2. Word level: class and individual discussion with the teacher if necessary that show understanding of the word onomatopoeia as a noun. 3. Sentence level: final onomatopoeia poems and class discussions including both verb and noun forms of onomatopoeia in sentences. Content: What are the specific details of the lessons content knowledge? This lesson focuses on onomatopoeia and how it can be used to enhance poetry. Students have been working on a poetry unit for over a month now on and off. They are already familiar with many other poetic elements such as meter, rhyme, metaphor, simile, and personification. While the aim of this lesson is to introduce onomatopoeia, students should know that it is for the purpose of adding it to their poetry. Students should also know that the poem they produce through this lesson will be the inspiration for a pop art piece they will produce in art class next week. The poem and art piece will be displayed side by side at the poetry slam in March.

PROCEDURES FOR THE LESSON In this section, provide specific directions, explanations, rationales, questions, potential vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow someone else to effectively teach the lesson and meet the lesson objectives. Opening (_3-5_ minutes): How will you introduce the instructional objective to the students, pre-teach/ preview vocabulary, and prepare them to engage with the lesson content? 1. Expectations introduce the expectations of the students (slide 1). Tell students that the student that best exemplifies the expectation will get a reward that will help them when producing their own. Have the students transition to a spot they feel they will be able to best learn in. Have them get clipboards if they want to move to the rug. 2. Tell students we will be working on poetry again today. Ask students what are some things weve learned about over the past month that we can use to make our poetry better. 3. Introduce: onomatopoeia (noun)- words whose sounds suggest or mimic their meaning (slide 2) introduce the plural form of the word. Explain that they can be nouns or verbs and that they will see examples of both in the poems we will be reading.

During Lesson (_45_ minutes): How will you direct, guide, and/or facilitate the learning process to support the students in working toward meeting the instructional objectives? 1. Go through the poem The Game circling examples of onomatopoeia and underlining or writing what is making the sounds. (Slide 3) {Strongly teacher led with student input} 2. Go through the poem Cynthia in the Snow circling examples of onomatopoeia and underlining or writing what is making the sounds. (Slide 4) {Minimally teacher led with strong student input} 3. Go through the poem Reunion circling examples of onomatopoeia and underlining or writing what is making the sounds. Have students turn and talk to do this with a partner, then ask for volunteers to come up to the board to circle and underline. (Slide 5) {Student led with teacher input} 4. Tell students they are now going to produce a list of their own onomatopoeias. Give them two minutes to do so. This is quiet work time (students can whisper to each other if needed). Remind them of the expectations and that they should use this time responsibly and respectfully meaning they should focus on their work and not distract others with side conversations. Tell students that all of them will be expected to share one example of onomatopoeia with the class. Circulate the classroom during this. 5. Have students share their example with the class and write them on the board (slide 6). Have students who seemed to be producing average examples share first. Then after examples have been shared have students who had trouble producing examples share after they have heard some solid examples. Then have students who produced a large amount of quality and creative examples share because it becomes more difficult to provide unique examples at the end. 6. Have students transition back to their desks if they are not currently at them. Explain to students that they will begin the process of producing their own onomatopoeia poemAllow the student who best exemplified the class expectations to choose the onomatopoeia that he or she wants to write a poem about. (Slide 7) Provide one example of what I am expecting on the board. In their table groups have students brainstorm things that make the sound of the onomatopoeia chosen. Give students five minutes to do so and then have groups share two things they came up with. 7. Tell students they will now be working on their own poems. . Explain how the poem will be used to inspire a piece they will be making in art (show slide 8). Tell them that to do this they must pick one example of onomatopoeia to inspire their poem and include various things that make that sound in their poem. Tell them they can use their own list of onomatopoeias to start. Then after they have picked one they can make their own brain frame to start their own poem. Tell them they should have at least 5 things in their poem that make the sound they have chosen. Have a student explain what silent work time means, and then transition to silent work time. (slide 9)

Closing (_2_ minutes): How will you bring closure to the lesson and, by doing so, review and determine what students have learned?

1. Tell students we will be cleaning up now. Ask students who of them think they have a good handle on their onomatopoeia poem, who has a chosen a word and has a good start, who is struggling to still pick a topic. Make note of who is still struggling and target them for next writing class. 2. Tell students to turn their poetry packet into me so I can give them feedback on their progress so far. Tell them I will give it back by them during homework review. 3. Tell students to get out their science binders. Then have students line up in alphabetical order and head to science.

SUPPORTING ALL LEARNERS

Learner Factors: What will you do to ensure success from all students? Specifically students on individual education plans, English language learners (at a variety of English language levels), and students who may need an extended challenge. Highlight all that apply. Grouping Factors Adjust grouping format Seat student strategically near one another Pair students Content Give additional examples Provide alternate reading Provide on-level reading Give verbal cues to emphasize main ideas Increase number of review activities Handout copy of notes Materials Write homework list Use Braille or large print Give students copy of directions Re-read directions Student Response Alternate response format Give daily progress report Extend time Use assistive devices Use page markers Use interpreter Give more breaks

Allow use of computer

Specific Examples: Choose 3 examples of support from the list above and explain in detail the differentiation. Support #1: When having students pair-and-share ask specific students to pair with each other.

Support #2: If students are having particular trouble formulating ideas, have a small group come to the rug during silent work time.

Support #3: Use microphones during large group lessons for hearing impaired students.

FINAL DETAILS OF THE LESSON Classroom Management: If teaching a small group or whole class, how will you use classroom routines, support appropriate behavior, and/or handle behavioral issues? Give one example.

1. 2. 3. 4. 5.

Set up expectations Follow through with reward system Ring bell to get students attention Countdown for transitions Adjust seating if students are having trouble following expectations

Materials: What are the materials that you will need to organize, prepare, and/or try-out before teaching the lesson?

1. Smart Board ppt 2. Packets with the following: -Copies of the poems -Onomatopoeia brain storm sheet - 2 Onomatopoeia brain frame sheets (one group, one individual) - Lined paper for poem

Follow-up: How will you and/or your CT reinforce the learning at a later time so that the students continue to work toward the lessons overarching goal (i.e., the MA Curriculum Framework)?

Students will continue to finish and refine their poem in writing class. They will also create an art piece to compliment their poem. They will hang in the cafetorium during the poetry slam next month.