Student: Hillary Tindall Mentor Teacher: Ms.

DeBetta Smith Academic Year: 2012-2013 District: Orangeburg Consolidated 5 School: Brookdale Elementary Grade Level: 3rd Subject: Language Arts Dates of unit: from April 8, 2013 to April 12, 2013

Unit Title and/or Description: Figurative Language and Sound Devices in Poetry
Describe the number of students, demographics of the students, and any other special features or important information. There are 21 students in the class. 13 of the students are boys and 8 are girls. All of the students are AfricanAmerican.

Section I: Major Unit Objectives (Key Element 2.A) Describe the major objectives of the unit
and indicate the corresponding state standards.

Major Unit Objectives Key Element 2.A

Corresponding State Standards:

3.RL.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. 3.L.5. Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

3-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration). 3-1.9 Recognize the characteristics of poetry (including stanza, rhyme scheme, and repetition). 3-3.7 Spell correctly

Reflect on the unit objectives (Key Element 2.A) How did you craft these objectives so that the students understand both the objectives and their relevance? I selected these objectives based on my mentor teacher Ms. Smiths pacing guide. I wanted to stay on the same path that Ms. Smith was teaching. These objectives will be taught the same time I am doing my field experience. Because objectives do not all work together, I found it important to show the students the relevance of each objective and their relation to each other. Understanding that students need to be figurative language, I decided to focus on that specific objectives. Figurative language is a major component in poetry as students continue their education. These objectives lay the foundation for understanding composition of poetry. Students will be using trade books to help them understand the content and to show how the information is relevant to the real world. The information within the unit

is relevant because it addresses one element within poetry. The unit is also relevant for many saying used in both academic language and social language.

Section II: Unit Plan (Key Element 2.B)

Describe your instructional plan that is, the sequence of steps that you need to follow if your students are to achieve the unit objectives including the key activities or strategies and resources (e.g., materials, technology).

Instructional Plan for the Unit Key Element 2.B

The teacher will introduce each standard by giving examples and showing videos relevant to the standard. Brief PowerPoint presentations will be used for direct instruction. The PowerPoint presentations will include videos and examples of the content. Handouts will be provided for students to glue into their Language Arts journal. Students will use trade books for guided practice. Independent practice will include worksheets and computer activities. One or two worksheets regarding the content will be assigned to students as homework. Mini Activities: Throughout the week, I will incorporate mini activities in the lesson. The topic based mini activities include: 1) 2)

Create a list of similes and metaphors found in the story Write alliterations using each letter of the alphabet. Identify sound devices such as onomatopoeia and

alliteration within books 3) Read and find examples of figurative language from poetry books 4) Compose a poem Final Project: Students will compose a poem with two to four stanzas using figurative language and sound devices. Materials and resources: Students will use trade books such as The Snow Tree by Caroline Repchuk, Piggie Pie by Margie Palantini, and The Talking Eggs by Sovci. They will also be given worksheets. Some will be teacher made while others may be commercially made. The brainpopjr.com will be used for computer activities and practice.

Reflect on the instructional plan for the unit (Key Element 2.B): How does this instructional plan establish a balance between grade level academic standards and expectations and the needs, abilities and developmental levels of individual students? The instructional plan will establish a balance between grade level academic standards and expectations and the needs, abilities and developmental levels of individual students. I understand that all students do not learn at the same pace. As a teacher, I will provide support and assistance to those students who are having difficulty understanding the concepts. The computer activities will be useful for all students within the classrooms. I also understand that students learn better when interacting with the lesson and participating in hands-on activities. Throughout the unit, I will provide feedback and monitor the progress of students. The objectives support students being able to understand figurative language and sound devices as well as apply them to poetry.

Section III: Unit Assessments Key Element 3.A

List the key unit assessments.

Type of Assessment (Attach Copies)

Key Unit Assessments (Key Element 3.A) Teacher-Made Commercially Available

Weekly Assessments: The 1st assessment will focus on one standard; each assessment after that will include an additional standard.

Unit Assessment: The Unit assessment will cover all 5 standards.

Final Project: This authentic assessment will be scored with a scoring rubric.

Authentic Assessment will be made by students.

Reflect on the unit assessments (Key Element 3.A): How did you determine that your unit assessments were valid and reliable for all students? When creating the assessments, I will make sure that the assessments incorporate the unit objectives regarding figurative language and sound devices. Based on the different levels of Blooms Taxonomy, multiple choice questions and fill in the blank questions will be given on the assessment. The multiple choice questions will provide students with several possible answers, and the fill in the blank questions will demonstrate their understanding of the standards .A rubric will be provided explaining the scoring process. The assessment is valid and reliable for all students based on previous statements.

Section IV: Analysis of Student Performance (Key Element 3.B)

Describe the way(s) in which you plan to analyze student performance.

Each weekly assessment will include 10 questions. Based on the students answers, grades will be assigned according to the criteria in Table 1. Table 1

10 correct = 100% 9 correct = 90% 8 correct = 80% 7 correct = 70% 6 correct = 60% 5 correct = 50% 4 correct = 40% 3 correct = 30% 2 correct = 20% 1 correct = 10%

The unit assessment will have 20 questions and will be analyzed using the criteria in Table 2. Table 2 20 correct = 100% 19 correct = 95% 18 correct = 90% 17 correct = 85% 16 correct = 80 % 15 correct = 75% 14 correct = 70% 13 correct = 65% 12 correct = 60% 11 correct = 55% 10 correct =50% 4 correct = 20% 3 correct = 15% 2 correct = 10% 1 correct = 5% 9 correct = 45% 8 correct = 40% 7 correct = 35% 6 correct = 30% 5 correct = 25%

Based on the ways you plan to assess your students, how do you feel that this information will (a) increase your understanding of individual students strengths and weaknesses and (b) determine specific aspects of your instruction that need to be modified? While scoring the weekly assessment, I will be informed whether or not students understood the individual standards. I will be able to identify students strengths and weaknesses. If I find critical weaknesses, I will differentiate my instruction. I will reteach for those students who did not score at least a 75% on the assessment.

When I score the unit assessment, I will be aware of the standards that I need to continue to teach in the next unit to reinforce the learning. The unit assessment will help me to identify the students strengths and weaknesses. I will continue to teach these concepts in the next unit so that all students will be successful.

Unfortunately, I will not be aware of the specific aspects of my instruction that need to be modified in the unit. However, I would probably reflect on how I presented the concepts to the students as well as reflect on the activities involved throughout the unit.

V. TIMELINE
Provide a timeline for the completion of all of the activities in your unit plan.

Unit Title: Figurative Language and Speech Devices in Poetry

Duration: 4 weeks

3-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration

2 weeks

3-1.9 Recognize the characteristics of poetry (including stanza, rhyme scheme, and repetition).

2 weeks

Name ______________________________________ Similes and Metaphors Quiz Directions: Circle the two objects being compared in the simile. 1) Her shirt was as bright as the sun. 2) One of the best basketball players ever, Nick was as tall as a tree. 3) I was as hungry as a bear. 4) After doing laundry, her clothes smelled like a field of flowers. Directions: Circle the two objects being compared in the metaphor. 5) Many people believe time is money. 6) My sister says her life is a dream. 7) Crocodiles teeth are white daggers, so be careful. 8) Her soft voice was music to Andys ears. Directions: Write your own metaphor and simile. 1) __________________________________________________________________ 2) ____________________________________________________________________

Name________________________ Poetry Test Directions: Write the type of figurative language shown in the sentence. 1. Peter Piper picked a peck of pickled peppers. A peck of pickled peppers Peter Piper picked. If Peter Piper picked a peck of pickled peppers, How many pickled peppers did Peter Piper pick?

_______________________

2. The Night was creeping on the ground! She crept and did not make a sound. _________________________________ 3. In the morning the city Spreads its wings Making a song In stone that sings. ___________________________________________ 4. My love is like a red, red rose __________________________________________ 5. It was so cold, I saw polar bears wearing jackets. ________________ 6. Chug, chug, chug. Puff, puff, puff. Ding-dong, ding-dong. The little train rumbled over the tracks. _____________________ Directions: Write your own figurative language. 7. Simile: _________________________________________________________________ 8. Metaphor: ______________________________________________________________ 9. Onomatopoeia: __________________________________________________________ 10. Alliteration: _____________________________________________________________ 11. Personification: __________________________________________________________ 12. Hyperbole: ______________________________________________________________

Directions: Answer the following questions based on the poem below.

My Teacher Ate My Homework by Kenn Nesbitt My teacher ate my homework, which I thought was rather odd. He sniffed at it and smiled with an approving sort of nod. He took a little nibble -it's unusual, but true -then had a somewhat larger bite and gave a thoughtful chew. I think he must have liked it, for he really went to town. He gobbled it with gusto and he wolfed the whole thing down. He licked off all his fingers, gave a burp and said, "You pass." I guess that's how they grade you when you're in a cooking class. 13. What is the title of the poem? ______________________________________________ 14. Who is the author? ___________________________________________________ 15. How many stanzas does the poem have? _________________________________ 16. Who is the poem about? ____________________________________________ 17. Are there any similes in the poem? If yes, give an example? ______________________________________________________________ 18. Are there any metaphors in the poem? If yes, give an example? ______________________________________________________________ 19. Is there any personification in the poem? If yes, give an example? _______________________________________________________________ 20. Is there any alliteration in the poem? If yes, give an example? ______________________________________________________________

Rubric for Poem

Target (4)
Student used all of the following figurative languages similes, metaphors, hyperboles, and personifications. Student gave two examples of onomatopoeia and alliteration. Student had 4 stanzas. Student did not have any grammatical errors. Student has a title that relates to poem.

Highly Acceptable (3)

Acceptable (2)

Unacceptable (1)
Student used none of the following figurative languages similes, metaphors, hyperboles, and personifications. Student did not give examples of onomatopoeia and alliteration. Student had 1 stanza. Student had a large amount of grammatical errors. Student does not have a title.

Figurative Language

Sound Devices

Stanzas Grammar

Title

Student used Student used only three of the only two of the following following figurative figurative languages languages similes, similes, metaphors, metaphors, hyperboles, and hyperboles, and personifications. personifications. Student gave one Student gave an example of examples of onomatopoeia either and alliteration. onomatopoeia or alliteration. Student had 3 Student had 2 stanzas. stanzas. Student had only Student had a couple of few grammatical grammatical errors. errors. Student has a Student has a title that kind of title. relates to the poem. Student read poem with moderately loudly and some expression. Student read poem with little expression and could only be heard sometimes.

Oral Presentation

Student read poem loudly, clearly and with a lot of expression.

Students did not read poem with any expression and could not be heard.