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Melissa

Allshouse and Duncan Busser Term III A Literacy Lesson Plan on Figurative Language Core Decisions What: The curricular content of this lesson is figurative language. The goals of this lesson are for students to learn how to identify and use figurative language, specifically similes in the third grade and both similes and onomatopoeias in the fourth grade. The lesson will introduce the terms and provide examples of each form of figurative language. Throughout the lesson the students will work towards an understanding of the concepts and transfer them into their current writing projects. How: We will begin the lesson by introducing two writing samples; one will contain many examples of the focused figurative language, and the other will be trivial with little descriptive language. The purpose of this introduction is to show the students how figurative language can transform a story. After the teacher-centered introduction, the students will then take lead for the rest of the lesson. The students will work to identify such figurative language in text examples and then use sensory experiences to elicit personal examples of onomatopoeia and similes. Throughout the lesson students will either be working in pairs or share their work with the group. By sharing and/or working together, the students will be able to aid each other in their learning, with the teacher only intervening for assessment and clarification. Why: The content for this lesson was chosen to align with the class literacy curricula. During the week this lesson will be taught, both classes will be starting a figurative language literacy unit. Also, during this time, the classes will have completed a rough draft of their Writing Workshop projectsadventure stories in fourth grade and persuasive paragraphs in third gradeand will begin to work on revising their work. This lesson is designed to incorporate partner work and consistent sharing of ideas, because it is important for the students to learn for each other. When a lesson is mostly teacher-centered, the students are less likely to be engaged and can more easily mask understanding by providing answers to the teachers satisfaction. In this lesson, the questions the teacher will ask highlight students to make their learning visible, by explaining how they identified the figurative language or how they formulated their own examples and incorporated it into their current writing projects. Melissa decided to incorporate two forms of figurative language in this lesson because the selected students have advanced literacy skills, and she believes they will be able to process the content at the pace of the lesson. Duncan chose just to use similes because the students chosen for this lesson are not yet aware of figurative language and can likely work with just one form in their introduction to this kind of literary tool.

Lesson Plan Goals/objectives: Students will be able to identify similes or similes and onomatopoeias in text Students will be able to add that figurative language into their writing Standards: PA Common Core- 4th grade: English Language Arts E04.B-V.4.1.2: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Materials: 1 worksheet packet for each student (worksheets, typed copy of students work) 2 pieces of chart paper and a marker o -Definitions of Simile and Onomatopoeia written on the paper 4 packets of pop rocks: 1 for each student (fourth grade) An assortment of different tactile items with varying colors and textures (third grade) o Rocks, fabrics like burlap and velvet, papers, metal, glass, cotton, paint chips, wood A Thesaurus for students who may require additional resources 2 highlighters (different colors) and pencil for each student A copy of each students current writing project rough draft typed by teacher Behavior chart with students names (fourth grade) Preparation: Before the lesson, the teacher will have written the definition of onomatopoeia and simile on chart paper. Teacher will have lesson packets assembled for each student. Teacher will type a copy of each students rough draft and choose a passage from each students story that clearly provides opportunity for both forms of figurative language. Classroom arrangement: Both lessons will be taught in quiet corners, outside the regular classroom, at small tables to facilitate group discussion. The corner will offer wall space for the chart paper on which the students will show examples of the figurative language being discussed in the lesson. Management: (Fourth grade) Since this lesson requires students to explore Pop Rocks candy, the students could get a little silly while working with the materials. At the beginning of the lesson I will tell the students that I expect them to be respectful of each other and myself throughout the lesson.

Prior to teaching the lesson, I will create a chart with each students name on it, which I will leave on the table where we will be working. When I deliver my expectations of behavior to the students, I will explain to them that if I have to address them for inappropriate behavior, they will receive a check next to their name. The first check will be a warning for the student, indicating that he/she needs to adjust their behavior. Two checks during the lesson will result in a 5-minute timeout from recess. If a student receives 3 checks during the lesson, that student will be removed from the group and will spend their recess with the school disciplinarian. During the portion of the lesson when Pop Rocks are required, I will remind the students of my expectations and encourage them to have fun while working with the material, but handle it in a mature manner. Management: (Third grade) Students will be expected to follow Reading Group / Writing Workshop norms as established in the beginning of the school year and reinforced at every Reading Group or Writing Workshop session. Should any student violate the norms, she or he will be given one warning, then sent in to change his or her light, a classroom norm for marking unwanted behavior that involves changing the color of the card next to their name from blue to orange. Lesson Plan Introduction: (Fourth grade, 7 minutes; Third grade, 9 minutes) After reiterating the classroom norms and group expectations (2 minutes), the teacher will read 2 similar passages telling the same story, one with little description and one with many examples of onomatopoeia and similes. The teacher will then ask students which passage was more interesting for the audience and ask them to explain why. What differences did you notice between the two paragraphs? Which sentences or ideas really stuck out to you? Why? Do you know what that kind of language is called? The teacher will then mount a piece of chart paper with the terms definitions to the wall. Do you know what these words mean? Can you tell me an example of this kind of word or phrase? Would you like to learn how to use them yourself?

11/26/12 6:27 PM Comment [1]: It is great that you will be reading these pieces to students and asking them which sounds more interesting and why. You may then want to post the stories on a chart for everyone to see or hand out copies so that students can refer to the text and make specific comments about what they are noticing in the writing. 11/26/12 6:27 PM Comment [2]: So here you are asking students to put the defination into their own words to see if it makes sense to them. Will you read them the definations first? 11/26/12 6:27 PM Comment [3]: If they have access to the text you read to them, you could ask for an example from that text as a way too get them started. It may be hard for students to give an example without having writing to draw from. You might want to have examples available in case they get stuck. These could be from a story that they already read. 11/26/12 6:27 PM Comment [4]: Instead asking them this question, to which they could potentially answer no, I would recommend just telling them now we are going to learn how to use figarative language in our writing.

Body: Activity 1- (10 minutes) The teacher will distribute each students individual worksheet packets and explain the directions for the first page. Students will work in pairs to reread the descriptive passage the teacher previously read and highlight examples of figurative language. Third graders will only be responsible for similes, while fourth graders will be responsible for identifying both similes and onomatopoeias. The whole group will then discuss each pairs selections alternately. Why did you choose this phrase?

What does it represent? Which form of figurative speech is it? Do you like the way it sounds? Why?

Activity 2- (Fourth grade only) (9 minutes) The teacher will reiterate the meaning of onomatopoeia and ask each student to give an example of onomatopoeia, giving a quick, informal formative assessment. Then the group will move onto the second page of the packet Pop Rockin Onomatopoeia, and teacher will distribute 1 packet of Pop Rocks to each student. Teacher will instruct students to put no more then half of the packet into their mouths. Students will then write 5 onomatopoeias to describe what is happening in their mouth. Students will then share some of their examples. What are the sensations you feel? How do they sound? Is it possible to write down that sound? How would you spell that? Its OK to use words you already know, like fizz and pop, but you can also make up your own sounds, your own onomatopoeias. Activity 3- (Both grades) (Fourth grade, 9 minutes; Third grade, 15 minutes) The teacher will reiterate the definition of a simile and ask each student to provide an example before continuing the lesson, possibly making reference to a simile discussed earlier in the lesson. Then the group will move onto the third page of the packet Pop Rockin Simile (fourth grade) or Sensational Similes (third grade). Fourth grade: The teacher will instruct the students to place the remaining Pop Rocks in their mouth and by using their senses record a list of characteristics for the Pop Rocks on their Pop Rockin Simile worksheets. Students will make a second list of unlike objects that have the same characteristics. Students will then use their list to write 2 similes. Each student will share their favorite simile with the group. o What did you feel? When else have you felt that before? o What did you hear? Have you ever heard that kind of sizzle before? Third grade: The teacher will give the students a variety of objects with different textures and colors and tell the students to explore the objects. Touch them, rub them, smell them, stare at them, tap two of them together, etc. Students will write down the name of an object, a sensation about it, and the name of some other object in the world with that same sensational quality. o What did you feel with each object? o What did the rock feel like? What words describe that rock? o What else do you know of that feels like that? Can you use those descriptive words to describe anything else? o How hard was the rock? Was it as hard as anything else? o Continue with other objects

11/26/12 6:27 PM Comment [5]: Now I see that you are giving them copies of the text you read them. Im still concerned that not having the text in the begining may make it hard for them to be specific. If you work with a hard copy in the introduction, you could give them a new descriptive passage to highlight the similes and onomatopoeias for this section. Dependning on text complexity, working in pairs they should be able to read it but you could also read it aloud and then in pairs have them highlight examples.

11/26/12 6:27 PM Comment [6]: In their packets are there graphic organizers that help guide this writing process? It may help student have specific places to make the various lists and then a place to write their similes.

11/26/12 6:27 PM Comment [7]: Will the third graders have a graphic organizer with a place for the objects names and a sense based descriptions. It also might help to review the five senses before students explore the objects so that they will be encouraged you use all their senses. You also may want to model this using one of the items, so that they can see and hear the exploration process and what they writing part will look like.

Activity 4, inclusion of figurative language into students own works: (Fourth grade, 12 minutes; third grade, 15 minutes) The group will then go to the last page of the packet I Can Add Figurative Language to My Story! Teacher will instruct students to read the passage from their adventure story the teacher selected (fourth grade) or their entire persuasive paragraph (third grade) Students will then write one simile and onomatopoeia to their story to add to their adventure story or two similes to add to their persuasive paragraphs. To end the lesson, students will share their revised passage with the group. Assessment of goals: During the first activity, the teacher will observe the pairs while they identify the figurative language in the passage. This informal assessment will indicate to the teacher if the students are on the right track. During the group discussion in this section, the teacher will ask students to explain why the picked their selections, which will make the students understand visible to the teacher. If students have any misconnections, the teacher will then clarify their confusion through group discussion and direct instruction to ensure the students are grasping the concepts. Before beginning activities 2 and 3, the teacher will ask students to provide an example of the appropriate figurative language. This will inform the teacher if the students understand the material before proceeding with the lesson. The final activity requires students to put the lesson into action. The teacher will collect the packets after the lesson and analyze the students work. If the students were able accurately to add the forms of figurative language to their passages, the goals of the lesson were reached. If their work does not indicate that they have reached an understanding, then the teacher should revisit the content with them the following day. Anticipating student responses and your possible responses: Management Issues: (Fourth grade) I do not anticipate any of the students I have selected to be out of control during this lesson. I think they will take my expectations to heart and be respectful to each other and myself during the lesson. I anticipate the students to show extra excitement as the lesson progresses and they are presented with the Pop Rocks. During the exploration of this material I anticipate the students excitement will still be high and they may get a little bit silly. Since I expect this, I will tolerate mild amount of silliness (I am picturing some laughter and comments when the Pop Rocks are being used) as long as it is not disruptive to the lesson. The comments students may have about the Pop Rocks could be useful in helping them formulate their figurative language examples. Sharing the sensations they feel from the Pop Rocks to each other will only add the descriptions each student can consider when coming up with their examples. If a students silliness becomes disruptive and they receive a warning check, I believe the students I have selected will be able to correct their behavior. Management Issues: (Third grade)

11/26/12 6:27 PM Comment [8]: I encourage you to model this part as well, by having a story of your own to add some figurative language to, you can think aloud as you add to your own story. Im aslo wondering how students will add the figurative language to their stories, will there be space on the page to put in a carat. Do you want to let them literately cut and paste in these literary devices? Do you want them to write the whole piece over adding in some figurative language? 11/26/12 6:27 PM Comment [9]: I encourage you to have your observer takes notes about students understandings and misunderstandings. You as the teacher will be scafolding their understandings and this allow them to capture their understandings on paper.

The selected students are better behaved than most and tend to follow classroom norms and expectations well. They are aware of changing your light and feel really horrible to have to do so (the class receives one compliment at the end of every day that the school day ends with everyone on blue). During the sensory exploration, I expect students to get a little silly and explorative, and I expect to have to tell at least one of them not to lick the objects. They tend to listen well. Content: We think the students will enjoy the content of the lesson. We think they will be able and excited to work collaboratively during this lesson. We think the students will have fun with exploration portion of this lesson, and it will help them generate their own examples of the content. Accommodations: Because the students are having tactile explorations, students of every learning style will have some sort of experience to document. If the students are unsure of how to express the sensations they are feeling, they can describe it to the teachers who can transcribe the words to the worksheet. Teachers are right there to help guide all students to express their experiences, and small group work can help alleviate some of the pressure of whole class instruction when it comes to writing. If the fourth grade classroom group has a learner who will not tolerate or behave well with Pop Rocks, that entire group can use the tactile assortment used for the third graders. With established norms and outlined consequences for students actions, we expect the students of all attention levels, abilities, and learning styles to have a similar experience with this small group instruction.

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