Renata McAdams Maddie Silber Jake Frumkin November 18, 2012 Profs.

Barrow and Levitt Term III Lesson Plan – Literacy

Lesson Plan Objectives/Goals Students will be able to identify rhyming words, count syllables, create similes (using both “like” and “as”), and identify simple rhyme scheme. Students will have been exposed to examples of quatrains, in preparation for a whole-class lesson on the subject to follow. Alignment with Standards and Assessment Anchors Common Core Language Standards: 3. Use knowledge of language and its conventions when writing, reading, speaking, or listening - 3.a. Choose words and phrases for effect 2. Demonstrate command of the conventions of standard English, including capitalization, punctuation, and spelling, when writing - 2.f. Use spelling patterns and generalizations (e.g. word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words Common Core Writing Standards: 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences Common Core Reading Standards: 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections Materials -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ -­‐ whiteboard whiteboard markers and eraser free-association poems from previous day (each student has his/her own) small stack of lined paper 2 pencils per student example work (pre-written quatrains, including different versions of rhyme scheme) simile worksheets

Classroom arrangement and management issues

We would normally take small groups into the 3rd grade pod, directly outside the 3rd grade classrooms. However, because we will be teaching this lesson on a Thursday we recognized that music lessons take place in this public space as well, which is generally loud and distracting. Consequently, we decided to teach this lesson in a different 3rd grade classroom, other than our own, when that different class will be out of the room for a prep period. We do not feel we can remain inside the classroom with our groups without causing distraction, since this will be a small-group exercise while the rest of the class continues with a different lesson. We will have the whiteboard easel, dry erase markers, and lined paper, along with worksheets, already in the pod. Students will only be responsible for bringing pencils and their own free-association poems with them to the pod. We will call students by name to line up at the classroom door with their poems and pencils, and when the entire group is assembled, we will proceed with them to the other classroom. In Renata’s and Maddie’s classes, children will be permitted to choose their own seats at one of two tables, as we do not anticipate personality conflicts or distraction; Jake will have their seats pre-assigned, by placing worksheets with their names already written in at specific places around the tables. We will distribute materials as needed throughout the lesson, since it is smallgroup work wherein the children are within easy reach of the teacher at all times. We will begin by making our expectations for participation explicit, telling the children what successful participation in these activities would look and sound like. Potential distractions could include initial interest in examining the new classroom environment and sitting at someone else’s desk. We anticipate dealing with this by reminding children that all familiar classroom behavior norms and incentives still apply at the beginning of the lesson, and throughout as necessary. We will make it clear that students who persist in unconstructive behavior will be sent back to their classroom and will not get to participate in this useful special activity. We also intend to always give students a related task to complete should they finish before their peers, so as not to become a distraction to others who may need more time. At the end of the lesson, we will gather our supplies, with students responsible for their own pencils and free-association poems. We will collect all worksheets and word lists produced by the children during this session for assessment, with the intention of handing them back before the quatrain lesson the following day, so that the children will have this work for reference. Plan [45 minutes total] [5 minutes for entering and leaving the classroom] Rhyming [ 30 minutes total] Direct Instruction: [3 minutes] We will begin by offering one example of a rhyme and explain that the final syllable sounds the same. Guided Practice: [5 minutes] We will introduce a rhyming game where a word will be presented and everyone will think of an example of a word that rhymes with it, moving around the room one by one. We will provide the first word, “rice,” and if students seem to be struggling with this then we will continue to provide the starting words (Go, Bat,

user 11/25/12 8:46 PM
Comment: What  does  it  look  l ike?  Sound  like?   What  behavioral  and  academic  expectations  will   you  remind  students  of?  Be  explicit.  

user 11/25/12 8:48 PM
Comment: Hmm…in  the  fall  the  students  will  be   yours  and  there  won’t  be  somewhere  else  to  send   them.  I  am  wondering  behavioral  systems   (rewards,  consequences,  etc.)  are  in  place  in  your   classrooms  that  can  be  replicated  in  these  small   group  l essons.  

user 11/25/12 8:49 PM
Comment: Be  explicit.  Show  don’t  tell.  What  will   you  say  to  students  verbatim?  What  examples  w ill   you  use?  

Flop are all options). If not, we will have students volunteer to start with a word they generated in their poem, giving each student a chance to begin with their word once, time permitting. We will be recording all the words on the whiteboard easel in a list under the beginning rhyming word, underlining the sound in each word that is the same. We will allow students to pass if they cannot think of a rhyming word in the current round. Independent Practice: [5 minutes] Students will generate a list of words that rhyme with the words from their free-verse poems. We will ask students to pick three words from their poem and come up with as many rhymes for each one as they can. Students can move onto a different word or continue to generate more rhymes for one of their three words, should they get through all three of their words before their peers. Teacher will circulate, observing student progress, answering questions and encouraging next steps for starting words and rhymes. Direct Instruction: [2 minutes] We will pass out a sheet with multiple quatrains. Students will be instructed to circle all the rhyming words in each poem, and underline the part of each word that rhymes (as per the words on the whiteboard, which will still be visible). Independent Practice: [5 minutes] Students will circle rhymes. We will encourage them to look for patterns. Where do the rhymes occur most often in the poem? Should a student finish circling rhyming words early, they can continue to work on their rhyming words from their free-verse poem. Guided Practice: [10 minutes] We will discuss the rhymes discovered in each poem and decide together which lines rhyme with each other. We will then introduce the idea of a rhyme scheme (such as labeling lines A and B) and incorporate the word “stanza” into our discussion, explaining that a stanza is a term in poetry used to describe one section of the poem centered around one idea. We will relate this to verses in a song or paragraphs in a story. As we figure out each poem’s rhyme scheme, we will instruct students to label the rhyming lines AABA or AABB (or other, as appropriate). Similes [10 minutes total] Direct Instruction: [2 minutes] We will ask students to recall what the two phrases used to make a simile are. We will call on students to answer and write each phrase (“as ____ as a _____” and “___ like a ____”) on the whiteboard easel. Independent Practice: [8 minutes] Students will fill out a worksheet to practice their use of similes. (Worksheet attached.) The worksheet will provide examples of similes to be filled in. As students move through the worksheet, they will need to provide an increasing number of words for each simile phrase. Should a student finish this worksheet early, they can continue to work on their rhyming words from their free-verse poem, perhaps with an emphasis of coming up with multi-syllabic words. Students will be instructed to leave all work on the table to be collected and reviewed by the teacher. As we wrap up, we will explain that the entire class will be writing their own quatrains in the coming weeks. When we begin this project, students can use the rhymes and similes they have come up (which will be returned to them in time) with in their future poem. Assessment of the goals/objectives listed above

user 11/25/12 9:21 PM
Comment: This  isn’t  direct  instruction.  Direct   instruction  means  that  you  are  explicitly  teaching   students  something.  I n  addition,  this  usually   involves  modeling  for  students  what  your   expectations  are.  T hese  are  more  directives  for   completing  a  worksheet.  

user 11/25/12 9:01 PM
Comment: There  is  an  implicit  l esson  in  spelling   patterns  that  may  create  difficulties  for  students.   Sometimes  the  part  of  the  word  that  rhymes   doesn’t  look  the  same  (e.g.  here,  ear).  How  will   you  address  this  potential  concern?  

user 11/25/12 9:21 PM
Comment: Again,  this  is  not  direct  instruction…  

Our assessment of students will be largely informal and will be based on discussion and observation during the lesson. Formal assessment will be done through the attached rubric to quantify students’ understanding of the lesson. Anticipating students’ responses and your possible responses a. Management issues: We will continue to reinforce our standards and expectations consistent with those that exist in the classroom. We will remind students that their good behavior will continue to be rewarded by star cards and could possibly result in earning marbles in the marble jar for their entire class. b. Response to content of the lesson: We imagine that students will be able to retain the lesson content because some of the material should be review, and we will have engaged with the new content in multiple ways. We hope that students will feel excited to use this material as building blocks for their future poems. Accommodations a. Accommodations for students who may find the material too challenging: Embedded throughout lesson plan – individual support will be available while circulating during independent practice. b. Accommodations for students who may need greater challenge and/or finish early? Embedded throughout lesson plan – individual support will be available while circulating during independent practice.  
user 11/25/12 9:22 PM
Comment: This  should  include  exemplar   responses  based  o n  your  assessments.  What  are   the  “right”  answers?  If/when  students  do  not   provide  these  responses,  how  will  you  adjust   instruction/support  accordingly?  

user 11/25/12 9:18 PM
Comment: Again,  be  explicit.  Are  there  places  in   the  l esson  where  you  anticipate  students  may   experience  difficulty?  How  will  you  scaffold   accordingly?  

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