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UNION UNIVERSITY’S LESSON PLAN FORMAT

Name Kelly Geasley

Date 1 November 2012 Grade/Subject 4th Grade, Language Arts

COMMON CORE STANDARD(S) & CLUSTER ADDRESSED BY GOALS AND OBJECTIVES:

Use relatively basic software programs to write texts and create graphics to present ideas visually and in writing.

UNIT GOAL(S):

TSW: understand unit vocabulary (e.g. literary terms: theme, mood/tone, symbolism, and figurative language (metaphor, simile, personification, hyperbole, pun)

LESSON OBJECTIVES, SUB-OBJECTIVES, ASSESSMENT, AND THINKING:

|Learning Objectives/ |How will the objective/sub-objective be assessed?|Level of Thinking in Bloom’s |

|Sub-objectives |(Also indicate if the assessment is formative or |Taxonomy OR Webb’s Depth of |

|(Stated behaviorally) |summative.) |Knowledge |

|TSW: identify the literary terms |Discussion (formative) |1st( “knowledge” |

|TSW: recognize these literary strategies in context |Vocabulary test (summative) |2nd(”comprehension” |

|TSW: write texts and create graphics to present ideas|Glogster assignment (summative) |3rd(”application” |

|visually and in writing | | |

ESSENTIAL QUESTIONS (What is the important thing?):

What do these terms mean, and how can we apply and recognize them in a literary context?

PRIOR KNOWLEDGE/SKILLS:

Knowledge of basic literary terms, at the 3rd grade level

Age-appropriate reading skills

INSTRUCTIONAL PROCEDURES:

• Lesson Opener

o Attention-getter (sign that lesson is starting)

▪ Vocal opener (“Class, class, class;” “yes, yes, yes;” “Now we’re going to learn some new literary terms…”)

o Hook (5 minutes):

▪ Group activity:

• Separate students into groups, and give each group a “silly” literary passage that represents each literary term

• Have students read the excerpts aloud, and talk about what the author does that is “special,” or noticeable

• Groups report back to class as a whole

o Bridge (relate to past and future learning; 10 minutes):

▪ Review previously learned literary strategies (from prior lessons, or previous grade level)

• Development of concepts and/or skills

o Explanation (include how thinking and problem-solving will be incorporated) (30 minutes)

▪ Provide students with a list of the terms, and explain

• “Theme: a unifying idea throughout a story”

• “Tone: the author’s attitude towards the subject they are writing about. This is also called the “mood” of a story.”

• “Symbolism: using people, places, or objects to represent an abstract idea”

• “Figurative language: writing that contains “figures of speech.” Figures of speech are words and phrases that suggests pictures or images that represent certain ideas.”

o “Parts of figurative language are…”

o “Metaphor: a figure of speech in which one word is related to another word, to suggest similarity between the two.”

o “Simile: a figure of speech in which two like things are compared, usually using the word ‘like.’”

o “Personification: a literary strategy that writers use to give inanimate objects human qualities.”

o “Hyperbole: exaggeration in writing.”

o “Pun: a “play on words.” Writers use words that have multiple meanings, to add humor to their writing.”

▪ Reveal which passages from the group activity represent each term, and explain how they relate

• Passage 1: “Her smile was like sunshine”

o “In this example, simile is used. A girl’s bright smile is compared to rays of sunshine! It is a simile and not a metaphor because the writer ‘explicitly,’ or ‘obviously,’ compares the two things. A metaphor is an ‘implied,’ or ‘hidden’ comparison.”

• Passage 2: “The toy store sign said: ‘don’t feed the teddy bears! They’re already stuffed!’”

o “This is an example of a pun, because the word ‘stuffed’ has multiple meanings. Teddy bears are stuffed with soft fabric, to make them cuddly! But people also use the word ‘stuffed’ when they have had enough to eat. The writer is making a little joke!”

• Passage 3: “The water called invitingly to the hot children.”

o “This passage illustrates personification. Obviously a pond of water can’t actually call out and speak to children! The writer is trying to say that, because the children were so hot and tired, they were drawn to the water—to swim and drink!”

• Passage 4: “He has a heart of stone”

o “This is an example of a metaphor. The boy’s heart isn’t actually made out of stone. The writer uses this to show readers like us that the character has a hard heart, almost like stone! This is an example of a metaphor and not a simile because the comparison is implied. Remember that implied means indirect or hidden!”

o Guided practice (10 minutes)

▪ Pass out copies of an excerpt from Henry Wadsworth Longfellow’s “Rain in Summer,” and have students read individually and try to pick out examples of discussed literary strategies

• “Let’s read the poem together.

How beautiful is the rain! 
After the dust and heat, 
In the broad and fiery street, 
In the narrow lane, 
How beautiful is the rain!

How it clatters along the roofs, 
Like the tramp of hoofs 
How it gushes and struggles out 
From the throat of the overflowing spout!

Across the window-pane 
It pours and pours; 
And swift and wide, 
With a muddy tide, 
Like a river down the gutter roars 
The rain, the welcome rain!

In the country, on every side, 
Where far and wide, 
Like a leopard's tawny and spotted hide, 
Stretches the plain, 
To the dry grass and the drier grain 
How welcome is the rain!”

“Now I want each of you to work individually to pick out examples of the literary terms we just discussed. Where do you see them in this poem? Make notes to yourself on your copy of the poem—you’ll need them for homework!”

▪ How will guided practice be monitored?

• Walk around and observe, helping students as needed

o Cross-curricular applications

▪ Technology integration

▪ Art integration

o Learning modalities (visuals, kinesthetic, etc.)

▪ Audial (Teacher’s explanation)

▪ Visual (Group Activity; poetry handout)

▪ Kinesthetic (Glogster Assignment)

• Independent Practice (Homework)

o Glogster Activity

▪ Students will create their own Glogster “poster” about the poem “Rain in Summer,” embedding text and images that highlight the discussed terms as they show up in the poem.

▪ Glogster Tutorial (handout with step-by-step directions, plus the visual of me going through each of these steps on the classroom computer/projector):

• “Let’s go through the handout together. When you get home, you’re going to log on to edu., and enter the username and password I assigned to you and put on your handout. Then you’re ready to create!”

• “Glogster is a website where you can make posters online. Just like a regular poster, you can use it to put information and pictures together into a presentation—only, with Glogster, you can also add videos, links to other websites, and things like that! This is called an interactive poster.”

• “When you log on to the website, you’re going to click the big green ‘create new glog’ button. Several options will pop up…choose ‘classic glog’ from the menu. Then your blank poster will appear!”

• “On the poster, you’ll see a black box like this one. Use it to arrange text boxes, designs, and pictures on the screen. Make sure you have the poem ‘Rain in Summer’ on your poster, as well as at least three examples of the literary terms we talked about that you found in the poem while reading it! When you finish, click the red ‘save or publish’ button at the top, give your glog a name, and hit ‘save!’ I’ll be able to grade your posters by logging into your account. I put the web address of a “directions Glogster” at the bottom of the handout. Follow this link and read the glog I made before you start! It will give you some background information about our poet, Henry Wadsworth Longfellow, and go over the instructions one more time. Questions?”

▪ Directions Glogster:

▪ Student Sample Glogster:

• Student Reflection and Lesson Closure; include sample of standardized test question

(Next day; 30 minutes)

o Discuss Glogster assignment

o Have several students volunteer to show their poster to the class

o Give Vocabulary Test

▪ Sample question 1:

Which vocabulary word is used in this passage?

The girl’s smile was as bright as the sun.

a. Personification

b. Metaphor

c. Hyperbole

d. Simile

▪ Sample question 2:

What does the literary term “tone” mean?

a. An implied comparison

b. The author’s attitude towards the subject

c. Giving human qualities to inanimate objects

d. Using objects to represent ideas

▪ Sample question 3:

Which sentence is NOT an example of personification?

a. “Speaking ill of the dead is a grave mistake.”

b. “The wind whistled merrily through the trees.”

c. “The flowers waved to me as I passed by the meadow.”

d. “On quiet nights, I can hear the stars whispering.”

• Room arrangement (groups, centers, etc.):

o Groups, then individual

• Alternative and/or supplemental activities for additional practice:

o Create a real poster instead of a Glogster poster (if no home computer or access to school computer)

o Smaller vocabulary quizzes before the actual test

FUTURE ASSESSMENT TO DETERMINE RETENTION OF CONCEPT(S):

• Cumulative vocabulary test at the end of semester/unit

MATERIALS AND TECHNOLOGY NEEDED FOR THE LESSON:

• Example and “Rain in Summer” handouts

• Glogster (computer access)

• Projector (for Glogster demo)

• Term list (handout, whiteboard, PowerPoint, etc.)

EMERGING TECHNOLOGIES THAT WOULD BE USED WERE THEY AVAILABLE AND A DESCRIPTION OF USE:

• Glogster EDU (to make poetry poster)

REFLECTIONS ON TEACHING AND LEARNING:

1. How do you think the lesson went (be specific)?

2. What was the strongest component of the lesson?

3. What instructional component needs the most refinement and what do you plan to do to improve that area?

4. How did you know which students accomplished the goals and objectives of the lesson and which did not?

5. How did you provide academic feedback to your students?

6. What insights are you discovering about your teaching?

7. How did your choices and actions of classroom management support student learning?

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