TOPIC DETAILS CK Name Miss Scott Subject Reading Comprehension Grade Level 1 st
Date/Duration October 2, 2014/10 minutes Big Ideas Recognition of literary devices in poetry allows the reader to understand the text more deeply and helps them interact with the poem in a new way.
Essential Questions What is a literary device? How do literary devices affect poetry?
PA/Common Core/Standards Read, understand, and respond to works of literature. Recognize different types of genres such as poetry, drama, and fiction. Identify literary elements (characters, setting, and plot) in selected readings Identify literary devices in selected readings (e.g., personification, rhyming, alliteration).
Objectives
Bloom's Taxonomy
Webb's Depth of Knowledge (DOK)
While reading a poem, students will individually be able to determine at least one literary device used by the poet. In groups of four, students will demonstrate their knowledge by explaining to one another how they knew which literary device was used in their poem.
Formative & Summative Assessment Evidence Students explanations Walking around and seeing their work Homework assignment
ISTE Standards for Students
Framework for 21st Century Learning
Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts Develop, implement and communicate new ideas to others effectively
Accommodations, Modifications
SUPERVISING TEACHERS SIGNATURE
Seton Hill University Lesson Plan Template Step-by-Step Procedures RATIONALE for the Learning Plan This lesson is built upon the students ability to read and understand age appropriate poems. After learning what a literary device is and reading the poems, students will be able to go back and identify at least one literary device used in their poem. Then, they will be able to listen to others explanations with different literary devices, as well as explain their own to their group.
CK Introduction Activating Prior Knowledge Question and Answer: 1) ask the students if they are familiar with poetry: What is special about a poem? Do you know any poems? etc. 2) ask the students if they know what onomatopoeia, alliteration, rhyming, personification, and other literary devices are
Hook/Lead-In/Anticipatory Set Students will be counted off into groups of 4s. They will be given ten seconds to meet with their group members and sit back down. Then, after answering the leading questions, students will learn the key vocabulary.
Explicit Instructions Big Idea Statement Recognition of literary devices in poetry allows the reader to understand the text more deeply and helps them interact with the poem in a new way.
Essential Questions Statement What is a literary device? How do literary devices affect poetry?
Objective Statement While reading a poem, students will individually be able to determine at least one literary device used by the poet. In groups of four, students will demonstrate their knowledge by explaining to one another how they knew which literary device was used in their poem.
Transition The students will get up and move before the lesson begins to join their groups. They will have fifteen seconds to find their group members while singing their ABCs. After the class discussion, the students will transition into independent work by being asked to take out their pencils in ten seconds or less. When they are
finished, they will put their pencils down. Students will transition into group work by standing up when they are explaining their literary device to their group. After group work, students will be called back to their seats by shirt color and will be asked to put their things away then to look at me when theyre done. Finally, we will have a brief discussion at the end summarizing what the students learned.
Key Vocabulary Literary device: terms used to make writing more exciting. They help the writer tell a story or make a point. Personification: giving human qualities to an object or animal Ex: Lightning danced across the sky. Traffic slowed to a crawl. Time flies. Rhyming: two or more words of phrases that end in the same sound Ex: The cat in the hat. Twinkle, twinkle, little star/How I wonder what you are. Alliteration: when words that start with the same sound (usually a consonant) are used close together in a phrase or sentence. Ex: Silly Sally sailed the seven seas. Lazy lizards lying like lumps. Onomatopoeia: words that mimic the sound of an object or action that it refers to. Ex: arf, buzz, hiss, achoo, phew, shhh, clap Lesson Procedure Must include adaptations & accommodations for students with special needs PreAssessment of Students The students will be asked if they are familiar with the key vocabulary. Modeling of the Concept The students will see the definition of the key vocabulary words on the board along with an example. They will then be asked if to raise their hands if they can come up with any examples. Guiding the Practice After the students begin to work individually, I will walk around the room to assess their work and in case anyone has a question or needs help. It is important to look for children that appear to be struggling or see if there is one concept many children are having a problem with. Providing the Independent Practice The students will receive a poem and work independently for about 5-10 minutes. They will be asked to read the poem and circle the words or phrases that determine what literary device is used in the poem. I will be there to help them as needed. Then, they will get more practice in their groups. Transition The students will get up and move before the lesson begins to join their groups. They will have fifteen seconds to find their group members while singing their ABCs. After the class discussion, the students will transition into independent work by being asked to take out their pencils in ten seconds or less. When they are finished, they will put their pencils down. Students will transition
into group work by standing up when they are explaining their literary device to their group. After group work, students will be called back to their seats by shirt color. Finally, we will have a brief discussion at the end summarizing what the students learned. Adaptations/Accommodations for Students with Special Needs
Evaluation of the Learning/Mastery of the Concept Formal Evaluation Homework assignment
Informal Evaluation Walking around the room Students explanations of their poems and the devices used to one another
Closure Summary & Review of the Learning This will come at the end of the lesson after students have transitioned back into their seats. The students will be asked to summarize what they learned about literary devices in their own words. Then, they will be asked how those devices affect writing. Do they make the writing more exciting? Is it easier to picture a scene when literary devices are used? Finally, they will be assigned their homework. Homework/Assignments Students will write their own short poem including at least one literary device of their choice one that they did not use for their poem in class.
Reading Materials Technology Equipment Supplies Various poems
Teacher Self-reflection Teaching a first grade lesson to adults was a difficult challenge, but this activity gave me a taste of what its like to actually be teaching. The hardest part for me was pacing the lesson. I ended up with a few minutes left over. Also, I found that I got ahead of myself a few times. I would begin to talk about something before thoroughly going through the previous concept. With young children, it is vital to be thorough with important information to ensure they understand it. This was a great practice for me, and the feedback I received from my group members really helped me improve my lesson plan. They all had great examples that I could learn from, too. I enjoyed teaching my first lesson and will take a lot away from this assignment.