Name of Student Teacher: Mary Donovan Subject: English Date: Tuesday September 6th Lesson Plan Title: Similes,

Metaphors, and Onomatopoeia ALCOS Standards: 4.) Identify literary elements and devices, including characters, important details, and similes, in recreational reading materials and details in informational reading materials. Specific Objectives: 1. The students will be able to identify a simile, metaphor, and onomatopoeia in a story as well as write their own similes, metaphors, and onomatopoeia. Required Materials: ELMO, pencils, lined paper, Active Board, Figurative Language Powerpoint created by Mary Donovan Engagement: The teacher will ask the students to name one thing they learned from the last English lesson. Step-by-Step Procedures: 1. The teacher will begin the lesson by going through the Figurative Language Powerpoint with the students, calling students up to click to find the correct answer when necessary and having the other students put thumbs up for A and two thumbs up for B to participate in answering. 2. The teacher will have students read the short story on the powerpoint and fine the similes, metaphors, and onomatopoeia. 3. Students will create their own short stories with a partner. Plan for Independent Practice: Finding the Figurative Language Activity Creating their own short story Closure: The teacher will have some volunteers share their stories and go over the similes, metaphors, and onomatopoeia they used. Assessment Based on Objectives: Find the figurative language activity Create your own short story. Adaptations/Accommodations: One student with an IEP does not have to write his in cursive, and only has to find five Extensions: Notes/Reflections:

Name of Student Teacher: Mary Donovan Subject: English Date: Wednesday September 7th Lesson Plan Title: Thesis, Setting, and Characters ALCOS Standards: 4.) Identify literary elements and devices, including characters, important details, and similes, in recreational reading materials and details in informational reading materials. Specific Objectives: *The students will be able to identify and write down on a graphic organizer the main idea, setting, and main characters of a story. Required Materials: ELMO, pencils, lined paper, Active Board, Skippyjon Jones by Judy Schachner, story map graphic organizer, 6 different childrens books for students to use. Engagement: The teacher will ask the students to name one thing that they learned about from the previous lesson on figurative language. Step-by-Step Procedures: 1. The teacher will begin the lesson by reading the book Skippyjon Jones by Judy Schachner. 2. Before reading, the teacher will ask the students what the title (since title is one of their vocabulary words this unit), who the author is, and what they think the book is going to be about from the front cover. 3. Next, the teacher will read the book, asking questions about the book along the way such as Why do you think Skippyjon Jones likes to pretend? etc. 2. After reading, the teacher will write on the board setting, thesis, and main characters. 3. The teacher will use the book to explain what the setting is (the time and place of a story), what the thesis is (the main idea of a story), and who the main characters in a story are. 4. Once the students have volunteered answers for each category from the story that was read to them, the teacher will split the students into groups of three. 5. Each group will be given a story map graphic organizer, and a childrens book. The group must read the book, write the title and author in the middle of the graphic organizer, then write the setting, main characters, problem, solution, etc. in the correct box of the story map. Plan for Independent Practice: The students must choose their favorite book or movie from home and create their own story map that lists the setting, main characters, and thesis of the story. Closure: The teacher will have some volunteers share their group story maps and go over what the setting, main characters, and thesis are. Assessment Based on Objectives: Story Map Graphic Organizer Favorite movie/story graphic organizer from home. Adaptations/Accommodations: One student with an IEP does not have to write in cursive. He will complete his story map with the special education teacher. Extensions: Notes/Reflections:

Name of Student Teacher: Mary Donovan Subject: English Date: Thursday September 8th Lesson Plan Title: Dialogue ALCOS Standards: 4.) Identify literary elements and devices, including characters, important details, and similes, in recreational reading materials and details in informational reading materials. Specific Objectives: 1. The students will be able to identify dialogue in a story. 2. The students will be able to write their own dialogue in a comic that they create. Required Materials: ELMO, pencils, lined paper, Active Board, Dialogue Power point from Active Board, comic strip printouts. Engagement: The teacher will ask the students to name one thing that they learned about from the previous lesson on characters, setting, and thesis. Step-by-Step Procedures: 6. The teacher will begin the lesson by discussing and modeling dialogue using an Active Board lesson that allows the students to interact with the Active Board. 7. Once the students have an understanding of what dialogue is, the teacher will then pass out blank comic strips (four for each student). 8. The students will draw and write their own comic strips on any topic they wish. They must use dialogue in the correct form with quotations around it, etc. Plan for Independent Practice: The students will write and draw their own comic strips using dialogue between at least two people (or animals, creativity knows no bounds!) Closure: The teacher will have some volunteers share their comic strips. Assessment Based on Objectives: Comic strips Adaptations/Accommodations: One student with an IEP will have to create a comic with only two scenes instead of four. Extensions: Notes/Reflections:

Name of Student Teacher: Mary Donovan Subject: English Date: Friday September 9th Lesson Plan Title: Review of Dialogue ALCOS Standards: 4.) Identify literary elements and devices, including characters, important details, and similes, in recreational reading materials and details in informational reading materials. Specific Objectives: 2. The students will be able to identify dialogue in a story. 3. The students will be able to write a short dialogue and act it out to the class. Required Materials: ELMO, pencils, lined paper, Active Board, pictures to create ideas for students stories. Engagement: The teacher will ask the students to name one thing that they learned about from the previous lesson on dialogue. Step-by-Step Procedures: 4. The teacher will begin the lesson by splitting students into groups of two. Then the teacher will pass out pictures that the students must then write a short dialogue about. 5. This dialogue must show the two characters saying at least 5 sentences each. They must also include a setting for the dialogue, who the main characters are, one simile, one metaphor, and one onomatopoeia statement. 6. The students will share their dialogues with the class. Plan for Independent Practice: The students will create their own dialogues based on the pictures given to them. Closure: The teacher will have the students share their dialogues. Assessment Based on Objectives: Dialogues Adaptations/Accommodations: One student with an IEP will be put into a group of three so that he can be helped with his dialogue by two others. Extensions: Notes/Reflections: