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University School of Education - - - EDUC 450 Reflective Lesson Plan Model Name: Marquetta Strait PART I: PLANNING Date: March 03, 2014

Title of Lesson

Rhyme Scheme Is this lesson an original idea? If not, from what source did I borrow this lesson? I created this lesson to introduce poetry to my students.

Source

Subject Area (s) Grade Level

English Language Arts 4th Grade Reading:

Curriculum Standard(s) 4-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration). 4-1.9 Recognize the characteristics of poetry (including stanza, rhyme scheme, and repetition). What will students experience during the lesson? What is the agenda for the lesson? What is the content to be taught? Description and Background Information Reading: The students will be able to examine a variety of poetry to determine the poets rhyme scheme. Agenda: The agenda for the lesson is to have the students review the following figurative language: similes, metaphors, hyperbole, and personification. After which, I will teach alliteration by showing examples and having students practice reading alliterations. In addition to this, I will introduce rhyme scheme to get students focused on looking at the poets craft. Our focus for today is on alliteration and rhyme scheme. Content: The students will be learning about alliteration and rhyme scheme. The students will investigate variety of poetry to find the rhyme scheme and the poets incorporation of alliteration.

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Materials

What will I need to teach this lesson? What do students need to participate? I will have a PowerPoint presentation for the content, loose leaf paper, four poems to project onto the screen, a dry erase board, and dry erase markers. The students will need a pencil, their Language Arts journal, and their writing folders to complete their bell ringer. What will students be able to do at the conclusion of this lesson? Write measurable objective(s).

Lesson Objectives Reading: Students will be able to examine a variety of literature to inspect the authors use of alliteration and rhyme scheme. Writing: Students will be able to incorporate more vivid words into their writings. This in turn, will allow students work to become livelier. Purpose: Rhyme is important in poetry because it keeps the poetry in harmony. By having students comprehend rhyming words, they will be more able to find the rhyme scheme of poetry.

At least 95% of my students will be able to identify, label, and explain rhyme scheme in various poems.
How will I vary these objectives for students who do not understand the material? Varying Objectives for Individuals Needs For students that do not comprehend the lesson, I will demonstrate how rhyme scheme or alliteration can be found. For example, for alliteration the students need to look for repeated consonant sounds. I will present a poem that consistently uses the b sound. After reading the poem, I will question which sound was repeated throughout the poem. How will I vary these objectives for students who have already mastered the concept? For students that have already mastered these concepts, I will allow them to help other students that may be undergoing challenges. For example, I have placed the students in groups for this activity. I encouraged the students to engage in discourse to examine the poetrys rhyme scheme. If one student finished and was correct, I asked that student to help their group mates that were struggling. I emphasized that I did not want them to tell their group mate the answer, but they should show how they arrived at their answers. How will I vary these objectives for students who are presently learning English? For students that are learning English, I will explain the purpose of examining poetry and how tongue twisters are examples of alliteration. I incorporated tongue twisters to allow students to see how consonant

M. Strait 3 sounds are repeated. For rhyme scheme, I will demonstrate how we always start with the letter a to find the rhyme scheme. We also should write the last words of each line in a list to compare the words more easily.

Part II: IMPLEMENTATION How will I find out what students already know about this topic? Pre-assessment I will question the students on what is their definition of alliteration and rhyme scheme. I will ask students to give me an example of alliteration. What will I do to make a connection between students and this lesson? I will first ask the students who is their favorite rapper. I will respond that Dr. Seuss is a great rapper. Of course, the students will be astonished of my response. I will then explain that Dr. Seuss incorporates much rhyme to help us with our phonics. In addition, I would state that rap is poetry that incorporates music. What will I say to explain the importance of learning this lesson? Statement of Purpose The purpose of this lesson is to get students to understand that poetry allows people to voice their opinions in a rhythmical way. Many poets use rhyme and figurative language to make their poetry livelier. What will I do to show students what is expected? For alliteration, I will provide a poem that uses alliteration and explain that alliteration is the repetition of consonant sounds. I will project a sheet that has five poems. I will then demonstrate how rhyme scheme can be identified. I will underline words and emphasize that all rhyme schemes start with the letter a. Next, I will show how the words that rhyme will have the same letter, in comparison to words that do not rhyme. I will end my demonstration with placing the letters together to form the final rhyme scheme. What will we do together as they learn how to succeed at the new task? Guided Practice The students and I will continue working on poems to find their rhyme scheme. I will guide students in advising that a rhyme scheme always starts with the letter a, to pronounce the words correctly to determine if they rhyme with other words, and to document their results. The students will tell me whether words rhyme and how many stanzas and lines are being used. What will I ask to know if students understand so far? List questions. What will I do throughout the lesson to determine if students understand the information? List activities/techniques or describe the strategies that you plan to use. Questions: 1. If the answer is ______, how were you able to come to that

Motivation(Hook)

Teacher Modeling or Demonstration

Checking for Understanding

M. Strait 4 answer? 2. After reading the question, what made you omit these answer choices? 3. What is alliteration? 4. What is considered alliteration? 5. What is a rhyme scheme? Techniques: 1. 2. 3. 4. 5. Raise your hand if you agree with that answer? Thumbs up if you agree/ thumbs down if you disagree Would you like to phone a friend for help with this answer? Who do you consider to be a great rapper? Attention grabber: Teacher says: Hocus pocus! Students: Everybody focus!

Strategies: 1. I will use think alouds to demonstrate how I would like for students to think while they are reading. 2. The students will write the words at the end of their lines to compare them to other words to find rhyme scheme. 3. Students will teach their classmates within their groups and the class. What will students do to internalize the knowledge? Independent Practice In addition to the discussion, I had the students placed into groups. In their groups, they worked on the remaining three poems to find their rhyme schemes. As the students worked, I monitored and answered questions that students had regarding the lesson. The students were instructed to work together and to show their work. They showed their work by writing the ending words of the poems and comparing their rhyme schemes. The students worked by themselves on rhyme scheme and brought their ideas together with their groups.

What will students do to demonstrate what they learned during the lesson? If an assessment is used, attach a copy. If using an authentic assessment, attach a copy of the scoring rubric. Assessment The students responses were assessed. The main target of the lesson was to comprehend what rhyme scheme is and how it could be found. As I monitored the students, I assessed their knowledge of rhyming words. After presenting students with their pre-quiz, I noticed that many students had a challenge with rhyming words. How will I conclude the lesson and relate it to future experiences? Closure At the end of the poem activity, I had two students teach the class how to find the rhyme schemes in the poem. This worked out very well because

M. Strait 5 I was able to observe the comprehension level of the students that were teaching and the students that were responding. Afterwards, I concluded the lesson on discussing how important poetry is and finding the rhyme schemes in poetry. What can students do at home or in the classroom to apply the knowledge or skills? What will you do to connect the lesson with the home, community and community agencies? Extension Activities Homework: The students were given a worksheet that focused on todays lesson on alliteration. The students will also have a worksheet on rhyme scheme and rhyming words. The students will begin to write their bio poems in order to become more artistic and describe themselves. How is technology meaningful to this lesson? How do you plan to use implement student used technology during the lesson? Technology The technology allowed students to connect content with visuals. They were able to see the information in a variety of ways. The following are technological aids that I incorporated into the lesson: a PowerPoint presentation, Star Board, and a document camera. What activities do you plan to implement to connect your lesson across the curriculum to all 7 content areas? English: The students used reading strategies to increase their comprehension of a variety of poetry and rhyming words. Math: The students must find the amount of lines in each stanza and the amount of stanzas. Social Studies: By reading the poems, the students are able to learn about other environments and others perspectives. Science: The students will read poems about the weather. P.E.: The students will stretch when we discuss hyperboles. Health: The students will read a poem about maintaining eating healthy foods. Art: The students will be shown an illustration, and as a class, we will create a poem. The students will then create poems to show their artistic capabilities. Music: The class will discuss favorite musicians to get students motivated for the lesson.

Connections Across the Curriculum

M. Strait 6 Describe the strengths of your instructional techniques, strategies and classroom management. Describe the strengths of student engagement. Strengths In both of my classes, the lesson went well. The students enjoyed reading the examples of alliteration. Both classes felt unsure about the rhyme scheme, but felt more confident after some more practice. However, in the second class, the students did not collaborate as much as the students in the first class with their groups. Also, in the second class, to introduce poetry I questioned students if any of them disliked poetry. No one raised their hands, so this indicated the students enjoyed poetry. I continued to hook my students by discussing their favorite musicians. I even allowed one of my students to freestyle his rap to the class. This was in effort to show how rap is poetry. I then read Dr. Seuss I Will Not Get Out of Bed to reintroduce rhyming words and rhythm. I enjoyed reading this book to my second class and I intend to read it to my first class.

Weaknesses

Describe the weaknesses of your instructional techniques, strategies and classroom management. Describe the weaknesses of student engagement. There were a few students that were off task and did not place much effort into their activity. I emphasized that I was not accepting work where effort was not being shown. After reprimanding those students, they finally got on task.

Suggestions for Improvement

What would you change when teaching this lesson again? If I were to reteach this lesson, I probably would have the students create their own poems to form rhyme schemes.

4-1.4 Poetry Quiz

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Name:_______________________________ Date:________________

My Birthday Present

It's my tenth birthday, For a bike I pray. "No," my parents said, "Here's a dog instead." I named my dog Spot, And I love him a lot!

1. Which lines rhyme in this poem? A. lines 4 and 6 B. lines 1 and 4 C. lines 1 and 2 D. lines 3 and 5

2. What is the rhyme scheme used in the above poem? A. abcbca B. abcdab C. Acbaba D. aabbcc

M. Strait 8 Rhyme for Weather Storming wildly outside, The clouds are gray, And stretching far and wide, I wish they'd go away.

3. Which lines rhyme in this poem? A. lines 1 and 3 B. lines 3 and 4 C. lines 2 and 3 D. lines 1 and 4 Spring Flowers 1 Some flowers only bloom in Spring. Their beauty brings us joy each year. In tall oak trees the blue birds sing To see the colors reappear. 5 Scents of violets fill our noses. Children laugh and play with roses. They search for blossoms up ahead In lovely fields of blue and _______.

4. Which word from the poem rhymes with sleigh? A. laugh B. play C. joy D. sing

M. Strait 9 5. In line 8, what word best completes the pattern of rhyme? A. bead B. red C. dew D. hoses

6. What is the rhyme scheme used in the above poem? A. Abababac B. Ababccdd C. Aabbaacc D. Abbaccab

M. Strait 10 My Neighborhood by H. Torres

A woman sits on her porch drinking tea, A cat prowls through the yards looking for mice, A girl rides her bicycle down the street, A dog named Diego digs in the dirt, A squirrel climbs up a tree looking for nuts, A roly poly runs from a child's hand, Green leaves fall off the trees in search of homes, A beetle bug bullets through the night air, Dying plants beg for sunlight and raindrops, A family enjoys their swimming pool, Some boys play kickball on an empty lot, A slimy snake slithers into the yard.

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7. Which of the following lines uses alliteration? A. Line 5 B. Line 8 C. Line 2 D. Line 10

8. Which of the following lines from the poem uses alliteration? A. "Some boys play kickball on an empty lot"

M. Strait 11 B. "A dog named Diego digs in the dirt" C. "A woman sits on her porch drinking tea" D. "Dying plants beg for sunlight and raindrops"