Formal Observation 1

Name: Chellen Kersey Title: Figurative Language/Onomatopoeia

Grade: 6 Subject Area: English Language Arts Length of lesson: 45 minutes

1. NEW MEXICO ACADEMIC CONTENT STANDARD(S):

CCSS.ELA-LITERACY.RL.6.4
Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of a specific word choice on
meaning and tone.

2. OBJECTIVE(S):
Objective(s)
Students will be able to
successfully read through a
text and identify figurative
language.
What Students will learn
Students will learn that the
authors word choice is an
indicator of overall tone.
Students will learn that
context clues can be used to
identify the meaning of
words and phrases.
Students will learn that
figurative language and
connotative meanings are
different than literal
definitions. Also, that
figurative meanings add
depth to a text.
I Can . . . statement
I can read and analyze a text
to determine the tone.
I can use context clues to
determine the meaning of
words and phrases.
I can give written and
verbal examples of
figurative language and
show how the context of
specific words can change
the connotation.

3 . ESSENTIAL QUESTIONS:

How does the authors word choice correlate with the meaning of the text?
How can you identify the authors tone based on word choice?

4. LESSON SUMMARY

Students will be seated at their desk with their across the way buddy. They will then turn and
talk to their across the way buddy throughout the lesson. The students will express their prior
knowledge of the term onomatopoeia by completing a KWL chart individually. Teacher
 will draw names to ask different students what they know about the term and what they want
to know. As a whole group we will work together to create a well rounded definition of the
term. The teacher will then play the song Twang by George Strait and have students listen
and take notes on the lyrics of the song. Teacher will tell students to circle particular lyrics if
they think they have found something that uses onomatopoeia. Students will write an exit slip
of two examples using onomatopoeia and one example from the song lyrics. Lastly, students
will find a song that peaks their interest and also uses onomatopoeia.

5. RESOURCES
https://youtu.be/8mhXIqeJ7_A
Interactive Lesson from imlovinlit.blogspot.com
KWL Chart from teacherspayteachers.com

6. LESSON COMPONENTS:

a. INTRODUCTION/READINESS
Students will talk to their across the way buddy about onomatopoeia. They will
discuss what they already know and share their knowledge.

b. DIRECT INSTRUCTION (I DO)

Teacher will help students to develop a well rounded definition of the term
onomatopoeia. As a whole group the teacher will model two examples of
onomatopoeia. The teacher will then have students listen to a song titled Twang by
George Strait and pay close attention for the use of onomatopoeia throughout the
song. The teacher will express how figurative language can also be used in songs as
well.
Discussion questions:
Why do you think the song writer choose to use onomatopoeia?
Do you think that all song writers use a variety of figurative language techniques?

c. GUIDED PRACTICE (WE DO)

Teacher will instruct students to finish the L portion of their KWL chart.
Discussion questions:
What questions would you ask George Strait if you were given the opportunity to
interview him about his song Twang?
What do you rate this song on a scale of 1 to 10?

D. INDEPENDENT PRACTICE (YOU DO)

Students will be directed to find a song of their own that uses onomatopoeia. The students will
conduct their research by using their iPads. They will be encouraged to find a song of their
interest. When students have found a song they will highlight the lyrics that stand out to them,
they will then describe where onomatopoeia is used in the song. They will create a pages
document on their iPad. When they are finished they will submit their assignment by airdropping
it to the teachers laptop

E . CLOSURE

To close the lesson, the teacher will check for understanding based on the proficiency scale that
is modeled on the chalkboard. The teacher will ask students to think about how well they
understand the concept based on their own level of understanding. The teacher will ask for a
show of numbers on a scale of 1-4. I have created a form of proficiency scales that allows for my
students to reflect on their own understandings. The scales have allowed for my students to tell
me if they are Expert 4, Proficient 3, Apprentice 2 or Novice 1. When I am aware of
their understanding we are then able to move forward and work towards successful outcomes.

F. ASSESSMENT

After students finish they will write an exit ticket on an index card with two stars and one wish.
Two things they have learned about allusion and one thing they would like to further their
understanding.

G. ADAPTATIONS FOR ENGLISH LEARNERS AND STUDENTS WITH SPECIAL

NEEDS

Adaptations for English Language Learners:

Currently, I have one student who is an ELL. During this time I offer her support by asking her
some questions in Spanish. I come up with these questions with the help of the other 6th grade
teacher. These questions are in direct relation to what the lesson is on.

Accommodations for Students with Special Needs:

During this time period I pull back my students with special needs to the kidney table. At the
table I am able to offer them support by reading them things and also monitoring what they are
doing. I also give short directions and visual aids when needed.

Modifications for Students with Special Needs:

Modified assignment.
Frequent check in with students to clarify the assignment and directions.
Instead of writing the assessment they will be given a multiple choice sheet.