Amy Fornecker ELD 308 Lesson Plan: Interactive Read-Aloud Grade: 5 Time: 15 minutes Standard: 3.4.4 A.

Active Listening 1. Listen actively for a variety of purposes such as enjoyment and obtaining information. Objective: The students will listen to a story read-aloud, stopping to make predictions, connections, and wonderings. Materials: The Bee Tree by Patricia Polacco Lesson Sequence: Before Reading: o Friends, today I am going to read a book aloud by Patricia Polacco, one of my favorite authors. Have you ever heard of Patricia Polacco? Does anyone know of a book they love that was written by her? Is there anything else Patricia Polacco is very good at besides writing stories? Yes, she also illustrates her books like Eric Carle who wrote The Very Hungry Caterpillar. The title of the book we are going to read today is The Bee Tree. What predictions can you make about this story from the cover and title? o Provide time for students to quietly think about their predictions for the story. o You have all come up with some very fascinating predictions. I will now begin reading the book, and you should be listening to find out if your predictions are confirmed. During Reading: o Stop reading after page 6, and repeat the sentence: honk went a goose at it waddled after them. o Can anyone tell me what it is called when authors use words like honk in their stories? Why did the author choose to add the sound the goose made into the story? Why didnt she just write; a goose waddled after them? o Stop at page 10 and read the sentence: Slap, bump, honk, tweddletweddle-squeak fump! They all went as they sped down the road after that bee.

What do these sounds represent? What sound is the author trying to have the reader imagine? Instead of using onomatopoeia, how could the authors have told us that they were making loud noises chasing the bee? Why do you think she did not write it this way? o Ask questions throughout the story to ensure student engagement. After Reading: o I want everyone to put their thinking caps on and think quietly about what the meaning or theme of this story was. Once you have finished sit quietly while everyone else thinks about the story. o Turn and talk to your neighbor about what you believe the meaning of the story is, and provide some examples to support why you think that is the meaning of the story. o Discuss the meaning of the story in a whole-group discussion. What did you find most interesting about the story? Did you like this book? Why? Did the use of onomatopoeia make the story better in any way? Why? o Raise your hand if you changed your prediction throughout the story? It seems like we all changed our predictions as we read, and tomorrow we are going to investigate all the great writing techniques Patricia Polacco used in this story. o

Amy Fornecker ELD 308 Lesson Plan: Reading Mini-lesson Grade: 5 Time: 15-20 minutes Standard: RL.4.4. Craft and structure 1. Determine the meaning of words and phrases as they are used in a text. Objective: Students will identify examples of onomatopoeia and be able to explain how it enhances comprehension. Materials: The Bee Tree by Patricia Polacco Chart Paper with sample paragraphs written on it Index cards Pencils Lesson Sequence: 1. Anticipatory Set: Friends, remember the book that I read to you last Thursday? Does anyone remember the title and/or the author of the book? Yes, The Bee Tree by Patricia Polacco. Since it has been a week since we read the book raise your hand if you do not remember what it was about. If you do remember raise your hand and tell us so you can help refresh our memories. 2. State objective and purpose: Today we are going to revisit The Bee Tree, and consider the many ways Patricia Polacco made this story come alive in our minds. What do I mean when I say come alive in our minds? Yes, strong readers like to visualize and imagine the story in their minds as they are reading, it is almost like a movie that is playing in your mind as you read. 3. Teach and Model: On chart paper is an example of onomatopoeia from the text: Slap, bump, honk, tweedle-tweedle-squeak fump! They all went as they sped down the road after that bee. Close your eyes as I read this sentence. Why do you think I asked you to close your eyes? Yes, so that you could picture the story in your head. Why do strong readers like to picture the story in their mind as they read, how does this help them read and understand better? What did you notice about this sentence? Were you able to picture the scene in your mind? Why?

Does anyone know what it is called when we use words to imitate sounds? What do you think are some reasons Patricia Polacco decided to use onomatopoeia in her writing? Write down the examples onto the chart paper. I am glad to see that we all understand that using onomatopoeia can help us to better comprehend and imagine the story. For example, using onomatopoeia can help us to imagine the things going on in the story. When I read this sentence (pointing to the sentence on the chart paper) I can hear the sounds the car is making, and this helps me to understand the story much better. 4. Guided Practice: Have another sentence written on a second piece of chart paper that could benefit from the addition of onomatopoeia: Over the weekend I went to a farm and I saw cows and sheep. Does this sentence allow you to create a mental image of what I did this weekend in your mind? Why not? Think about that for a minute, and think about how you would change it to make it better. Now, turn and talk to your neighbor about how you could make this sentence better and why. Ask students to raise their hands and tell the class how they would change the sentence using onomatopoeia. Why is it important that we create pictures in our mind about the story while we are reading it? 5. Independent Practice/Assessment: Now that you all know why using onomatopoeia helps our comprehension I would like you to go back to your seats quietly and write a sentence about your breakfast this morning using onomatopoeia. If you cannot think of something to write what do you think you should do? Strong writers often write fiction, so if you cannot think of anything to write it is okay to make something up. The example I wrote (displayed on chart paper) did not really happen to me this morning, but I thought it was a very interesting sentence that would engage the reader so I used it. Example sentence: When I poured the rice krispy treat cereal into my bowl this morning it went snap, crackle, pop! Now I would like for everyone to sit and think for a minute about what they will write. Now, quietly go back to your seat and write your sentence on the index card on your desk. 6. Closure: Now that everyone has finished writing there sentences lets come back to the rug with our index cards in-hand. Raise your hand if you would like to share your sentence. Have the students close their eyes while the student reads his/her sentence to the class. Where you able to picture it in your mind? We have all heard some very interesting examples of onomatopoeia this morning. Can anyone tell me why authors add onomatopoeia to their writing? I am very glad to see that you all understand how using onomatopoeia can help us understand and comprehend a story much better.

Amy Fornecker ELD 308 Lesson Plan: Writing Mini-lesson Grade: 5 Time: 15 minutes Standard: W.4.5. Production and distribution of writing 1. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. Objective: Students will use onomatopoeia to enhance their writing. Materials: The Bee Tree by Patricia Polacco Chart paper, prepared with two paragraphs to compare and contrast Writers notebooks Lesson Sequence: 1. Anticipatory Set: Clatter, clank, ding, flutter, flop! Friends, do you remember what these words are called? Yes, onomatopoeia, and the book The Bee Tree by Patricia Polacco we read gave us some great examples of this. Does anyone remember an example of onomatopoeia used in this story? 2. State objective and purpose: Today we are going to make our writing even better than it was by adding onomatopoeia to it like Patricia Polacco does. If you already used an example of this, try again with a different piece of writing. 3. Teach and model: Using chart paper, show the students two similar paragraphs you have written, one using onomatopoeia and one without. The first sentence I wrote a while ago, and after we read The Bee Tree I decided to change it using the skills I learned from Patricia Polaccos writing. Read the paragraphs to the class. Which paragraph do you like more? Why? Which paragraph makes the story more interesting and lively? 4. Guided Practice: Strong writers are always looking for ways to improve their writing, and one way to do this is to ask other writers for their feedback. Now, what suggestions do you have for me for how I can make this paragraph even better or how you would have made it different? 5. Independent Practice/Assessment:

Friends, when you are writing for writers workshop today, I want you to revise your writing using onomatopoeia. Do this by thinking of how you could make a part of your writing more interesting for the reader. Ask yourself if the writing you completed could improve by adding some onomatopoeia into it, and if the answer is yes than find a good place for it. Try and think about your audience while you are writing, and the many ways you can use onomatopoeia to engage and interest them. I would like you to finish today with at least one example of onomatopoeia incorporated into your writing. 6. Closure: Who can tell me why using onomatopoeia in our writing is important? Great! I know you are all sure of why using onomatopoeia is an effective writing strategy, now begin writing and have fun!

Reflection Lesson #1 Writing Mini-lesson: 5th Grade This lesson was my first lesson that I taught in Mrs. Collins fifth grade classroom, aside from an interactive real-aloud that I had done the week before. First of all, I was very fortunate to have had the opportunity to read an interactive read-aloud text to this class prior to my first lesson, because it allowed me to feel much more comfortable in front of the class. Also, reading the text the week before provided me with the opportunity to perform a reading workshop in the format that I find most beneficial to students, and that is when a book may initially be read for pure enjoyment and then revisited later on to form a lesson. After reflecting on the lesson, I concluded that throughout guided practice writing the classes thinking, corrections, and additions on the board for the class to see. For example, throughout the guided practice section of this lesson I had planned on writing the students corrections and additions of onomatopoeia to the sentence I had provided them with on chart paper so the class could get a visual representation of what we were discussing. Unfortunately, my nerves got the best of me and I did not write the students thinking on the board. It would have been advantageous for the students who are visual learners, or may take a little longer to comprehend, and/or who were confused with the lesson to see the changes to the sentence the class made collectively on the board in front of them. Another important teaching strategy that I acquired or was reinforced from this experience was something that Mrs. Collins

pointed out to me after I had finished the lesson. Mrs. Collins addressed an issue that I had not put much thought into prior to this experience, and that was that I did a good job of clearly stating the objective of the lesson once for the students, and then moving on. Mrs. Collins explained to me that this was a very difficult task for some teachers, because they want to help differentiate for the students who did not understand them the first time they stated what was expected of the class, so they repeat the objective multiple time and in various ways for the class, unfortunately this typically only leads to further confusion amongst the students. Therefore, by clearly and concisely stating the objective one time, knowing your students, and then simply asking if any student would like some further clarification this should limit the amount of confusion experienced by your students. Overall, this lesson was very successful and I was able to learn and grow a great deal from this experience.