WVSU LESSON PLAN FORMAT (Updated 1/13) Teacher Candidate Amanda Carpenter Date May 1, 2014 School Sissonville

Middle School Grade/Subject 7th Grade / English Unit Topic Edgar Allen Poe Poetry Lesson Topic The Bells / Onomatopoeia Lesson Three INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES 1. a. Students will be able to categorize characteristics of onomatopoeias b. Students will be able to apply their knowledge of onomatopoeia and identify where it is used in the poem The Bells c. Students will identify the usage of Alliteration in The Bells d. Students will identify the usage of assonances in The Bells 2. a. Students will illustrate their knowledge of narratives and onomatopoeia by constructing their own comic strip. WV CSOS 1. R.L.7.4 Determine the meaning of words and phrases as they are used in text; analyze the impact of rhymes and other repetitions (e.g. alliteration, assonance) of sounds on a specific stanza of a poem 2. W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience NATIONAL STANDARDS 6. Students apply knowledge apply knowledge of language structures, language conventions, media techniques, figuarative language, and genre to create, critique, and discuss print and non-print text. MANAGEMENT FRAMEWORK Overall Time 90 mins. Time Frame 5 mins. Introduce class to vocabulary terms needed for days activities and introduction to what I will be teaching 5 mins. Discuss how onomatopoeias can used in Narrative Poetry 5 mins. Introduce The Bells 10 mins. Have them to listen to an audio reading of The Bells while they follow along on a hard Copy, then discuss the tone of the poem 15 mins. Discuss how onomatopoeias are used in The Bells by having class locate them throughout the poem. Review previous lesson by having them locate the alliterations and assonances, then take up for formative assessment

5 mins. Discuss how onomatopoeias are used in comic strips, by showing the students examples. 30 mins Allow students to compose their own comic strips using onomatopoeias. 10 mins. Allow students take the summative assessment 5 mins. Closure, summarize key point STRATEGIES Teacher led discussions, class discussions, audio readings, worksheet, illustrations, Independent work DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS (Learning Styles, Students with Special Needs, Cultural Differences, ELL) copies of poems to handout to fulfill visual learner needs audio readings of poem to fulfill audio learners Drawing assignment to appease the students that can express their knowledge through art PROCEDURES: Introduction/ Lesson Set Discuss what I will be teaching them and what our goals for the day is 1st Have key terms on the smart board when they walk into the room to write into a voc. journal. Review narrative poetry Then explain what and how onomatopoeias can be used in narrative poetry PROCEDURES: Body & Transitions Pass Out a copy of The Bells Give students some background information on the poem Tell them to listen for Onomatopoeias during the reading of the poem Have them to listen to an audio reading of the poem, while following along on the hard copy Have the students to first identify all the onomatopoeias that are used in the poem by circling them Then review alliterations and assonances and have them identify them in the poem by circling them. Also have them to write at the top what they think the tone of the poem is Take up the hard copies of the poem and assess formatively Pass out copies of examples of comic stripes that use onomatopoeias Have students look over these for a few minutes. Pass out a blank template of a comic strip Allow students to develop their own comic stripes using onomatopoeias Take up students comic stripes PROCEDURES: Closure Pass out Summative Assessment Allow students a few minutes to complete assessments Take up Assessments Summarize the key points of the lesson Answer any questions they have Gather materials Line Up

ASSESSMENT: Diagnostic ASSESSMENT: Formative Asking questions as I am presenting Have students identify Onomatopoeias, Alliterations, Tone, and Assonances Have Students create a comic strip using Onomatopoeias Walk around an while students complete desk work ASSESSMENT: Summative Summative Assessment of lesson (same as pre-test) MATERIALS Computer Speakers Internet access Audio Reading of poem Copy of comic strips Blank template of comic strip Smart Board Power Points EXTENDED ACTIVITIES If Student Finishes Early They can color their comic strips If Lesson Finishes Early Have the class to share their comic strips that they created with the class If Technology Fails Will have readings copied on CD Will have hard copy of vocabulary terms Will have a copy of all power points so I can read the information aloud and write on white board POST-TEACHING Reflections Data Based Decision Making