Teacher Candidate: Stephanie Todd School: Mathews Elementary

Date and Time of Lesson: 2/27/14 at 1:50 Subject/Grade Level: ELA/ 3rd rade

Description of Lesson: I will show the students a PowerPoint on onomatopoeias and provide them with examples. The students will be responsible for creating their own examples of onomatopoeias with a small sketch to put on the figurative language chart. Lesson Title or Essential Question that guides the lesson: What are onomatopoeias and what are some examples? Curriculum Standards ddressed: !ational Standard"s#: N/

SC Curriculum Standard"s#: !!"".#$ %$iterac&.$.'.( )emonstrate understanding of figurative language* word relationships and nuances in word meanings.

SC cademic $ndicator"s#: N/ Lesson %bjective"s#: ntecedent+ When provided with the definition and examples* ,ehavior+ the students will create and illustrate !ontent+ examples of onomatopoeias )egree+ with -./ accurac&. ssessment"s# of the %bjectives: ,efore the lesson* I will 0uestion the students about the other t&pes of figurative language that have been taught to them this week. I will have them give me examples of similes* metaphors* and personification. )uring the lesson* I will ask the students if the& think certain phrases are correct examples of onomatopoeias. fter the lesson* I will ask the students to create their own example of an onomatopoeia to be written on a stick& note and placed on the figurative language chart.

&aterials/'esources: "mart,oard* PowerPoint* stick& notes* figurative language chart* pencil (rere)uisites "(rior *no+ledge#: The students need to understand the concept of figurative language and be familiar with similes* metaphors* and personification. The& need to be able to communicate with others when the& are asked to share their example of an onomatopoeia with me before writing it on the stick& note and when sharing examples of other figurative language during the lesson. The students need to be able to write legibl& so their example can be read when on the figurative language chart.
Revised 1.20.14

(rocedures: 1. To begin* I will call the students to the carpet b& their numbers 21%(* 3%1.* 11%1(* 13%4.5. 4. 6nce the students are seated* I will ask them if an&one can remind me of the three different t&pes of figurative language the& learned this week. '. 6nce the students have told me simile* metaphor* and personification* I will show them the PowerPoint slide of simile. 7. I will remind them of the definition and ask them to give me an example. (. I will show them the PowerPoint slide for metaphor* remind them of the definition* and have them give me an example. 3. I will show them the PowerPoint slide for personification* remind them of the definition* and have them give me an example. 8. 6nce we have thoroughl& reviewed these three t&pes* I will introduce onomatopoeia using the prepared PowerPoint. -. fter we have gone through the PowerPoint and I have provided them with several examples* I will call numbers for the students to return to their seats. 9. 6nce the& are in their seats* I will tell the students the& are to come up with an example of onomatopoeia of their own. 1.. I will walk around the classroom and listen to the examples as the students talk amongst themselves. 11. s I hear correct examples* I will pass out stick& notes to the students. The& will use these stick& notes to write their examples. 14. With their examples on their stick& notes* the& are to place them on the figurative language chart. ctivit, nal,sis: 6ne activit& I plan to use is the review of the other t&pes of figurative language that have been taught to the students this week. I will use this review to refresh the students: memories and to get them focused on figurative language for the lesson. I will use the "mart,oard for this activit& so the students can see the name of the t&pe of figurative language and a picture to go along with it. second activit& I plan to use is having the students create their own example of onomatopoeia on a stick& note with a sketch and place it on the figurative language chart. This activit& will help the students practice with the concept* while being creative. There will be no technolog& used for this activit& because writing their examples and drawing will help them think of the concept more. Differentiation/ ccommodations/&odifications/$ncreases in 'igor: The students can sit on the carpet so the& can see the "mart,oard. The students will be allowed to work with a partner if the& need to. I will read the PowerPoint to the students. 'eferences: !ommon core state standards initiative. 24.145. ;etrieved from http+//www.corestandards.org/#$ %$iterac&/$/'.

Revised 1.20.14