Lesson Plans for Novemer 12, 13, And 14

7/30/2019 Lesson Plans for Novemer 12, 13, And 14

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DAILY DOUBLE PLAN (MODIFIED WITH MINI-LESSON FORMAT)

Common Core Standard: M.RWL.g making conceptual connections between known and unknown words,

using word structure, word relationships, or context 7.L-4a, 4b, 4d, 5b 8.L-4a, 4b, 4d, 5b

SWBAT: Identify examples tone used in a poem/stanza.

Mini-lesson/Vocabulary Lesson plan

MaterialsNecessary What is the Teacher Doing?

What are the StudentsDoing?

AccommodationsModificationsAnticipations

Tim

Timer Do Now (aligned to lesson objective) or assessment:

Directions:

Read the Poem below and identify the tone the poet used.

I'm nobody! Who are you?by Emily Dickinsonn

I'm nobody! Who are you?

Are you nobody, too?

Then there's a pair of us -- don't tell!They'd banish -- you know!

How dreary to be somebody!

How public like a frogTo tell one's name the livelong day

To an admiring bog!

A. TimidB. ComicalC. CynicalD. Humerous

State Expectationsbefore students enterthe classroom.

Follow the check listfor transitions withinthe 1

stminute of

students entering theclassroom.

State Expectations,Circulate, and Scan.

Remember to varyvoice and pitch DoNOT go high. (UseRe-Teach voice)

Narrate frequentfliers.

Romel

JermaineBritneyCharvis

9:00-9

5 Min

Timer

Anchor Chart onTone for Re-Teach

State Lesson Objective/Hook/Connection Be really specificwith this group whenstating yourexpectation for thetransition.

Use Checklist forTransition if studentare not on track theywill repeat thetransition wholegroup of individual.

Make sure to Narrate

9:05-9

5 MinLast week we worked on identifying

tone and based on the test scores we

noticed that we need to do some extra

work to make sure that we get our

class average up. Today we are going

to use this class period to work on

making sure we have a really solid

understanding of tone.

Reading the Objective for theday.

Name: Yekaterina LosevaSubject/Time: 7 GradeLiteracy AM(8:45-12:10) Date:11/13/2012


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the transitions.

Timer

Anchor Chart onIdentifying Tonefor reference

The Hangman byMaurice Ogden.

I Do)/Teach:Check for Understanding: Station on Labeling Questions

Computer StationBritneyDonellJasonJaven

Small Group Re-TeachRomelFrankieMyieshaJermaine

9:10-920 Mi

Students who do not need a re-teachlesson on tone will transition at level 0to the Computers to begin working onCompass Learning. Students who arepart of the re-teach will need to meetme at the table in the back.

The Teacher will begin the lesson bygoing over the Anchor Chart on Tone.

The Teacher will pass out the poemThe Hangman by Maurice Ogden.

The Teacher will begin to read thepoem and ask students to shadow herafter each line.

After reading the first stanza theteacher will model how to identifytone.

Transitioning at Level 0.

Listening and thinking abouthow to identify tone.

Shadow reading the poem TheHangman with the teacher.

Listening and thinking abouthow to identify tone.

Clipboard forUnderstanding

We Do Guided Practice/Active involvement(Partner/group work):Check for Understanding:

The Teacher and students willcontinue to shadow read the secondstanza of the poem.

Students will identify which tone isbeing used in the stanza.

Students will TPS with their partners

on the tone of the second stanza.

Teacher will circulate with clipboardand share out what she heard.

Teacher and students will continue to

shadow read the third stanza and

fourth stanza of the poem and write

down how the tone in the third and

forth stanza is characterized.

Students will then TPS on the third

and fourth stanzas while the teacher

circulates and shares out.

Reading the second stanza ofthe poem and identifying thetone of the stanza using byhighlighting or underliningtext evidence.

TPS with their partners on thetone of the second stanza.

Continuing to shadow readthe third and fourth stanzasof the poem.

TPS with their partners on thetone of the third and forthstanzas ofthe poem


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You Do /Link:

Check for Understanding:

Circulate and check

off the students whoare still struggling soyou can check inwith them duringIndependent Readingand pull them forextra help.

9:30-9

25 MiStudents will take turns reading thepoem Father William by Lewis Carrollin pairs.

After reading the first stanza thestudents will pause and characterizetone used in the stanza.

Students will TPS on the tone of thestanza.

Teacher will extend student thinkingduring the TPS and share out what sheheard.

Students will read the second stanzaand characterize the tone used in thestanza.

Students will TPS on the tone of thestanza.

Students will continue to finishreading the poem pausing after eachstanza to identify tone.

Students will continue to TPS on thetone of each stanza.

Teacher will share out what she heardafter each TPS.

Teacher will then ask students tocomplete a short worksheet from there-teach binder based on the poem.

Reading the poem FatherWilliam by Lewis Carroll andcharacterizing the tone ofeach stanza.

TPSs on the tone of eachstanza.

Completing a short worksheetfrom the re-teach binderbased on the poem.

ReadingConferenceBinder

Post-ItsOrganizers foreach table

Teacher will transition students to

independent reading.

When you transition to Independent

Reading I want you to look for tone

and big ideas in your independent

reading books. Once you identify the

tone or the big idea the author of yourindependent reading book uses I want

you to put it on a post-it which we will

share.

Students are transiting toindependent reading andposting on tone and big ideasthat they notice in theirindependent reading books.

Make sure tocirculate for on taskand content.

Use the transitionChecklist to makesure that all studentsare on task.

If you cannot checkoff every box on thecheck list anticipatepracticing thetransition.

11:0711:5750 Mi

Post-Its Organizerfrom each table

Closing/Preview for next lesson/Share: Try to choosefrequent fliers toshare out to reinforcetheir good work.

2:05-25 Min

Teacher will pick three post-its toshare out that did a great job ofshowing tone

Listening to the tone postingstheir classmates made.


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Exit Ticket Exit Ticket (aligned to lessonobjective) or assessment:

Directions: Read the Poem below andidentify which tone the author uses.

We Real Cool

By Gwendolyn Brooks

The Pool Players.Seven at the Golden Shovel.

We real cool. We

Left school. We

Lurk late. We

Strike straight. We

Sing sin. We

Thin gin. We

Jazz June. We

Die soon.

A. HumorousB. GrimC. TimidD. Hopeful

Students are completing theirExit Tickets at level 0 andthinking about why as areader it is important toidentify tone.

12:0012:055 Min

Common Core Standard: M.RWL.g making conceptual connections between known and unknown words,using word structure, word relationships, or context 7.L-4a, 4b, 4d, 5b 8.L-4a, 4b, 4d, 5b

SWBAT: Centers (Define Alliteration, Practice Identifying Alliteration, Words Their Way, and Odyssey)



What are the Students

Doing?


Tim


Do Now: At a Level 0 move to your centers with your groups

Group A: Defining Alliteration Station-Ms. LosevaDemondRickitaKeithDaShaiEriyonna



stminute of



1:05-1

5 Min

Name: Yekaterina LosevaSubject/Time: 7 GradeLiteracy PM (1:05-3:10) Date:11/13/2012


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Group B: Practicing Identifying Less Obvious Alliteration in Poetry-Mr.GrahamDianaKhaliyaJoeMalik

Ariel

Group C: Words Their Way Vocabulary Station-Mrs. StokesJonteaOctaviaLonnieJerryonTiffany

Group D: Odyssey Station on AlliterationJamayaJeresaTaylorDevontea

Students are entering the room and walking to their stations with theirgroups.

Teacher is narrating students who are on track.


Narrate frequent

fliers.Demond and Jerryon

Timer

Anchor Chart onHow to DefineAlliteration

Note Taking

Organizer onAlliteration

State Lesson Objective/Hook/Connection Make sure to getthrough the lessonhook fast to ensureyou have enoughtime in each center.

Use Checklist for

transitions.

If students do notmake a smoothtransition to stationsanticipate stating(this lesson is veryimportant in helpingus understand poetrywe do not have muchtime so we need tofocus on our learningby making smoothquick transition toeach station at level

0).

Make sure to Narratethe transitions.

1:10-2

60 MiLast week we talked aboutpersonification and allusion today wewill be talking about another literarydevice that is used in poetryalliteration.

In our first station you will be workingwith me and we will focus definingalliteration.

In our next station with you will be

working with Mr. Graham practicing

how to identifying less noticeable

alliteration in poetry.

In our Vocabulary Center you will be

working with Mrs. Stokes on Words

Their Way.

In our computer station you will logonto Odyssey and work on alliteration

activities.

You will need to bring something to

write with and your reading notebook.

You can also bring your independent

reading book if you finish your work

early.

Remember we only have 15 Minutes at

each station so our transitions need to

Listening as teacherintroduces the lesson andthinking about alliteration.


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be Level 0, quick, and as you

transition be thinking about

alliteration.

Timer

Tape

Anchor Chart onAlliteration

Note TakingOrganizer onAlliteration


Students are workingin mixed readinggroupings.

Anticipate thefollowing studentsmay struggle withalliteration based onpre-test data

JeresaJerryonDaShaiJoeDevontea

Demond

Make sure thesestudents have anexplicitunderstanding thedefinition ofalliteration

Pull their ExitTickets.

1:05-215 Mi

Transto Ce(1 Min

Introdg AncChartMinut

PractIdentiAlliter

(10Minut

Transition students to first stations.

(When I say go we you will transition

at level 0, to your first station you will

walk not run and make sure you have

something to write with).

Teacher will distribute Note Taking

Organizer on Alliteration to students.

Teacher will begin to go over Anchor

Chart concentrating on explicitly

defining alliteration.

Teacher will explicitly state that

alliteration is the repetition of initial

consonant sounds in two or more

words.

Teacher will explain the purpose of

alliteration is to make the reader read

faster, this helps to add speed and

intensity to the sentence.

Teacher will also introduce students to

examples of alliteration.

Transitioning to centers atlevel 0.

Taping Notes into Notebook

Taking notes on in their NoteTaking Organizer.Asking clarification questionsbased on the Anchor Chartand the Note TakingOrganizer.


Poem Death of aHired Man by:Robert Frost


Make sure thateveryone is clearalliteration is not therepetition of lettersbut the repetition ofsound.

Teacher will read the first line of thepoem and model for students how toidentify alliteration in the poem TheDeath of a Hired Man.

Teacher will read the second line ofthe poem and students will TPS onwhat alliteration they notice in the

second line.

Teacher will go over the second linewith the students and share out whatshe heard.

Students are listening as theteacher is reading the first linein the poem Death of a HiredMan.

Listening as teacher isreading the second line andTPSing on what alliteration

they notice.

Listening as the teachershares out on what sheheard.

Poem Death of aHired Man by:Robert Frost

You Do /Link:Check for Understanding:

Students finish reading the poemDeath of a Hired Man by Robert Frostand practice identifying whatalliteration they notice in the poem.

Finish reading the poemDeath of a Hired Man andpracticing how to identifyalliteration.


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Closing/Preview for next lesson/Share: 2:05-2

Today we began talking aboutalliteration and practiced identifyingless noticeable alliteration.

Listening and thinking abouttone.

Skitch App onIPAD

Exit Ticket

Exit Ticket (aligned to lessonobjective) or assessment

Underline the alliteration used

in the poem below.

Harlem

ByLangston Hughes

hat happens to a dream deferred?

Does it dry uplike a raisin in the sun?

Or fester like a sore

And then run?

Does it stink like rotten meat?Or crust and sugar over

like a syrupy sweet?

Maybe it just sags

like a heavy load.

Or does it explode?

Filling out their Exit Ticketand thinking about thedefinition of Alliteration.

Make sure to use theresults from the ExitTickets to pinpointwho is strugglingand who you willneed to check duringthe next lesson.

2:10-2

Post-Its Organizerfor each Table.

ConferenceBinder

When you transition to IndependentReading I want you to look forexamples of alliteration and tone inyour independent reading books.Once you identify either alliteration ortone I want you to put it on a post-itwhich we will share.

Reading their independentreading books and labelingwhat tone the author uses

If the transition toIndependent Readingis not smooth usingthe checklist we willpractice making thetransition toindependent reading.Either whole groupor individuals.

Remind students thatto receive credit ontheir post-its theyneed to put theirname on the post-itssince this is for agrade.

IR/ReTeachferencTime

2:15-3
http://www.poetryfoundation.org/bio/langston-hugheshttp://www.poetryfoundation.org/bio/langston-hugheshttp://www.poetryfoundation.org/bio/langston-hugheshttp://www.poetryfoundation.org/bio/langston-hughes


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Closing/Share

Pick two students to share with the class their posts on eitheralliteration or tone.

3:05-35 Min



SWBAT: Define and Identify Alliteration used in poetry.


MaterialsNecessary What is the Teacher Doing? What are the Students

Doing?


Tim

TimerIPAD Skitch APPDo Now

Do Now (aligned to lesson objective) or assessment:

Directions:

N/A Binder Activity




stminute of





RomelJermaineBritneyCharvisJasmine M.

1:05-1

5 Min

Timer State Lesson Objective/Hook/Connection Be really specificwith this group whenstating yourexpectation for thetransition.


Make sure to Narrate

Last week we talked aboutpersonification and allusion today wewill be talking about another literarydevice that is used in poetryalliteration.


Name: Yekaterina LosevaSubject/Time: 7

tGrade

Literacy AM(8:45-12:10) Date:11/14/2012


9/22


the transitions.

VocabularyTerm: Alliteration

Elmo

Word Bank

Teacher will pass out the Word Bankon Alliteration.

Teacher will introduce the termAlliteration to students and read thedefinition out loud. (2 Minutes)

Teacher will ask students to gothrough the Word Bank and circle thewords that fit with the definition andcross out words that do not withoutusing dictionaries or thesauruses. (2

Minute)

Teacher will circulate and share outwhat she is noticing.

Students will finish the Word Bankusing the dictionary and thethesaurus. (6 Minutes)

Listening as the teacher isreading out the definition forthe term alliteration.

Circling the words that fit withalliteration and crossing outwords that do not belongwithout using dictionaries andthesauruses.

Using the dictionaries andthesaurus

Make sure that eachdesk has a Dictionaryand Thesaurus withthe term alliteration.

9:05-910 Mi

Anchor Chart onAlliterationPoem DewdropsDancing DownDaises by PaulMcCann

Dreams byLangston Hughes.

Harlem byLangston Hughes.

PoemShe Walks inBeauty by LordByron

I Do)/Teach:Check for Understanding: Station on Labeling Questions Angel on Compass

Learning

Re-Teach Group:Q.1 and Q. 2-KeywunaLewisDonellMalik M.LonellKearra

Keilan

Anticipate that theywill need to practicethe transition to themeeting area.

Make sure when youtransition them to letthem know they needto positionthemselves in rowsso that I can circulate

9:15-915 MiMini-Lesso

9:30-910 MiReadAloud

Students will transition to the meetingarea with seven students that need are-teach on Alliteration.

Students who are not in the small re-teach group will have to write a poemusing alliteration.

Teacher will use the poem DewdropsDancing Down Daises as an example.

Small group re-teach will transition.

Teacher will begin to go over theanchor chart on Alliteration.

Students will be taking notes in theirnotebooks based on the Anchor Chart.


alliteration is the repetition of initial

consonant sounds in two or more

words.

Students who are nottransiting to meeting area arewriting a poem usingalliteration.

Students in Re-teach Groupare: Transitioning at Level 0.

Listening to the teacher asshe goes over the AnchorChart on Alliteration

Taking notes in theirnotebooks on the AnchorCharts.

Asking any clarificationquestions they may haveregarding the Anchor Chart.

Listening while the teacher


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Teacher will explain the purpose of

alliteration is to make the reader read

faster, this helps to add speed and

intensity to the sentence.

Teacher will also introduce students to

examples of alliteration and model

how to identify alliteration using the

poem using the poems Dreams by

Langston Hughes and Harlem.

Students will transition back to their

seats.

Teacher will begin the Read Aloud

from the poem She Walks in Beauty byLord Byron while the students are

listening and thinking how the rhythm

of the teachers voice matches the

poem.

reads the poem She Walks InBeauty and thinking about tohow the rhythm of theteachers voice matches thepoem.

and more through.

Narrate while theyare transitioning.

The Raven byEdgar Allan Poe


Make sure to notonly shadow read thewhole group but callon just the girls or

just the boys toalternate the shadow.

9:45-9ShareReadiThe Teacher and students shadow

read the poem The Raven by EdgarAllan Poe.

Teacher will pause after the firststanza and have students identify

what alliteration they noticed.

Students will TPS as the Teachercirculates and extends understandingand share out.

Teacher and students will shadowread the second stanza.

Students will TPS on the alliterationthey notice in the second stanza of thepoem.

Teacher will circulate and share outwhat she heard.

Teacher and students will continue toshadow read stanza three and four.

Students will stop after both stanzasand TPS about the alliteration theynotice in the stanzas

Students are shadow readingThe Raven with the teacher.

Pausing after each stanza andTPSing on the alliteration theynotice in each stanza.

Harlem byLangston Hughes.


Circulate and checkoff the students who


11/22


Students will read Harlem by LangstonHughes and underline the alliterationthey notice in the poem.

Students will read Harlem byLangston Hughes andunderline the alliteration theynotice in the poem.

are still struggling soyou can check inwith them duringIndependentReading.






Reading I want you to look for

alliteration, tone, and big ideas in your

independent reading books. Once you

identify alliteration, tone, or the big

idea the author of your independent

reading book uses I want you to put it

on a post-it which we will share.

Students are transiting toindependent reading andposting on tone and big ideasthat they notice in theirindependent reading books.




11:0711:57(50MinutIR/Conces



11:5712:00Share(5 Min

Teacher will pick three post-its toshare out that did a great job ofshowing tone

Listening to the tone postingstheir classmates made.

IPAD Skitch AppExit Ticket

Exit Ticket (aligned to lessonobjective) or assessment:

Students are completing theirExit Tickets at level 0 andthinking about definingalliteration.

12:0012:05Slip



SWBAT: Identify alliteration in poetry.


Name: Yekaterina LosevaSubject/Time: 7 GradeLiteracy PM(1:05-3:10) Date:11/14/2012


12/22





Tim


Directions:

N/A



stminute of





Demond and Jerryon

1:05-1

5 Min

Timer State Lesson Objective/Hook/Connection Call on a frequentflier to read theobjective.

Be really specificwith this group whenstating yourexpectation for thetransition.



Anticipate for thisday you may beleading a mini-lessonsmall group for

students that are stillstruggling. If that isthe case givestudents the poemhave themindependentlyidentify thealliteration and havethem try to write theirown poems usingalliteration.

1:10-1

5 MinYesterday we worked on defining

alliteration and today we are going to

practice identifying alliteration.



13/22


Timer

Anchor Chart onAlliteration forReference

Lie Still, SleepBecalmed ByDylan Thomas.


Khaliya, Taylor,Lonnie, Jamya, and

Eriyonna transitionto computers duringMini-Lesson.

1:10-112 Mi

Students will transition to meetingarea at level 0.

Teacher will pass out Lie Still, SleepBecalmed By Dylan Thomas.

Teacher will begin to read the firststanza of the poem with the boysshadowing her.

The teacher will pause and model howto identify alliteration in the firststanza.

Listening as the teacher isreading Lie Still, SleepBecalmed by Dylan Thomas.

Shadow reading the teacher.

Listening while the teachermodels how to identifyalliteration.



Focus onscaffolding thefollowing students:DemondJerryonMalikJeresaRickitaOctaviaDaShai

The Teacher and students willcontinue to shadow read the secondstanza of the poem.

Students will TPS on the alliterationthey notice in the second stanza.

Teacher will circulate with clipboard

and share out what she heard.

Reading the second stanza ofthe poem and identifying thealliteration used in the stanzausing by highlighting orunderlining text evidence.

TPS with their partners on thetone of the second stanza.

You Do /Link:Check for Understanding: Circulate and checkoff the students whoare still struggling soyou can check inwith them duringIndependentReading.

Students will continue to the thirdstanza in the poem and underline anyalliteration they notice in the thirdstanza.

Teacher will circulate forunderstanding.

Reading the third stanza inthe poem and underlining anyalliteration they notice in thepoem.

Reading

ConferenceBinder






alliteration, tone, and big ideas in your

independent reading books. Once you

identify the tone or the big idea the

author of your independent reading

book uses I want you to put it on a

post-it which we will share.

Students are transitioning to

independent reading andposting on alliteration, tone,or big ideas that they notice intheir independent readingbooks.

Make sure to

circulate for on taskand content.




14/22


Check in withJerryon and Demondon goals for the day.



2:05-25 Min

Teacher will pick three post-its toshare out that did a great job ofshowing alliteration, tone, or big ideas.

Listening to the postings thattheir classmates made.



Underline any alliteration that younotice in the poem.

Nothing Gold Can StayBy Robert Frost

Nature's first green is gold,Her hardest hue to hold.Her early leaf's a flower;But only so an hour.Then leaf subsides to leaf.So Eden sank to grief,So dawn goes down to day.Nothing gold can stay.

Students are completing theirExit Tickets at level 0 andthinking about identifyingalliteration.

2:10-25 Min

2:15-215 Mi

After Read 180Groupings List

Vocabulary TermSorrow (From theRaven)

Teacher will distribute thesauruses tostudents.

Teacher will introduce students to theSynonym Map with the term sorrow.

Teacher will give students onesynonym for the term.

Teacher will ask for students to comeup with as many synonyms for theterm sorrow as they can.

Students will TPS with their partnerson what words they came up with andexpand their synonym map.

Teacher and students will come upwith a definition for the term sorrow.

Taking out their readingnotebooks.

Writing down as manysynonyms as they can for theterm sorrow.

TPSing with their partners andadding on to their map.

Using the Thesaurus to addmore synonyms to their map.

Students will come up withtheir own definition of sorrowbased on the synonyms theycame up with individually andas a class.

While circulatingfocus on thedefinitions they arecoming up with andshare the great oneswith the class.

Sorrow-Extreme grief

Depression Distress Melancholy Sadness Suffering Pain Mourning Regret

2:30-215 Mi

Poems

She Walks InBeauty by LordByron

The Raven byEdgar Allen Poe

Clipboard forChecking

Teacher will introduce She Walks inBeauty by Lord Byron. (1 Minute)

Teacher will ask the student to payspecial attention to how the teachermatches the rhythm of her voice to thepoem.

After teacher finishes the read aloudstudents will TPS on what alliterationthey noticed in the poem.

Listening while the teacher isreading and highlighting orunderlining alliteration theynotice in the poem.

TPSing on what theyunderlined for alliteration

Shadow reading the poemwith the teacher.

Make sure to markoff students that arestruggling inidentifyingalliteration.

2:45-3

ReadAloudShareReadi


15/22


Understanding.The Teacher will begin to read theRaven by Edgar Allan Poe. Thestudents will shadow read with theteacher.

After the first stanza the students will

engage in a TPS on the alliterationthey noticed in the poem.

Teacher will circulate to extendstudent thinking and check forunderstanding.

Teacher will read the second stanzaand only have the boys shadow for theeven lines and the girls shadow for theodd lines.

Students will TPS on what alliterationthey notice.


Teacher and students will continue toshadow read stanza three and four.

Teacher will pause after each stanzaand students will TPS on thealliteration they notice in each stanza.

Teacher will circulate to extendthinking and share out what sheheard.

TPS on what alliteration theycan identify in the poem.

ClosingToday we practiced identifyingalliteration tomorrow we will bemoving on to a new literary deviceused in poetry called assonance.

Students are thinking abouthow to identify alliteration.

3:10-35 Min


16/22



SWBAT: Define and Identify Assonance used in poetry.





Tim

TimerDo Now

Do Now (aligned to lesson objective) or assessment:

Directions:

N/A Binder Activity




stminute of


State Expectations,

Circulate, and Scan.



RomelJermaineBritneyCharvisJasmine M.

1:05-1

5 Min

Timer State Lesson Objective/Hook/Connection Be really specificwith this group whenstating yourexpectation for thetransition.



Lewis and Angel toCompass Learningduring Mini-Lesson

Yesterday we spoke about alliterationused in poetry today we will beworking on defining and identifyinganother literary device that is used inpoetry assonance.


Name: Yekaterina LosevaSubject/Time: 7 GradeLiteracy AM(8:45-12:10) Date:11/15/2012


17/22


VocabularyTerm: Assonance

Elmo

Word Bank

Teacher will pass out the Word Bankon Assonance.

Teacher will introduce the termAlliteration to students and read thedefinition out loud. (2 Minutes)

Teacher will ask students to gothrough the Word Bank and circle thewords that fit with the definition andcross out words that do not withoutusing dictionaries or thesauruses. (2Minute)



Listening as the teacher isreading out the definition forthe term Assonance.

Circling the words that fit withassonance and crossing out

words that do not belongwithout using dictionaries andthesauruses.

Using the dictionaries andthesaurus

Make sure that eachdesk has a Dictionaryand Thesaurus withthe term assonance.

9:05-910 Mi

Anchor Chart onAssonance

Read Aloud PoemExcerpt from Bellsby Edgar AllenPoe.

I Do)/Teach:Check for Understanding: Station on Labeling Questions Angel on Compass

Learning

Anticipate that theywill need to practicethe transition to themeeting area.

Make sure when youtransition them to letthem know they needto positionthemselves in rowsso that I can circulateand more through.

Narrate while theyare transitioning.

9:15-915 MiMini-Lesso

9:30-910 MiReadAloud

Students will transition to the meetingarea.

Teacher will begin to go over the

anchor chart on Assonance.



assonance is the repeating vowel

sound used to set the mood of add to

the meaning of the word.

Long vowel sounds will decrease theenergy at that point in the poem andmake the mood more serious.

Higher vowel sounds will increase theenergy and lighten the mood.

Teacher will begin the read aloud fromBells by Edgar Allen Poe.

Taking notes in theirnotebooks on the AnchorCharts.

Asking any clarificationquestions they may haveregarding the Anchor Chart.

Listening as the teacherbegins to Read Aloud anexcerpt from Bells by EdgarAllan Poe.

Thinking about assonanceand paying close attention tothe rhythm of the teachersvoice and the mood of thepoem.

Fire and Ice byRobert Frost


Make sure to notonly shadow read the

9:45-9Share


18/22


Clipboard forCheckingUnderstanding.

The Teacher and students shadowread the Fire and Ice by Robert Frost.

Teacher will pause after the first fewlines and have students identify whatassonance they noticed.

Students will TPS as the Teachercirculates and extendingunderstanding and share out.

Teacher and students will shadowread the second stanza.

Students will TPS on the assonancethey notice in the second stanza of thepoem.


Teacher and students will continue toshadow read the third stanza.

Students will TPS and teacher willcirculate and extend studentsthinking.

Students are shadow readingFire and Ice with the teacher.

Pausing after each stanza andTPSing on the assonance theynotice in each stanza and the

mood based on theassonance of the poem.

whole group but callon just the girls or

just the boys toalternate the shadow.

Readi

Poem The LotusEaters by AlfredLord Tennyson


Circulate and checkoff the students whoare still struggling soyou can check inwith them duringIndependentReading.

Students will read The Lotus-Eaters byAlfred Lord Tennyson and underlinethe assonance they notice in thepoem.

Students will read The Lotus-Eaters by Alfred LordTennyson and underline theassonance they notice.







assonance, alliteration, tone, and big

ideas in your independent reading

books. Once you identify alliteration,

tone, or the big idea the author of your

independent reading book uses I wantyou to put it on a post-it which we will

share.

Students are transiting toindependent reading andposting on assonance,alliteration, tone and big ideasthat they notice in theirindependent reading books.




11:0711:57(50MinutIR/Conces



11:5712:00Share(5 Min


Listening to the postings theirclassmates made on eitheralliteration, tone, or big ideas.



Define Assonance?

Students are completing theirExit Tickets at level 0 andthinking about definingassonance.

12:0012:05Slip


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SWBAT: Defining and identifying assonance used in poetry.





Tim


Directions:

N/A



stminute of





Demond and Jerryon

1:05-1

5 Min

Timer State Lesson Objective/Hook/Connection Call on a frequentflier to read theobjective.

Be really specificwith this group whenstating yourexpectation for thetransition.



1:10-1

5 MinYesterday we spoke about alliteration

used in poetry today we will beworking on defining and identifying

another literary device that is used in

poetry assonance


Timer

Anchor Chart onAssonance

Note TakingOrganizer onAssonance


Lonnie and TaylorCompass Learningfor Mini-Lessonsitting two seatsapart to preventdistractions.

1:10-112 Mi

Students will transition to the meetingarea.

Teacher will begin to go over theanchor chart on Assonance.


Transitioning to meeting areaat level.

Taking Notes in the NoteTaking Organizer onAssonance.

Asking any clarificationquestion they have on

Name: Yekaterina LosevaSubject/Time: 7 GradeLiteracy PM(1:05-3:10) Date:11/15/2012


20/22



assonance is the repeating vowel

sound used to set the mood of add to

the meaning of the word.

Long vowel sounds will decrease theenergy at that point in the poem andmake the mood more serious.

Higher vowel sounds will increase theenergy and lighten the mood.

Teacher will read the poem West BeastEast Beast to the students.

Teacher will read the first stanza of thepoem with students shadowing boysodd lines girls even lines.

Teacher will pause and model how toidentify assonance in the poem.

Assonance.


West Beast EastBeast By Dr.Seuss


Focus onscaffolding thefollowing students:DemondJerryonMalikJeresaRickitaOctaviaDaShai

Teacher and students will continue to

read the second stanza of poem and

TPS on the assonance used in the

poem and how it affects the mood of

the poem.

Reading the second stanza ofthe poem and identifying theassonance used in the stanzaand how it affects the mood.

TPS with their partners on theassonance of the secondstanza.


Circulate and checkoff the students whoare still struggling soyou can check inwith them duringIndependentReading.

Students will continue to the thirdstanza in the poem and underline anyassonance they notice in the thirdstanza.

Teacher will circulate forunderstanding.

Reading the third stanza inthe poem and underlining anyassonance they notice in thepoem.



Teacher will transition students toindependent reading.



assonance, alliteration, tone, and big

ideas in your independent reading

books. Once you identify the

assonance, alliteration, tone or the big

idea the author of your independent

reading book uses I want you to put it

on a post-it which we will share.

Students are transitioning toindependent reading andposting on assonance,alliteration, tone, or big ideasthat they notice in theirindependent reading books.





21/22


Check in withJerryon and Demondon goals for the day.



2:05-25 Min


Listening to the postings thattheir classmates made.



Define Assonance?

Students are completing theirExit Tickets at level 0 andthinking about definingassonance.

Make sure to pull theExit Tickets ofstudents that arestruggling.

2:10-25 Min

2:15-215 Mi

After Read 180Groupings List

Vocabulary

Word Bank onAssonance

Teacher will distribute thesauruses tostudents and the Word Banks.

Teacher will ask students to gothrough the Word Bank and circle thewords that fit with the definition andcross out words that do not withoutusing dictionaries or thesauruses. (2Minute)



Teacher will share out what wordspeople are circling and crossing outas she circulates.

Listening as the teacher isreading out the definition forthe term Assonance.

Circling the words that fit withassonance and crossing outwords that do not belongwithout using dictionaries andthesauruses.

Using the dictionaries andthesauruses.

Make sure thatassonance is in theThesaurus otherwiseyou may just need touse a word that is inone of the poem or aword from Descartesthat fits in withpoetry.

Anticipate that theWord Bank Activitywill not take the full15 Minutes thenmove on to the ReadAloud.

2:30-215 Mi

Poems

Excerpt from Bellsby Edgar AllenPoe

Fire and Ice byRobert Frost

Lostus-Eaters byAlfred LordTennyson

Teacher will begin to read an Excerptfrom Bells by Edgar Allen Poe.

Students will listen as the teacherreads and pay close attention to thehow the rhythm of the teachers voicematches the poem, and how theassonance in the poem changes themood of the poem.

Teacher and students will begin toshadow read the poem Fire and Ice by

Listening while the teacher isreading and highlighting orunderlining assonance in thepoem and thinking about howthe assonance affects themood of the poem.

TPSing with their partners onwhat the assonance theynotice in the stanzas and howit contributes to the mood ofthe poem.

Make sure to markoff students that arestruggling inidentifyingassonance.

2:45-3

ReadAloudShareReadi


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Clipboard forCheckingUnderstanding.

Robert Frost. Boys will shadow theteacher for odd lines girls will shadowthe teacher for even lines.

Teacher will pause after the firststanza and students will TPS on what

assonance they notice in the stanza.

Teacher will circulate and extendstudent thinking while checking offthose who are still struggling.

Teacher and students will read thesecond stanza.

Students will TPS on the assonancethe notice in they notice in the stanza.

Teacher will circulate and share out.

Students and teacher will read the

third stanza together.

Students will TPS on the last stanzaand Teacher will share out what sheheard while circulating.

Teacher will introduce the poemLotus-Eaters by Alfred Lord Tyson.

Teacher and students will shadowread the poem. After the first stanzastudents will WPS on the assonance inthe stanza.

Teacher will circulate, extend, andcheck understanding.

While reading students willunderline anytime they noticeassonance in the poem.

ClosingToday we practiced identifyingassonance tomorrow we will begin toget more into the theme of poetry.

Students are thinking abouthow to identify assonance.

3:10-35 Min

Documents

Lesson Plans for Novemer 12, 13, And 14