Lesson+Set+Two

Michelle Lapointetoc September 29, 2011 Dr. McKool

Subject: Language Arts Literacy =Topic: Interactive Read Aloud= Grade: 4 Standard: 3.4.4. A. Listen actively for a variety of purposes such as enjoyment and obtaining information.

Objective: The students will listen as the teacher reads aloud, stopping to make predictions, connections and wonderings. Materials: The book, Paul Revere

Before Reading: Good Morning Boys and Girls, Today we are going to read a book that I recently found. I read it and fell in love with it because I love history! I really want to share it with you and hope you learn why I love history so much. The book is called Paul Revere’s Ride by Henry Wadsworth Longfellow. What do you think it is about? Why do you think that? Does anyone else have a different predication? Let’s read to confirm.

During Reading: Read the story, and prompt for prediction changes. Why did do you think they hung the lanterns? Why do you think that will happen? How do you think Paul Revere is feeling as he waits for to see how many lanterns he will see? Why do you think he feels that way? (comment on great connections to personal stories, tell them to maybe keep them in mind for their personal narrative, take only three to stay on track) Also address any hard vocabulary that might hinder the absorption of the book while reading the book.

After Reading: Turn and talk to you neighbor, tell them what you found interesting or what was your favorite part. Talk about your predictions and if you had to change them. Share three student’s comments.

Assessment: I know students understood the text when they turn and talk to their partner and discuss the story. I will listen in on student’s conversations to make sure they have the right ideas. Also I will know they students understand the text by their responses to questions I pose as we read through the book.

Subject: Language Arts Literacy/Reading =Topic: Recognizing Rhyme, Onset and Rime= Grade: 4 Standard: RL.4.5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

Objective: Students will be able to identify rime and onset in rhyming words. Materials: Paul Revere Overhead, document camera or smart board Hand out

Anticipatory Set: Boys and Girls do you remember the book we read called Paul Revere’s Ride? (show book to class) Can I have three people tell me what their favorite part of the book was? (take three response only) I love those parts of the story too! My favorite part is waiting to see how many lanterns Paul Revere will see. I can only imagine how he felt when he had to wait on the other side of the shore.

State Objective: Today we are going to look at the rhyme within the story. We are going to identify Rime and Onset for rhyming words.

Instructional Input/Teaching: First boys and girls we, I heard myself say the word “rhyme/rime” twice. I am going to write them on the board because they are spelled differently so we can write which one is which as we go along. What other word did you hear me use that is new to you? [Onset] Good, lets add that up there too so we can define that too as we go along.

I am going to open to a page of the book and I want you to close your eyes and listen very carefully as I reread it aloud. When I am done I want you to open your eyes and raise your hand if you hear something similar. (read, then call on three students – hopefully a student catches the rhyming, if not I would say ---) Those are all great observations my friends, you know what I noticed? That the last word in two sentences rhymed. (repeat the two words) [Page 16 will be example, text on the page to be used: Then he climbed to the tower of the //church/// up the wooden stairs, with stealthy __tread__/ to the belfry-chambered __overhead__/ and startled the pigeons from their //perch//]

Church and Perch rhymed didn’t they? What do I mean by rhyme? [point to this form on spelling] They sound similar, especially in the last syllable. What do we notice about the ending of each of the words? (they have the same last three letters) Do you think that is an indicator of rhyming words? (yes) [say the two words several times to cement the similar sound with rhyming. Good. The ending of the rhyming words are called “rime” they are constant in a set of rhyming words for example. F –an, b –an, m –an, t- an. In this case the -an is the rime of those set of words. So lets write a definition on the board. The rime is the consistent letters at the end of a rhyming word. Do based on the words left on the board what is the beginning of the rhyming words called? [good it is called onset]

Guided Practice: Okay, boys and girls lets look up at the board. If I put these words on the board think about what the rime is and what the onset it.

Fame Lame Same Tame Came

Turn and talk to your partner and discuss what is the onset and what is the rime of this set of words. What is the onset? [ f, l, s, t, c] What is the rime? [ame]

Lets take a look at a poem, we have to find the rhyming words and then we need to identify the onset and the rime. I want you to read it to yourself right now, and then we will read it aloud together. (read aloud) [Page 17: Up the trembling ladder, steep and tall? /To the highest window in the wall.]

What two words do you think rhyme? (student answers-teacher validation) Very good: Wall and Tall rhyme. What letters are the same? (–all) What is this called? (rime) What is the onset? ( t and w) Lets take a look at one more: [A hurry of hoofs in the a village street, A shape in the moonlight, a bulk in the dark, And beneath, from the pebbles, in passing, a spark Struck out by a steed flying fearless and fleet] Hmmm. Street… Fleet. That sounds like it rhymes. Do you think so? Do you see anything else that rhymes? Dark…Spark. Good! What did we notice about Wall and Tall? (the last letters are the same, which is the rime) Does that hold true for the rhymes we just found? (Yes) What do you think is the rime? (-ark and –eet) What is the onset? Fl-, str- and d-, and sp-

Do you think it holds true for every single rhyme pair? (no) One example that shows it might not is RHYME and TIME. However time can be spelt like thyme, and refers to the herb. But we can still see that sometimes we have to be careful.

Independent Practice: Okay my friends wait until I finish directions and I say go to move. In a minute you are going to go quickly and quietly back to your desk. The paper passers will pass out the worksheet, it will have the three examples we just did at the top please complete them as we have then continue on to the rest of the examples. When you are finished please read your independent reading book until everyone is done.

Assessment: I will know students have understood the concept of rhyme, rime and onset if when I collect their worksheets I see they have correctly identified them in each passage. Also if I see as the lesson progresses there are few questions about the topic that they are understanding it.

Closure: Okay my friends can someone please remind me what onset is? (students answer – teacher validates) What about rime? (students answer - teacher validates) Do you see these in other poems you have read? Next time we will write our own poems so think about rhyming words you would like to use. Remember onset and rhyme because it will help you.

Name: Rhyming Worksheet

Complete the examples as we have done together.

Fame Lame Same Tame Came

Then he climbed to the tower of the //church// Up the wooden stairs, with stealthy __tread__ To the belfry-chambered __overhead__ And startled the pigeons from their //perch//

Up the trembling ladder, steep and tall? To the highest window in the wall.

Complete the rest of the worksheet by writing the onset and rime of rhyming words next to each example.

How the farmers gave them ball for ball, From behind each fence and farmyard wall,

And once was safe and asleep in his bed. Who at the bridge would be first to fall, Who that day would be lying dead, Pierced by a British musket-ball.

You know the rest. In the books you have read. How the British Regulars fired and fled, ---

Challenge

Then he said, “Good night!” and with the muffled oar Silently rowed to the Charles Town shore, Just as the moon rose over the bay, Where swinging wide at her mooring lay The Somerset, British man-of-war

Subject: Language Arts Literacy/Writing =Topic: Rhyming words/Writing a Poem= Standard: W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

Objective: Students will be able to write a poem using a consistent verse pattern. Materials: Lined Paper or jot notebooks, thesaurus, and worksheet from the previous lesson. Easel by rug

Anticipatory Set: Boys and girls, do you remember reading Paul Revere’s Ride and learning about the rhyming scheme in it? Let’s review what we remember about it. Where do we usually find the rhyming words? (at the end of the sentence) What is common among the ending of words that rhyme? (the ending are the same letters, example wall and tall) Does this hold true for all rhyming words? (No, as in oar and shore or time and rhyme)

State Objective: Today you are going to be writing your own piece of poetry using a rhyming scheme.

Instructional Input/Teaching: My friends, before we start writing our own rhyming pieces of writing I want to take a look at the pattern some poems follow. I am going to give back your rhyming worksheet from the other day. Please clear everything off your desk except for this paper and a pencil until I say otherwise. Today we are going to focus on a rhyming quatrain poem. A quatrain has four lines and rhymes in a set pattern. Lets take a look at number two on the worksheet.

Then he climbed to the tower of the //church// Up the wooden stairs, with stealthy __tread__ To the belfry-chambered __overhead__ And startled the pigeons from their //perch//

Lets read the first line, it ends in church so lets put an A next to it. Okay lets read the second line, does tread rhyme with church? (no) Very good my friends so lets put a B next to that line. Lets read the third line does overhead rhyme with church? (no) Okay then does it rhyme with tread? (yes) Very good, then we would place a b next to that line. And the last line does perch rhyme with church? (yes) Okay then we would put an A next to the fourth line. So the quatrain for this poem is ABBA. It is important that once you chose the pattern for your poem you stick to it.

Lets try one more. Take a look at number five.

And once was safe and asleep in his bed. Who at the bridge would be first to fall, Who that day would be lying dead, Pierced by a British musket-ball.

Lets take a look at the first two lines, does bed and fall rhyme? No so we can put an A and then a B. Does dead rhyme with fall or bed? With bed okay so what letter should I put next to it? [A] What about ball? [B]

Guided Practice: My friends let try to create a poem together using a consistent meter. (create a poem together, although it would be difficult to create in a lesson plan because the ideas from students would be far different then I could predict. However I will start the first line to set the theme of the poem and make it easier to get the ball rolling.) I think I would like the first line to say: The lizard is a timid thing (A) [ That cannot dance or fly or sing; (A) He hunts for bugs beneath the floor (B) And longs to be a dinosaur. (B) -rest of poem]

Another example Creak, squeak, bump in the night I wake up in such a fright I jump up to turn on the light! Oh my gosh, what a sight.

Independent Practice: My friends in a minute you will go back to your desk quietly. I want you to write a poem of four lines, make sure you chose what pattern you would like to use and stick to it. Today I would like you to use only two different types of rhymes, I only want to see A’s and B’s on the paper. Next time we will take a look at adding C’s or another rhyme into poems. Please feel free to use all the words we have learned this year, dictionaries, and thesauruses.

Assessment: I will know that students understand my concept if in their writers notebooks they create a poem following a quatrain pattern.

Closure: Boys and girls come to the circle to share your poems. I will take 5 friends today and some more tomorrow. I will also let you illustrate a picture next to your poem tomorrow. How was trying to follow a pattern? Was it hard? Did you think it was easy? Okay, we will get more practice writing tomorrow, lets hear a poem from our first friend. (pick a clothes pin from the basket to determine who gets to share.)