EDU 301/565 & 311/566 LITERACY LESSON PLAN Lesson Title: The Boy Who Loved Words Teacher

__C. W.________________ Grade Level ____4______Number of Students _18__ District Objective: OPS 401 Writing - Students will use the writing process (pre-write, write, re-vise/edit, rewrite, publish) to communicate. OPS 411 Writing - Students will produce a descriptive writing sample on demand. OPS 406 Use resources to locate and evaluate appropriate information (thesaurus). State or National Standard: IRS/NCET - Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. I. Critical experience/lesson objective: A. Students will identify descriptive words. B. Students will use descriptive words correctly. C. Students will create a rough draft of a poem with appropriate descriptive words. Materials needed: A. Five paper bags with a different item in each. B. The Boy Who Loved Words by Roni Schotter, illustrated by Giselle Potter C. Promethean Board D. Writing paper E. Final draft paper G. Markers, colored pencils or crayons H. Cinquain handout

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III. Lesson Anticipatory Set: a. Students will come to the floor. Teacher will show the book, The Boy Who Loved Words, and have students talk about what they think the book might be about. b. The teacher will bring out five paper bags, each with a different item in it. c. The teacher will have each student reach into one of the bags, without looking and touch and hold the item. Each student will describe what they feel. After three or four on each bag, students will try to identify what they think is in the bag. Instruction modeling, guided and independent practice: a. Teacher will talk a little about those descriptive words, and ask students to listen as the book is read for descriptive words like those Mrs. Lee was talking about yesterday. b. After reading, the teacher will reread a passage and ask for the descriptive

words. The teacher will also discuss some of the tantalizing words. c. The teacher will model writing a cinquain, describing and outlining the process. After having written one, the teacher will ask the class to help write one. Students will brainstorm nouns for their cinquain. d. Students will return to their seats and be given their rough draft paper with instructions. The teacher will pass out a thesaurus to groups if they need one. They will write their rough draft of their cinquain. e. The teacher will circulate while students are writing. Closure: a. The teacher will ask students to finish up. b. The teacher will ask a student (or more) if they would like to share. IV. Evaluation: A. Students will do a final copy with accompanying drawing. B. Students will identify descriptive words in their cinquain and those of their classmates. Possible follow-up activities or enrichment: A. Students could begin a poetry book and have poetry readings from their own books, and readings from other published poets.

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Cinquain
Line 1 Line 2 Line 3 Line 4 Line 5 ONE noun TWO descriptive words THREE -ing words FOUR word very phrase ONE synonym of noun

CAT
Cat Furry, cuddly Licking, chasing, meowing Hates to get wet

Kitten

LITERACY LESSON REACTION/SELF EVALUATION Lesson title: _______The Boy Who Loved Words________ What actually happened

I began with the mystery bags and I believe the students enjoyed that. The quality of the words they were coming up with was expected but hopefully, if I were to do this activity again, and again, students would begin to explore more interesting words. After I wrote the first cinquain for them, we did a poem together on the smartboard. They had good suggestions and after quizzing them and reviewing, indicated they had good knowledge for the process of writing a cinquain. We then brainstormed and came up with several nouns that they could use for their beginning line. The students went back to their desks and began writing their rough draft of their poem. I walked around and helped students find their first word, reviewed the other lines of the poem, encouraged their selections and use of the thesaurus. There were a few interruptions, but the kids stayed on task very well. What I would change or do differently I should have shown the handout I was going to give to them with the Elmo highlighting the information that was specifically about how to format the cinquain and the example. Your suggestion about asking for their first word and then dismissing them to their desks would have been perfect. Ricky (laptop) was a challenge if he was in my classroom I would hope that I would have a way to encourage and motivate him besides taking away his recess. I wasnt finding a way to get him started initially and other students needed attention. At that point, I walked away from him to give him time to think. What did the student(s) learn from this lesson? Words have great power and can be very descriptive. A thesaurus is a great place to find a word with more oomph. Reading orally can be done fluently and with expression. There were students who said I only write stories. I hope they learned they can be creative in many ways.