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Katherine Bailey                       Mini-Lesson Plan 2                              EDN340                             ...
Katherine Bailey                        Mini-Lesson Plan 2                              EDN340                            ...
Katherine Bailey                       Mini-Lesson Plan 2                             EDN340                              ...
Katherine Bailey                      Mini-Lesson Plan 2                              EDN340                              ...
Katherine Bailey                       Mini-Lesson Plan 2                              EDN340                             ...
Katherine Bailey                       Mini-Lesson Plan 2                            EDN340                               ...
Katherine Bailey                            Mini-Lesson Plan 2                         EDN340                             ...
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Katherine bailey lesson plan 2_edn 340_10-2-11

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Transcript of "Katherine bailey lesson plan 2_edn 340_10-2-11"

  1. 1. Katherine Bailey Mini-Lesson Plan 2 EDN340 November 8, 2011 Lesson Plan: Similes in Poetry and WritingChildren’s assessed need: Students need to comprehend what a simile is and create similes oftheir own. Through the understanding of similes students will be able identify ways to usesimiles in the writing of poetry and informative pieces such as newspaper articles.Grade level: 5th GradeCommon Core Standard- RL.5.4. Determine the meaning of words and phrases as they areused in a text, including figurative language such as metaphors and similesMeasurable objective –The learner will write similes of their own that draw on personalexperience or interests.Evaluation/assessment: I will assess the students writing to ensure that they have used “like, as,or than” and the students are comparing words that only have on similarityMaterials and time required Teacher: Casey at the Bat poem by Ernest Lawrence Thayer Over head projector White board Black and Colored dry erase markers Student: Clipboards Paper Pen/pencil Time Time for mini-lesson: 15 minutes (teacher) Time for independent work/group sharing: 20 minutes (students, if they finish independent work early the students may split into groups) Closure/Reflection/Whole class sharing: 10 minutes Total time: 45 minutesDifferentiation: To make this more challenging for some student I will have them create two ormore similes that convey the same idea and two or more that convey an opposite idea. To makethis easier for students I will ask them to explain create a simile by giving them an example and acue. For ELL students in the class I will ensure that they understand the meanings of the wordsthey are using to create their similesRoom Set-up & Management Strategies: The students will all gather on the rug in a semi-circle so all students have a clear of the text displayed on the whiteboard and the anchor chartsbeing created on the whiteboard as well. The students will be seated on the rug as I read the listof words that are displayed on the over head and remained seated as we discuss similes andcreate our chart on the whiteboard. When the mini-lesson is over the students will return to their
  2. 2. Katherine Bailey Mini-Lesson Plan 2 EDN340 November 8, 2011desks to work on their writing piece and may return to the rug or other areas of the classroom, soas to not be disruptive to the students still working at their desks, to work in small groups of twoto three to share their writing.The Mini Lesson: Title of Literature used: Casey at the Bat poem by Ernest Lawrence Thayer Engage: With the simile “From the benches, black with people, there went up a muffled roar, Like the beating of the storm-waves on a stern and distant shore” displayed on the overhead projector, I will read the simile from the Casey at the Bat poem. I will ask the class if they can explain what the author of the poem was trying to say with this part of the poem. I will then ask them why they think he compared the people in the benches with the waves of a storm. After listening to their answers I will ask the class if anyone know what it is called when you use the words like, as, or than to compare two things. If a student offers the answer of a simile I will ask them “What is a simile?” I will ask a few more students what a simile is and look for an answer that is closely related to the definition: A figure of speech involving the comparison of one thing with another thing of a different kind, (e.g., as brave as a lion).The use of such a method of comparison. At this point I display “A strike out is as embarrassing as _______”, and “A home run is spectacular like_________” on the overhead and use an example of my own for each one “A strike out is as embarrassing as tripping up the steps” and “A home run is spectacular like acing a test”. I will then ask for a few volunteers to use the above phrases to tell us their similes. I will start a chart on the whiteboard and provide a few starting points such as bird/plane, anger/volcano, and ball/orange and also explain that words that convey feeling, emotion or describe something can work well in similes. I will ask the students for more words they can use to create similes and have them brain storm them and I will write on the chart as they come up with the words. During this brainstorming time I will also add words that will work well in similes to the chart. Once the lists are developed I will use the words I gave: bird/plane, anger/volcano, ball/orange and model similes for them: o The plane flies like a bird through the blue skies. o His anger exploded like a volcano. o The orange was as round as a ball.  Explore: “Now that you have seen my examples of a simile use one of the words I did and jot down a simile on your paper on your clipboard”  Explain: “Who can tell me why writers use similes in their writing?” I will look for answers such as: to make the writing more interesting, to make the reader think more about the topic, to create more of an impact. If the students do not give answers that are valid I will prompt them by asking: when you read the metaphor in
  3. 3. Katherine Bailey Mini-Lesson Plan 2 EDN340 November 8, 2011 the Casey at the Bat poem how did you feel? Do you think you would have felt the same if the author simply said “the fans in the bleachers were very loud?” Does anyone know any common similes that are used? If I have no answers I will provide a few prompts such as „big as a house, sly as a fox and quiet as a mouse‟  Elaborate: “Now you are going to explore creating your own simile using the words we have on the chart. Remember a simile is when you compare two things that are unrelated using like, as or than. Everyone take a few moments to look at the chart we have created and then carefully think about those words to create three similes of your own. You may draw on personal experience or your own interests but make sure you remember the guidelines for writing similes” I will have the students work independently and if there are students that are stuck I will give them a few prompts that may help them: Katie had been working all day in the summer sun- use a simile to show how Katie was feeling. Or George has been working at the same automobile factory six days a week, ten hours a day, for the past twelve years- use a simile to show how worn out George may be feeling. When you are finished creating your similes you may split into groups of two or three find a quiet area that will not interfere with the students that are still working on their writing and share what you have written with each other. Remember, when you are sharing help each other, if some has something written that is not a simile help them to identify why it is not and give them ideas on how they can make it into a simile.  Closure/student reflection: “How was that writing your own similes? Does anyone want to share a short part of what you have written?” Allow the students to share at this time with the whole class Who can tell me why they think it is important for authors to be able to use similes?  Have the students turn in their similes.
  4. 4. Katherine Bailey Mini-Lesson Plan 2 EDN340 November 8, 2011 Reflection 1 (after tutoring) After completing this mini lesson and the previous mini lesson with my tutee I can see how mini lessons are so important and useful when teaching. There are many lessons in language arts that would be served well by doing a mini lesson. I think that by taking the time to develop a mini lesson that has an impact is more beneficial than creating a long lesson where the students will have the possibility of losing focus. The most important thing to do when teaching any subject matter is to keep the students engaged. Mini lessons offer this engagement because the students don‟t have the time to lose focus. I know that mini lessons work well for my tutee because he gets distracted easily by both visual and auditory stimuli. Throughout my tutoring session I have learned that it is best to use information that the students can form a connection to and Gavin has been interested in sports so that is what we have worked with. By allowing students to create their own similes by drawing on their own experiences or something that is personal to them provides a more authentic learning experience. I do not think I would expand upon this lesson because I think the students had enough time working with similes. I would however refer back to the lesson when working with metaphors or discussion authors craft and writing style.
  5. 5. Katherine Bailey Mini-Lesson Plan 2 EDN340 November 8, 2011 Reflections #2 (after observing video and group comments)The process of planning and utilizing a mini-lesson is a wonderful tool that has helped me todiscover and understand the importance of not only teaching a lesson but making an impact withthe lesson that will result in a more enriching and meaningful learning experience. I alsoappreciate the feedback that I received from my peers but I would have like more constructivecriticism. I work well when people give me concrete ideas on which I can improve my work.After watching the videotaped session of my tutee I feel that are a few changes that could havebeen made to make the session more beneficial. First I would have change out location if at allpossible, especially on this day. One of the suggestions given by my peers was to change roomarrangement and I completely agree, unfortunately we do not have many options available to us.My tutee was very distracted by the weather. Regrettably the only time we can use another roomin place of the work room is when the library is not occupied, and that is rare. We have triedother locations such as the floor of the computer lab but this proves to be too much distractionfor Gavin.I think the lesson went okay and he grasped the concept of similes but I would have liked him tospread out the usage of them more to something not sports related. I understand he is veryinterested in sports and that is great; however, I just wanted him to be able to make otherconnections as well. In most of the lesson I have had with Gavin I use a sports them in one wayor another because I have been tailoring the tutoring to his interests to keep him engaged. At thesame time I try to have him draw connections to other areas of life so the learning can becomemore meaningful to him.
  6. 6. Katherine Bailey Mini-Lesson Plan 2 EDN340 November 8, 2011Having Gavin write down his similes is a great idea and I think that would have been a great toolto keep him focused on the task. I had not planned on him writing though because that is an areawhere he needs improvement on his writing stamina and later in the session he started a roughdraft that documented the poem “Casey at the Bat” in the form of a newspaper article. If I wereto do this again with Gavin I would have him write his similes down and then in another sessionwork on the rough draft for his newspaper article.
  7. 7. Katherine Bailey Mini-Lesson Plan 2 EDN340 November 8, 2011 Rubric for Lesson PlansCriteria: Print one for each lesson plan Exceptional: goes Average: meets Developing beyond the criteria expectationsLesson objective is focused (one skill) 4.5-5 4 3-3.5and measurable (states what is 4.5required to accomplish this skill)Lesson based on a Common Core 4.5-5 4 3-3.5standard—and specific objective 5Lesson plan indicated why this lesson 4.5-5 4 3-3.5is important to teach to this child 5based on assessment data –Why areyou teaching the lesson?Lesson plan is an inquiry lesson— 4.5-5 4 3-3.5questions you will are indicated rather 5than students being told (avoidsyes/no questions)Questions and probes are listed 4.5-5 4 3-3.5 4.5Well thought out lesson; sequence of 4.5 4 3-3.5lesson makes sense and relates 4.5directly to the objective.Carefully edited plan 4.5-5 4 3-3.5 4All parts of the lesson plan are 4.5-5 4 3-3.5included and fit the descriptions of 5each of the E’sLesson begins with literature that has 4.5-5 4 3-3.5already been read to child or is very 5short such as a poem.Lesson plan has the potential to have 4.5-5 4 3-3.5a high impact on students and 4teaches a NEW skillLesson closure has students evaluate 4.5-5 4 3-3.5what they now know. 4Reflection (both lessons) 4.5-5 4 3-3.5(For lesson 2 only, [1] write a 4.5reflection after you have watched yourvideo; ask questions; [2] re-reflectafter group conference);Video tape of lesson that must open Lesson 2 onlywhen I open it in discussion board 9-10 8 6-7(lesson 2 only) 10Lesson one 6556-60=A, 51-55=B, 42-50=C 58= ALesson two65-70=A, 60-64=B, 49-59=C

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