T & L Lesson Plan Understanding by Design (UbD) Template

(Adapted with permission from Understanding by Design Professional Development Workbook (p. 31), by J. McTighe and G. Wiggins, 2004, Alexandria, VA: Association for Supervision and Curriculum Development. Copyright 2004 by ASCD). All rights reserved.

Descriptive Data_________________________________________________________ Teacher: Britney Jo Block Lesson Topic: Onomatopoeias Grade Level: 2 Teaching Date(s): Fall 2013 Stage 1 Desired Results__________________________________________________ Content Standards/Goals: R.2.1 Ask and asnwer such questions as who, what, where, why and how to demonstrate understanding of key details in a text. R.2.3 Describe how characters in a story respond to major events and challenges R.2.4 Descrive how words and phrases (e.g. regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. R.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. R.2.7 Use information gained from the ilustractions and words in a print or digital text to demonstrate understanding of its charcters, setting, or plot. Understandings: Students will understand that . . . Students will understand reading is thinking Students will understand in order to comprehend a text, the reader must not only determine what the text says, but also infer, or draw conclusions about content using textual information as well as prior knowledge. Students will understand that as readers you need to ask questions in order clarify and monitor understanding. Students will understand that by working with vocabulary that they will understand the meaning of the words. Students will understand the relationship between characters. Students will understand that the beginning of the story can introduce the end. Students will understand what an onomatopoeia is. Students will understand that onomatopoeias expresses sound Essential Questions: Students will understand that onomatopoeia is the formation of a word from a sound associated with what is named. Students will understand that when reading the a onomatopoeia it expresses sounds. Ask big questions: What do I already know about onomatopoeias? What questions do I have? What are some things that make the sound hssssss and boing!? What are some onomatopoeia that I do not know?

Knowledge:

The learning goal is to: Students will understand onomatopoeias. Students will find onomatopoeias in the story. Make connections to the topic of the story Expand vocabulary on topic Understand character relationships Skills: Students will monitor comprehension by using comprehension strategies: inferencing & questioning. Stage 2 Assessment Evidence_____________________________________________ Performance Tasks: Students will engage with text to demonstrate their ability to read closely to determine what the text says explicitly and to make logical inferences. Students will read the dialogue and understand the difference in the characters. Students will read onomatopoeias with expression. Students will read onomatopoeias to understand what sound is being expressed

Other Evidence: Word Work: Students will show what objects make certain onomatopoeias on their whiteboards . Students will create an onomatopoeia book. Evaluative Criteria: Ability to hear sounds through onomatopoeias Ability to identify onomatopoeias Ability to see dialogue between characters

Stage 3 Learning Plan___________________________________________________ Preparation Prior to Teaching Pre-Assessment: Ask students what an onomatopoeia is. If they are unsure give them the definition. Have students write on their whiteboards what certain objects make a certain onomatopoeia (e.g. what object makes the onomatopoeia flop, flop, flop.?). Allow them to write or draw the object. Determine if they understand onomatopoeias and if they need to do more word work. Differentiated Instruction: Reader Notebooks: Students can record findings through written word, sketches, or both. Scaffolded Instruction: This text selection is appropriate for this small group. The teacher will scaffold instruction by introducing onomatopoeias, new vocabulary, help students make connections, etc. Accommodations: Reader Notebooks: Students can record findings through written word, sketches, or both. Technology: Jonathon London has written over 100 childrens books. 23 of these books are the Froggy series. I will show the children Jonathons website and let them explore other Froggy books they would like to read.

http://www.jonathan-london.net/ Extensions & Enrichment: Have students work on their onomatopoeia books after reading. Allow them to draw pictures that the onomatopoeias and write sentences that use the onomatopoeias. Have students write down what they needed before they went to bed that night and compare what they had written in class. Have them see if they needed the things they thought they did or if they needed more. Sources: Owocki, G. (2012). The common core lesson plan book: K-5. Portsmouth, NH: Heinneman.

Procedure for Teaching Step-by-Step Lesson Flow: Introduction: Alright before we look at our books I want to ask you all if you know what a onomatopoeia is? Onomatopoeia is a type of word that sounds like the thing it is describing.. Meaning when I say Boing! what do you think makes that sound? Okay now I want to see if you all can show me other words that make onomatopoeias! Could you all take out your white boards for me please? I want you to show me by drawing or writing it out what object would make the sound Flop Flop Flop. Now show me what would make the sound, Splash Splash Splash. What about, Bonk! Now show me Chomp Chomp Chomp Before Reading: Now lets take a look at what book we are reading. Froggy Goes to Bed. What do you think the book will be about by looking at the title and the cover? Lets take a look inside, lets all open our book to the first page, do we still think the book is going to be about what we thought it was going to be about from looking the cover? I want you all to do a picture walk and when you are done close your book and look up at me. Does everyone have an idea what the book is going to be about? Alright now I want everyone to turn to the 2nd to last page because there is a onomatopoeia that might be a little confusing. Does everyone see, ZZZZZZZZZ? What sound could this be expressing? What makes the sound ZZZZZ? Okay now that we have the cleared up lets start! Im going to start reading and then I will let you whisper read to yourself. During Reading: While we are reading I want you to make sure you notice the onomatopoeias. See if you noticed any of the onomatopoeias that we wrote down in the beginning and check to see if your picture is the same as the books. . When we are finished, we will talk together about what we did. While students are reading, move close to a reader and listen to them whisper read. Take anecdotal notes about reading behaviors.

After Reading: Who can tell me about some onomatopoeias that they noticed in the story. Did anyone see any onomatopoeias that we talked about before we read? Did you have a picture similar to what you saw in the book? Now that we are done reading I want us to make a onomatopoeia book. I want you to color a picture that makes the onomatopoeia that is listed on the top of the page. Then if you have time, write a sentence that includes the onomatopoeia. During Reading: NOTEthis could (and probably should be a second day)

Lets take a look at some different onomatopoeias today. I want us to write stories using different onomatopoeias.

Materials: Froggy Goes to Bed by Jonathon London Students will need white board, eraser, and marker Crayons or markers Pencils Onomatopoeia booklet Readers notebook

Reflection following Teaching (Use prompts provided) All teachers reflect on their practice.