Field Version of UMF Unit-Wide Lesson Plan Template

Name: Emily Lewia Program: Elementary Education Course: Student Teaching

Lesson Topic/Title: Alliteration & Onomatopoeia

Lesson Date: 3/21/17 Lesson Length: 45 minutes Grade/Age: 3rd and 4th grade
Learning Objectives (Targets):

Students will be able to define, identify, and use alliteration correctly.

Students will be able to define, identify, and use onomatopoeia correctly.

Students will review the definitions of similes and metaphors and how to identify and use them correctly.
Content Standards: Content Standards Alignment & Justification:

CCSS.ELA-LITERACY.L.4.5: Demonstrate During this lesson, students will be working on

understanding of figurative language, word defining, identifying, and using alliteration and
relationships, and nuances in word meanings. onomatopoeia correctly. Students will practice
identifying and using correct examples of both types
of figurative language.

CCSS.ELA-LITERACY.L.4.5.A: Explain the Students will also be reviewing what they know
meaning of simple similes and metaphors (e.g., as about similes and metaphors. Students will have to
pretty as a picture) in context. create their own correct examples in one of the
stations in this lesson.
Assessment: Pre X Formative Assessment (Data & Student Feedback):
Summative X Student Self
Students will be formatively assessed during this
lesson is by teacher observation. During the
beginning of this lesson, the teacher will be listening
and observing students while they learn and discuss
what alliteration and onomatopoeia is. The teacher
will ask students questions to deepen their thinking
and comprehension. The teacher will also cold call
on shy students to better gage their comprehension.

At the end of this lesson, students will assess

themselves. Students will show me their confidence
 and understanding of the content by showing a
thumbs up, down, or middle. This self-assessment
will be taken into account when the teacher gives
students an overall mark for the day (exceeds, meets,
partially meets, does not meet standard).
Integration of Other Content Areas: (If appropriate) N/A
Instructional Strategies to Differentiate Whole Class Instruction:

The teacher will introduce the new concepts by using a anchor chart. Students will share/listen to their peers
give examples of the concepts used correctly. Students will watch videos that give examples of the concepts
used in daily life. In this lesson, students will work in small groups and apply what they know in stations. In
the stations, students will be participating in engaging activities related to the new concepts. One of the
stations will have a hands on element. Students will also have the chance to show what they know during
individual work in their notebooks.

Modifications / Accommodations / Extensions For Individual Students with Identified Needs:

One accommodation that is available to all students during this lesson is the anchor charts. The anchor
charts will be used to introduce the students to new concepts and will be hung in the room where students
can easily refer back to it when they need to. During station work, all students will have access to their peers
for help and guidance and there will be a paper at each station that has the definition of the type of figurative
language they are working with. Students can use that definition as a reminder whenever they need to while
at the station. Also, during this time the teachers will be circulating and providing assistance to students
when needed.

If students finish the station work before time's up, they will work in their notebooks on the worksheet that
corresponds to their station topic. If students finish this extension, they are told to create their own unique
examples of alliteration, onomatopoeia, similes, and metaphors until we switch stations.
Technology Integration: (if appropriate)

Students will be watching example videos on the projector during this lesson.
Materials and Resources for Lesson Plan Development

-Students will need their notebooks

-Teacher will need to have videos pulled up on computer
-Teacher will need to have stations ready
*Copies of comic strips (20 each)
*letter cards
*Stamps and paint
*onomatopoeia poster
*Print pictures and words
-Anchor charts

Teaching & Learning Sequence:

1:00
-Teacher calls students to rug
-Teacher asks what are similes?..... Metaphors?.... What is the difference between the two?
-Teacher will ask what is alliteration?
-Teacher will ask student to share his example
-Teacher will ask what is onomatopoeia?
-Talk about examples

1:10
-Teacher will have students go to tables
-Teacher will show rice krispies video (onomatopoeia)
Why did I show you that video?

1:12
-Teacher will introduce three stations
Simile and metaphor review - creating examples based on picture picked
Alliteration game - pick a letter card, then you have to create an example using that letter - use stamps
and paint to show the repetition of the beginning letter
Onomatopoeia practice - adding to poster and adding onomatopoeia to comic strips
-Teacher will circulate and answer questions

1:14
-Students will be at each station for about 10 minutes

1:45
-Students will come back to the rug
-Teacher will ask them to share what happened at their stations
-Teacher will ask them how they feel about similes and metaphors (thumbs up, middle, down)
-Teacher will ask them how they feel about alliteration (thumbs up, middle, down)
-Teacher will ask them how they feel about onomatopoeia (thumbs up, middle, down)
-Teacher will ask them what their favorite type of figurative language is right now and why?
-Teacher will ask why writers, movie producers, and commercial makers use figurative language?

Content Knowledge Notes: (if applicable/instructor discretion)

Alliteration - the repetition of the same letter or sound at the beginning of closely connected (within the
sentence/phrase) words
Onomatopoeia - a word that is a sound
Simile - a comparison of two unlike things using like or as
Metaphor - a comparison of two unlike things not using like or as

Common Core Teacher Standards (CCTS) Alignment & Justification (Field/Student Teaching Only)

Standard 4: Content Knowledge - The teacher understands the central concepts, tools of inquiry, and
structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of
the discipline accessible and meaningful for learners.
During this lesson, students will be participating in learning experiences that are meaningful and engaging. I
have shown my understanding of the content in this lesson by creating stations that will encourage
collaboration and teamwork all while students participate in engaging activities that foster learning and
comprehension of the content. Students will be engaged with the content and will be working toward
meeting the lessons objectives and standards.

Standard 9: The teacher is a reflective practitioner who uses evidence to continually evaluate his/her
practice, particularly the effects of his/ her choices and actions on others, and adapts practice to meet the
needs of each learner.

After observing students during the similes and metaphors lesson, I knew that at some point they would need
to revisit that concept in order for more students to meet or master it. During the simile and metaphor lesson,
students had a harder time identifying and creating their own examples. After reflecting on this lesson, I
determined it would be beneficial for all students to revisit those concepts. During the pre-assessment in the
first lesson, I discovered that all students knew what onomatopoeia was. After reflecting and thinking about
the data from the pre-assessments and the simile and metaphor lesson, I determined that stations for this
lesson would be beneficial. In this lesson, students participated in three stations: a review station that
involved creating their own examples of similes and metaphors, an activity with applying onomatopoeia, and
an activity making examples of alliteration. This lesson was created based on reflection and evidence that
was collected during previous lessons.
Post-Lesson Reflection:

This lesson seemed to be the students favorite of the figurative language series. Students already had a
lesson on similes and metaphors, and students had a good foundation (from last year) when it came to
alliteration and onomatopoeia. Therefore, this lesson was comprised of review stations. The stations were
hands on, engaging activities that involved the four types of figurative language listed above. I had
originally planned for students to spend about ten minutes at each station, but they were so engaged and were
having fun that I extend their time to about fifteen minutes at each station. Students were engaged in the
content for the whole lesson, having great conversations with their peer, and helping each other understand
the content when necessary. The alliteration station took longer that I had planned, but with the extended
time, students were able to finish. Students did not have a chance to work in their notebooks during this
lesson, therefore that will be fit into another lesson as review work.
All students met the lesson objectives, and I know that through observation, listening to them when
they were working at stations, class discussions, and student self-assessments at the end of the lesson. At the
beginning of the lesson, I asked students to define and give examples of similes, metaphors, alliteration, and
onomatopoeia. All students participated in this discussion and showed me that they had a good foundational
understanding of these types of figurative language. Through observation and listening while students were
working at stations, I know each student knows what similes, metaphors, alliteration, and onomatopoeia are
and can create correct examples of at least three of them. Metaphors proved to be the most challenging, and
there are two particular students that needed a lot of support to create a correct example. Although there
were a few students that needed some support from myself or their peers, by the end of the lesson, I could
see that students were understanding the concepts and that is why they all received a meet for this lesson.
At the end of the lesson, I asked students to give me a thumbs up, middle, or down based on their
comprehension of the lesson concepts, and they all gave a thumbs up except a few gave a thumbs in the
middle-ish. I agreed with how the students assessed themselves. While all students met the objectives, there
were no students that exceeded my expectations.