Sound+leads

Sound Leads || ELA3W2 The student begins to writer in a variety of genres, including narrative, informational, persuasive, and response to literature. b) Sustains a focus e) Uses appropriate organizational structures to ensure coherence (well developed beginning, middle, and end and sequence of events) and strategies (transition word/phrases, time cue words, and sequence of events) || Students will understand what a sound lead is and how to incorporate a sound lead into their writings. Students will understand that sound leads help readers to experience the situation.
 * Name: Rebecca Jones___ Grade Level:_____3rd__**
 * Estimated number of days lesson will cover: _1___**
 * Lesson Subject/Title:
 * Performance Standards:
 * Lesson Objectives (What students will know and/or do) :

Enduring Understanding: Students will learn how to become better writers and use the skills that they are learning to develop a well written writing piece. || Why do I want to keep reading some stories and not others? || Sound Leads Onomatopoeia ||
 * Essential Questions:
 * Key Vocabulary:

-Bring students to carpet and discuss previous leads they have learned.
 * Time || Procedures || Differentiation || Materials/Resources || Assessment ||
 * 3 min || Introduction/hook/activation of prior knowledge

-Remind them that we are aspiring to be wonderful writers ||  ||   || Thumbs up if they know they do not want to be a boring writer anymore ||
 * 20 min

7 min

15 min || Instructional activities Demonstrate/Model (if appropriate) -Sound leads- starting a story with a word or phrase that make the reader say the sound that the noise would make. -Onomatopoeia, onomatopoeia, onomatopoeia!

Read examples from mentor text: MY BIG DOG(“pur-r-r-r-fect” the writer includes the dashes to let me know to say it slower..sort of drag it out) THE FLEA’S SNEEZE (note the difference in the size of the sound words and how I read them)
 * listen for onomatopoeias**
 * COOK-A-DOODLE-DOO (does it make you wonder what the chicken is pecking?)**
 * SATURDAYS AND TEACAKES (whoosh! And criiick-craaack-criick-craaack) –note the squiggly way the writer wrote the words**
 * POETRY FOR YOUNG PEOPLE 10/30 (have the students close their eyes and try to experience the train as I read)** A.P.

Guided Practice (if appropriate) -Students will go pack to pods and have three minutes to either come up with sound words or find them in a book that they may have at their desks. -I will create a chart on the board of the words that they found and we will discuss if the words help them experience what the writer is telling us. -To tie it back to their writing I will model a pre-written paragraph with a sound lead and sound words throughout. We will discuss how well I caught their attention and if they think that sprinkling the sound words in throughout the story help to keep their attention. -I will also model for them how they are to highlight the sound words in their writing.

Independent Practice (if appropriate) -Students will return to their desk and either immediately begin writing or if they want to look back at some of their previous stories and try to add sound leads or highlight areas that they have already used them they can do so. ||  || //-COOK-A-DOODLE-DOO// //-Saturdays and Teacakes// //-Poetry for Young People 10/3// //-My Big Dog// //-The Flea's Sneeze// //-//Sound lead paragraph -big chart paper || verbal and in their writing || -Back to carpet -have a few people share what they have written, peers rate 1,2,3 (be sure to encourage when they get a two and reassure them that this is good for their first attempt) -How did your sound words help the reader experience your writing? -Did you enjot writing this type of story lead? -Close: taught five different types of leads so no excuses for boring writing anymore! As third graders our standard says that we have to be able to keep our readers engaged and focused..no more"Hi my name is Miss Jones" -encouragement: very impressed by the improvements you have made so far and Mrs Spain and I will be expecting this from now on ||  ||   || verbal ||
 * 10 min || Review and Closure