Sound+Leads+(B.D.)


 * **Name of Lesson:** Sound Leads
 * **Materials:** books**-** //Cook-A-Doodle-doo, Saturdays and Teacakes, Poetry for Young People 10/3, My Big Dog, The Flea’s Sneeze// –big chart paper, sound lead paragraph example
 * Technology:** ||
 * **Standard(s):** ELA3W2 The student begins to write in a variety of genres, including narrative, informational, persuasive, and response to literature.

- How are sound leads and sound words (onomatopoeias) used in literature? - How can I incorporate sound leads and onomatopoeias in my writing? || Students will help me create a list of onomatopoeias and students will either add sound leads and onomatopoeias to a narrative story they are working on, or they will begin a new narrative including these things. || Students will highlight any sound leads that they have incorporated into their writing. In writer’s conferencing later, they will be expected to explain what a sound lead is and show at least one sound lead and two onomatopoeias in their writing. || - Students will need to know what a lead is and why it is important to be able to use multiple types of leads |||||| Students will be able to use a sound lead at the beginning of their story and incorporate onomatopoeias appropriately throughout the story. || -model sound words (SWOOSH! BANG!- "What do you see in your mind when I say these words?" "Do you see something different when I say them a different way?") |||| **Prior Knowledge:** -what a good paragraph and short story look like - what a lead is and a few different types (i.e question lead and setting lead have already been taught) || I think that direct instruction is the most efficient in teaching this lesson because it is new content that the students are learning. Also I think it is best that I model for them what is expected of them to have a good sound lead and onomatopoeias throughout a given piece of literature. |||| **Direct Instruction:** Introduce: - “Why do we want to keep reading some books and not others?” (discuss) -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!
 * Element(s):** 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) ||
 * **Identify Desired Results** ||
 * **Enduring Understanding(s):** |||||| **Essential Question(s):** ||
 * Students will understand how to use different writing techniques to create and improve multiple genres of writings. |||||| Why do I want to keep reading some stories and not others? ||
 * **What will students understand as a result of this plan?** |||||| **What questions will focus this plan?** ||
 * Students will understand how to use sound leads in multiple types of writing genres and how they can improve writing. |||||| -What is a sound lead?
 * **Determine Acceptable Evidence (Assessment)** ||
 * **What evidence will show that students understand . . .** ||
 * **Performance Task(s):**
 * **Other Evidence: (quizzes, observation, work samples, etc.)**
 * **Plan Learning Experience and Instruction** ||
 * **Given the targeted understandings, other lesson/unit goals, and the assessment evidence identified, what knowledge and skills are needed?** ||
 * **Students will need to know . . .** |||||| **Students will need to be able to . . .** ||
 * - Students will need to know what the structure of a good paragraph and a short story are (i.e how to include a main idea, how to provide detail sentences)
 * **What teachings and learning experiences will equip students to demonstrate the targeted understandings?** ||
 * **Hook:** (students seated on carpet)
 * **Rationale for type instruction(D), (CL), (PB)**

Read examples from mentor text:
 * 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.
 * //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)

Guided Practice:

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">-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. <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">-I will create a chart on the board of the words that they find and we will discuss if the words help them experience what the writer is telling us. <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">-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. <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">-I will also model for them how they are to highlight the sound words in their writing. (see below)

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">Independent: <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">-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. || -Discuss sound leads verbally (verbal learners), show them real uses in multiple books, provide a written example for them (visual learners) - Let them find the words in literature and then incorporate the words into their own writing (visual learners) -students able to write words they find in the literature on their whiteboards and then show them to me as we create the class T-chart (kinesthetic learners) - Moving back and forth between carpet and desk (kinesthetic) |||| **Conclude: Provide Opportunity to Rethink/Revise** <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">Back to carpet <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">-have a few people share what they have written <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">-How did your sound words help the reader experience your writing? <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">-Did you enjoy writing this type of story lead? <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt;">-Remind them that they know how to write a good sound lead and encourage them: very impressed by the improvements you have made so far and Mrs. Spain and I will be expecting this from now on || Adapted/formatted from //Understanding by Design// by Grant Wiggins and Jay McTighe
 * **Differentiation: (needs, interests, abilities of learners)**

Sample writing: __SWOOSH!!__ And the ball went sailing through the net! There was one minute left on the clock and the Lions just went ahead by two. This was the biggest game of the year for Stephen and he was not going to let his team lose. __Tick, Tick, Tick__ counted down the clock. Stephen could hear the fans cheering “__whoa, whoa__”, his team had to score! Stephen took the ball and passed it, __whirling__ it through the air to Marcus. The fans were counting down now, 10, 9, 8, 7. Marcus turned and shot the ball towards the basket. It hit the rim with a loud __THUD__ and the gym went silent. Everyone watched anxiously as the ball bounced around the rim. __Tick 3, Tick 2, Tick 1__ on the clock. __ONNKK!!__ Sounded the buzzer as the boll slipped through the net!