Amy Barton, ECI 430, 10/31/13 Lesson Title: Three Ways to Rhyme Context: This lesson is designed for

an 8th grade language arts classroom. The standards that have guided the class focus on vocabulary (vocabulary strategies + academic/domain specific vocabulary) and reading. This lesson on types of rhyme will help students know the different kinds of rhyming they can include in a poem they will eventually write. Students need to know this so they are aware of the options and can also identify rhyming in poetry they read. Plan number: N/a (however, will probably be somewhere around #10 in my 25 day unit) Primary Instructional Objective and CCSS: 1. Students will be aware of 3 types of rhyme 1a. Students will be able to identify 3 types of rhyme in the context of poems 1b. Students will be able to create their own rhymes (3 types). Related standard: ELA RL 8.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. Materials/Technology Resources Required: 1. PowerPoint presentation (includes information about rhymes, examples, game instructions, review, and why this is important to know) need computer/projector 2. Rhyming words (50 of them) written on construction paper/poster stock 3. Paper/pencils (or large posters and markers) Time: 50 minutes Instructional Procedures/Steps: 1. Bridge/Intro (5 min) 3 examples of famous rhymes--what do these have in common? They all rhyme but they are all different. (Call Me Maybe= this is crazy/call me maybe) 2. Introduce 3 types of rhyme + go over examples asking students to answer (10 min): 3. Game (explain it then play it) (30 min): (broken down into 10, 10, and 10= round 1, round 2, and make a poem) 4. Closure/Review (10 min): what have we learned, why is this important for authors (and you) - because they are trying to get you to pay attention to the words that rhyme - because it sounds rhythmic and musical, you will remember it and it will be more enjoyable. (What do you like better, a house with plain walls or decorated ones?) Evaluation: Students understanding will be assessed based on how successfully they complete the game and how they respond to questions (informal assessment) in class.

Accommodations:

-ESL student: ask him to bring a poem that rhymes in Spanish and read it to class, teacher will provide translation (this will show students that (he will have a helper for the game)

Appendix of Materials Needed: PowerPoint: https://docs.google.com/presentation/d/1ScyXDhSX0bCDtY5rtimXlWfDjl8n4VAHzqXOR_iqT WA/edit?usp=sharing

ECI 430: Methods & Materials for Teaching Language Arts in the Middle Grades Your Name: Amy Barton 1. What was the most engaging aspect of this microteaching session/mini-lesson? I think the most engaging aspect of my mini-lesson was my use of the PowerPoint. I wanted the PowerPoint to be not just a way for student to see what information they needed to write down, but I wanted it to help me visually demonstrate the types of rhyming and also guide my questions. I think the slides helped me stay organized and present the information in a scaffolded way, starting first with rhyming words alone and then showing rhyming words in the context of famous poems. 2. What else worked well with the instruction with regard to content and/or presentation? I think calling on students made this instruction engaging, because it helped every student participate. Since I taught this lesson to such a small group of students, every person was able to answer multiple questions. If I was teaching this lesson in a normal sized classroom (20 or more students, for example) I probably would not have had as quick responses and not all of the students would be as engaged. However, since I knew the names of the students in my mini-lesson it was very easy for me to just keep going around the circle and calling on them to read the slides or answer questions. 3. What suggestion(s) would you make for strengthening the instruction, either content- and/or delivery-wise? Content wise, I would go back and change the poem I included (The Raven by E.A. Poe). In my lesson I had changed the lyrics to be more understandable for students. However, in reality I would not want to dumb down my lesson and rather use the original text to challenge students and create learning opportunities. Delivery wise, I would make my tone of voice louder and more energetic, so my students wouldnt get sleepy and I would have a confident persona. Also, I would like to slow down more, but the mini lesson was timed so that is why I had to move quickly. 4. How would you characterize your involvement in the lesson? Did you participate and/or contribute and, if so, how and to what extent? For this lesson, I chose the topic, created the lesson plan, and created the supplemental material. Of course, I presented the lesson to my class.