Interactive Read aloud Lesson Set #1 Sarah Sell ELD 308- Dr.

Casey February 7, 2012 Rational: Students engage in interactive discussion of text and figurative language to develop better understanding of events and main ideas. Standards: SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly.
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Come to discussions prepared; having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Follow agreed-upon rules for discussions and carry out assigned roles. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. L.5.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

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Interpret figurative language, including similes and metaphors, in context. Recognize and explain the meaning of common idioms, adages, and proverbs. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
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Objective: SWBAT engage in active discussion collaboratively and whole group to better interpret meaning and language in Each Little Bird that Sings. SWBAT identify, classify, and construct forms of figurative language. SWBAT provide reasons for their answers and ideas through comprehension of text. Procedure: Engagement/ Anticipatory Set Ladies and Gentlemen, I want to introduce you to a very powerful book. It is called Each Little Bird that Sings by Deborah Wiles. Just by looking at the cover and by the title, what do you predict this story will be about? (Take students predictions) Those are some great predictions but before we read to confirm them, I want to talk about why this book is so powerful. The story itself is very emotional, but Deborah Wiles uses a lot of figurative language in her writing to make this book as deep as it is. Off the top of our heads, what are some types of figurative languages that we already know of? (Students respond: similes, metaphors, puns, characterization etc. make a list of these words on the chart paper entitled Figurative Language)

Interactive Read aloud Lesson Set #1 Sarah Sell ELD 308- Dr. Casey February 7, 2012 This is an excellent list. So as we read, lets listen carefully for the places where Deborah Wiles uses figurative language. I encourage you to write them down on your sticky note pad to help you remember them. (Start at chapter 1 and stop after first paragraph.) Teach and model Hmmm uncle Estido says Everyones Kin Well what is Kin? It looks a lot like kid right? But he wouldnt say everyone is a kid would he? A child might be a member of a family though and since she lives with all these people, perhaps, uncle Estido means everyone is part of the family. With that, what do you think uncle Estido means by Everyones Kin? interpretation of meaning & vocabulary Guided Practice (Students share their responses to the questions with the whole group.) (Begin reading the second paragraph and stop at the end of it) Where does Comfort live? What does her father do? Turn and talk with a partner. infrencing What did some of you think her fathers job was? Where did you conclude she lives? (Write students responses on chart paper; they should be a funeral home and a funeral director/ undertaker) (Continue reading from page 2 to the end of the third paragraph on page 3) Do you think there will rain? Thumbs up for yes. Thumbs down for no. Why do you think so? (Prompt student to mention the thunder. If they dont, ask: What did we hear? (Students respond with thunder.) What was the thunder doing? (Students respond it was growling) Does thunder growl? (Students respond no) So Deborah Wiles gave the thunder a human characteristic. Does anyone know what we call it when a writer gives an object a personal trait? (Students respond: characterization. Write this on the chart if not already listed) Okay so we think we hear the thunder coming and we are predicting that it is going to rain. I want everyone to close their eyes as I keep reading. Teach and model (Continue reading just the paragraph starting with Then-. While reading, play the whip at the word crack, play the maracas at the word sizzle, strike the drum at the word boom) Open your eyes, did you hear the storm? You did because Deborah Wiles used another type of figurative language to describe the storm; it is called Onomatopoeia (write this word on the chart under figurative language) Onomatopoeia is word that describes a sound. When we read such words, we should hear the sound the way you just did but in our heads. Figurative language Guided Practice

Interactive Read aloud Lesson Set #1 Sarah Sell ELD 308- Dr. Casey February 7, 2012 Lets think for a second of other words that express sound, or Onomatopoeia. My word is thump Independent practice Everyone write one onomatopoeia on their sticky. Then come up with it and put it on the chart. (Read some of the responses after all of the students have posted.) Guided Practice
This is a great list. Now before we go one, we just talked about what we hear from the storm but did we see anything in our minds? (Reread the passage) What did we see and how? (Students respond she used a simile to describe the rain- The sky opened wide and the rain sheered down like Curtains.) How do we know it was a simile? (Students respond she used like)

Great, now where were we? (Continue reading until Umph) O did you hear that? What was that Umph? (Students respond: an onomatopoeia because we heard it) (Read until page 4 at Dead!) Why would Comforts sister think shes dead? Visualizing & comprehension (Students respond: because the dog was crushing her) Independent Practice Was there any more figurative language you heard? (Students Respond: The dogs hair tasted like cow pond. Thats a simile because they compared using like.) Very good. (continue reading until the full second paragraph on page 5) What is a personnel? (write on chart paper) I dont know that word. How can we solve it? Word building skills (Students suggest the same strategies used to decode the word kin as modeled earlier. They relate it to a word they know, most likely people/ person. Prompt students that personnel are not just any type of people.) What might the people hes calling to have in common? (Look for a students response about that they work together in the funeral home) So weve reasoned that personnel are a group of people who are working together. (Continue reading until the end of the 5th full paragraph) So now how do you feel Comfort is feeling? Turn and talk with a partner. Inference & ideas/ collaboration Does anyone want to share their responses of how comfort may be feeling and why? (Students respond- disappointed because now she cant go on her picnic.) Was there anymore figurative language? What do you think will happen next? Predictions

Interactive Read aloud Lesson Set #1 Sarah Sell ELD 308- Dr. Casey February 7, 2012 Materials:

Each Little Bird that Sings Chart paper Marker 2 pot lids A deep sounding drum Maracas Post its Writing utensil

Time: 20 minutes Timeline: Implement first day of reading Assessment

Students have contributed valuable predictions, inferences, thoughts and feelings in collaborative and whole group discussion. Students thinking was supported with textual information and gave reasons for their answers. Students are able to recognize other forms of figurative language within the text. Students could formulate their own Onomatopoeias.

Interactive Read aloud Lesson Set #1 Sarah Sell ELD 308- Dr. Casey February 7, 2012