Teacher: Miss LaPaglia Date: Subject area: Reading Language Arts Grade Level: 11/18/2013 District: 5 th grade Unit Title Coppell School: Valley Ranch Elementary Figurative Language Lesson Title: Oxymorons Purpose and Lesson Content Standard(s): Understanding goals(s): (2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (B) Use context (e.g., in-­‐
sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words; (D) Identify and explain the meaning of common idioms, adages, and other Students will understand… •
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and be able to explain the definition of an oxymoron the literal and actual meaning of the oxymoron Essential Question(s): •
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Can any two opposite or contradictory words make an oxymoron? What is an oxymoron and how is it used in our language? sayings; (29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in student-­‐led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement. Student Objectives: Activities Timeline & Grouping Students will be able to… •
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Identify and explain the figurative and literal meaning of oxymorons Assessment of Objectives: •
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Discussion (oxymorons, literal vs. figurative meaning) Matching Activity Picture and sentences on construction paper that represent the oxymoron’s literal and figurative meaning Anticipatory Set Miss LaPaglia will hold up a piece of paper that says “Jumbo” and another student will hold up a piece of paper that says “Shrimp”. I will define each word individually, and then place the words next to each other to model for students that when some words come together they can create an oxymoron. Intro (10 min.) Teaching: Input Miss LaPaglia will share the definition of an oxymoron, and discuss why oxymorons are used and the literal and figurative meanings of some oxymorons. Miss LaPaglia will point out that not all opposite words may be paired together to create an oxymoron. Teaching: Checking for Understanding Using the “Jumbo Shrimp” example, Miss LaPaglia will ask students to brainstorm how they might draw the literal meaning of “jumbo shrimp”. Next, Miss LaPaglia will ask students to explain in their own words what the oxymoron actually means. Teaching: Modeling After placing a piece of paper on every desk, Miss LaPaglia will pick up a piece of paper and match it to one student’s paper. Miss LaPaglia will model how the match activity is done, showing students that they must find a match Match Activity and match discussion (10-­‐15 min.) Independent practice (15-­‐20 min.) and stand at the front of the room when they are finished. Guided Practice Students will work together to pair with another word that creates an oxymoron. After every student finds their pair, they will lead a discussion on the oxymoron they discovered in the matching activity. Students will discuss the literal vs. figurative meaning. Independent Practice Students will write an oxymoron down on construction paper. Students will draw a picture of the literal meaning of the oxymoron. Next, students will write a few sentences to explain what the oxymoron actually means (figurative). Closure Students will share their final product with the class, and discuss the literal meaning vs. the figurative meaning of their oxymoron. Language Accommodations/ Special Needs Modification Materials & Resources: Technology: Modifications •
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Color coded sentence strips for matching activity Picture of “Jumbo Shrimp” Modeling Example of product repetition •
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Work with a partner Repetition Color Coded sentence strips •
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Sentence Strips Construction Paper Pencil •
Reflection What worked: Improvements: Overall Implications for your teaching: I had to stop the last portion of the lesson, because the students no longer seemed engaged, they were easily distracted, and the lesson was no longer meaningful nor purposeful. I learned that when something is not working, you cannot keep pushing through just because it is what is on the plans. You must be able to read your students and assess the lesson as it is in action. It was clear to me that my students had “checked out”. They were no longer learning, and in my eyes, that is a waste of time. I needed to go back, reflect, and try to pick it up in a different way at a different time. After having approached the lesson differently today (Wednesday), I have truly witnessed the benefits of stopping a lesson and going back to it at a later time.