Language+Arts+Lessons

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 * Language Arts lessons to go with Olympics theme **

Objectives/Students will: • define onomatopoeia and discuss the use of onomatopoeia within a poem. • utilize creative and critical thinking skills to compose a sports poem using onomatopoeia effectively. • collaborate with a partner to respond to a peer's poem as part of the writing and revision process. • create poems about sporting events using effective onomatopoeia words to convey the sounds of the event.

__**Illinois Learning Standards (Language Arts)**__: //State Goal 2: Read and understand literature representative of various societies, eras and ideas.//
 * **2.A.3a** Identify and analyze a variety of literary techniques (e.g., figurative language, allusion, dialogue, description, word choice, dialect) within classical and contemporary works representing a variety of genres.
 * **2.A.3c** Identify characteristics and authors of various literary forms (e.g., short stories, novels, drama, fables, biographies, documen- taries, poetry, science fiction).
 * **2.A.3d** Identify ways that an author uses language structure, word choice and style to convey the author’s viewpoint.
 * **2.B.3a** Respond to literary material from personal, creative and critical points of view.

//State Goal 3: Write to communicate for a variety of purposes.//
 * **3.B.3b**: Edit and revise for word choice, organization, consistent point of view and transitions among paragraphs using contemporary technology and formats suitable for submission and/or publication.
 * **3.C.3a**: Compose narrative, informative, and persuasive writings (e.g., in addition to previous writings, literature reviews, instructions, news articles, correspondence) for a specified audience.

//State Goal 4: Listen and speak effectively in a variety of situations.//
 * **4.B.3a.**: Deliver planned oral presentations, using language and vocabulary appropriate to the purpose, message and audience; provide details and supporting information that clarify main ideas; and use visual aids and contemporary technology as support.

** Lesson 1 **
**Materials Needed:** Ø Chalkboard/White Board/Overhead Projector or LCD projector connected to computer Ø Student journals  Ø Annotated copy of May Swenson’s “Analysis of Baseball” poem Ø Websites: Analysis of Baseball and audio file: The Sweetest Roll (see Procedure section for links) For this lesson, assessment will be anecdotal in nature, as teacher moves around the room listening to students' conversations and responses to prompt.
 * Procedure:**
 * 1) Bell-Ringer activity (on board, overhead or projector): Ask students to respond to the following prompt: "Imagine that you are at an Olympic sporting event, such as a snowboarding, skiing or speed skating event. Or think about a sport you participate in, or like to watch. What sounds do you hear? Instruct students to record a list of sounds in their writing journals. Encourage struggling students by asking them to consider specific sounds: the athletes, the crowd, the officials, etc.
 * 2) Ask students to pair-share their journal responses. Then have each group share at least 1-2 words that they came up with and liked. As students offer their suggestions, record them on the board, overhead, or other projector.
 * 3) Lead a discussion of the responses. Ask students to comment on the similarities and differences they see among the various words. Guide students to note that some words are labels for a sound (//e.g.// scream, whistle) while other words attempt to recreate the sound they represent (//e.g.,// crash, swoosh).
 * 4) Introduce the word, “onomatopoeia.” Some students may already be familiar with this word. Explain and have the class agree upon a definition of //onomatopoeia//.
 * 5) Have students decide which words on the board are examples of onomatopoeia and which are not. Circle the ones they agree are examples.
 * 6)  Go to Poetry Foundation’s page on " [|Analysis of Baseball] " by May Swenson. []. Ask a student to read the poem aloud while the rest of the class follows along.
 * 7)  Lead a discussion about the poem. You may ask students to point out examples of onomatopoeia and discuss how the use of onomatopoeia adds to the poem. If you wish, refer to the [|Annotated Copy of "Analysis of Baseball"] for a detailed list of questions.
 * 8)  Now have students listen to the audio file of " [|The Sweetest Roll] " from //Rimshots// by Charles R. Smith, Jr. and lead a brief discussion on sound words in that poem. The audio file can be found at [|http://www.charlesrsmithjr.com/activities-poems.htm - rimshots]
 * 9) Add any new examples of onomatopoeia to your list on the board.
 * 10) Tell students that they will be writing their own poems about a sporting event. They may use an Olympic event, or they can think about a sport that they participate in or like to watch. There are many videos of Olympic events on the NBC website, []. If possible, allow students to watch a video of a sport they are interested in. There are videos from all the different events on this website.
 * 11) With time remaining, students may begin drafting their poems.
 * Assessment**:

Lesson 2
Ø Chalkboard/White Board/Overhead Projector or LCD projector connected to computer Ø Computer(s) with Internet access (see websites listed in Procedure section) Ø Handout: Sound words (included: [|sounds handout.pdf]) Ø Peer Response to Sports Poetry Sheet (included:[|PeerResponsetoSportsPoetry.pdf])
 * Materials Needed:**

Students who have special reading and writing challenges may have difficulty finding the right onomatopoeia word to use to reflect their sport of choice. For those students, it is important to refer to the Sound Words handout. These students should be told to circle two or three of the words on the list, and try to put them into a poem about a sport. By limiting their word choices, the students will be able to focus on the concept and not become overwhelmed by the assignment. Students with more severe learning disabilities or language challenges may draw a picture to go with an example of onomatopoeia.
 * Procedure:**
 * 1) Begin this session by reviewing and reinforcing the concept of onomatopoeia. Show a segment from a sporting event (you can find full-length Olympic videos at [], or search on []) and have students write down examples of onomatopoeia. After viewing the video, allow time for students to share their findings with the class.
 * 2) Students take out their Sports Poems that they began for homework.
 * 3) * For those who need additional assistance incorporating onomatopoeic words into their poem, review the Sound Words handout. Have the student(s) circle words that all may relate to one sporting activity. Use these selected words in your poem.*
 * 4) Students spend time reviewing the rough drafts they completed for homework, adding more elements of onomatopoeia if they can.
 * 5) As students write, monitor their progress and confer with students if needed.
 * 6) As rough drafts are completed, place students with a partner for peer response. After exchanging drafts, students can complete the [|Peer Response to Sports Poetry] handout. Depending on your students' familiarity with peer response, you may need to go over the handout with them to clarify the process.
 * 7) Students make changes to their poems based on peer feedback.
 * 8) <span style="color: #333333; font-family: Arial,helvetica,sans-serif;">As students continue the writing process, monitor their progress and confer with students if needed.
 * 9) <span style="color: #333333; font-family: Arial,helvetica,sans-serif;">Students begin typing their poems on a computer, and prepare for their oral presentation of their poems in the next lesson.
 * 10) <span style="color: #333333; font-family: Arial,helvetica,sans-serif;">HOMEWORK: Students complete a final (typed) copy of their Sports Poems.
 * Adaptations:**

For this lesson, assessment will be peer feedback of their poems, and teacher feedback based on classroom monitoring and editing as students engage in the writing - revising - editing process.
 * Assessment**:

Lesson 3
**Materials Needed:** Ø Computers with Audio Recording software (GarageBand, Audacity) Ø USB or other microphones Ø Teacher computer with connected projector Ø Sports Poem rubric (included here: [|Sports Poem Rubric.pdf])


 * Procedure:**
 * 1) All students should have a typed copy of their poems. Give students a few minutes at the beginning of class to read over their poems and prepare for presentations.
 * 2) Using GarageBand or Audacity, students record themselves reading their poems. Students save their recordings and submit to the teacher in an mp3 format in a Shared Folder.
 * 3) (Optional: Teacher may choose to post students' poems on a school, classroom, or teacher website to share with classmates, parents or community.)
 * 4) Students can listen to each other's poems by using the Shared Folder where they turned in their audio recording.
 * 5) If time, the teacher can present student's poems by opening the files from within the Shared Folder.

For those students with limited language skills, the recording process is especially helpful. Those students who are limited verbally may be allowed to record only the onomatopoeia words, emphasizing the concept, while someone else (teacher, aide or other student) reads the rest of their poem. For students with limited language abilities, an adaptive lesson would be to have them draw a picture of their sport or poem, with the onomatopoeia word(s) listed below the picture, or draw a picture of the onomatopoeia word itself.
 * Adaptations:**

**Assessment**:
 * <span style="font-family: arial,helvetica,sans-serif;">As students are recording their poems, listen for their expression and inflection. Students should put special emphasis on making the onomatopoeia words sound like the actual sounds. These words should especially highlight the concept of onomatopoeia.
 * As students complete their recordings, have them listen to each other's poems and identify which words in the poem are examples of <span style="font-family: arial,helvetica,sans-serif;">onomatopoeia.
 * Use the Sports Poem Rubric to assess students’ written work and verbal performance.