II. Course of Study:
1) Demonstrate reading vocabulary knowledge, including recognition of
multiple-meaning words.
• Identifying word “chunks” or parts
2) Use a range of strategies, including drawing conclusions such as opinions
about characters based on their actions and summarizing passages, to comprehend fifth-grade recreational reading material in a variety of genres.
• Using prior knowledge and experience to interpret meaning
• Skimming passages to obtain primary message
3) Recognize the use and effect of literacy elements and devices, including
setting, character traits, stated purpose, metaphors, and simple symbolism to gain information from various text formats including tables and charts.
• Recognizing use of personification
• Identifying implied purpose
4) Use a wide range of strategies and skills, including using text features to gain meaning, summarizing passages, and drawing conclusions, to comprehend fifth-grade informational and functional reading materials.
• Using prior knowledge and experience to interpret meaning
• Using self-monitoring for text understanding
III. Concepts:
Personification, Purpose, Accessing Prior Knowledge for Understanding, and
Understanding Word “Chunks”
IV. Behavioral Objectives:
• The student will be able to analyze words and break them down to find meaning of those words in the sentence.
• The student will be able to explain the purpose of the author’s poem.
• The student will be able to compare words used in the text to the personified
object.
V. Evaluation:
Teacher observes student’s participation in oral reading and echoed reading.
Teacher will be able to ask questions with a proper response from students that
have comprehended the poem.
VI. Materials:
• Copy of the poem The New Colossus
• SmartBoard
• Smart Document Camera
• Copies of the poem for students (23)
• Highlighters
VII. Teaching/Learning Procedures:
A. Motivation:
Show pictures of The Statue of Liberty on the Smartboard, and
tell students how most of my family have visited this statue, as well as its relevance to this country and it’s history.
B. Instructional Procedures:
• The teacher will introduce the poem, and begin reading with expression and correct fluency, modeling fluent reading.
• The teacher will read the first two lines of the poem and have the students echo what is being read with accuracy.
• The students will read the poem together with similar expression and accuracy of the teacher.
• The teacher will go through the poem as the students read aloud and underline words that have “chunks” in them.
• Once the students have finished reading the teacher will point out underlined words and ask students to break them apart for comprehension.
• Teacher will help students if needed on pronunciation, and root words.
• Teacher will add these words to the word wall for future reference.
• Teacher will then discuss personification (giving human characteristics to nonliving things).
• Teacher will ask students to see if they can skim the poem and recognize the object that is being personified.
• Once the object is recognized (Statue of Liberty), the teacher will ask students to point out the different ways that the author used to personify The Statue of Liberty. Discuss other ways that we personify objects: fish (darts through the water like an Olympic swimmer), tree (dance in the wind, sway)
• The teacher will ask students to use prior knowledge, based on the passage, The Passage to Freedom, in Reading Street, that discusses immigrants and their struggles and passage into the new land.
• The teacher will ask students if they think the author is trying to persuade, explain, or describe The Statue of Liberty. Responses will vary based on the student’s comprehension. Some will say that it was describe the statue, others will state that the author was trying to persuade new immigrants to come to America, others may state that the author is trying to explain the process. Each answer will vary and can be relevant, if the student explains his/her reasoning.
C. Closure:
The teacher will reiterate the important symbolism of The Statue of Liberty, and how Americans and immigrants view The Statue of Liberty. Furthermore, the teacher and students will reread the poem, and the teacher will allow students to keep a copy of the poem for future reference.
D. Relevance:
The students must understand what The Statue of Liberty stands for, rights and freedoms granted in the United States and how many immigrants and others across the world recognize its symbolism.
VIII. Supplemental Activities (Early Finishers, Enrichment, Remediation)
• Early Finishers: Whole group instruction, no early finishers.
• Enrichment: Read selected books previously selected by teacher on the Statue of Liberty for further knowledge and understanding.
• Remediation: Discuss “chunk” words in small group, and work on personification assigning human characteristics to different objects.
IX. Personal Reflection:
This lesson could have gone better than I expected. I had everything I needed, I feel that the children were not grasping the point of personification. I can not really tell if it was because the poem was to difficult or that my explanations were not very good. Toward the end they were beginning to understand, I had to change my examples from the poem to everyday things, such as trees dancing in the wind, and rocks standing sturdy like a soldier. They did however do well on the reading. They repeated the phrases after me, and the children even did well on some of the larger words. I do feel that I could use this again in the classroom, but next time I may find a poem more suitable to the age group. I do feel that the children did well on the reading, but the inclusion of the other elements of the lesson may need to be left off next time, or at least kept to a minimum.
I also included the use of pronouns in my lesson per the request of the teacher. I asked the students to point out the different pronouns, and circled them as the children said them, as seen in the picture below.
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