Lesson Plan Week 2- No More Nonsense Jabberwocky

Download “No More Nonsense Jabberwocky” Lesson Plan PDF

View the Prezi here

Class: Mrs. Anderson Gr. 6/7                                  Date: October 12th, 2017

Topic:  Poetry (Parts of Speech)                                 Subject: ELA 6/7

No More Nonsense Jabberwocky
 

Content: Using the Jabberwocky we will look at clues on how to identify parts of speech (nouns, verbs, etc.) and poetic devices (personification, onomatopoeia, alliteration, etc.). Then we will replace the nonsense words in the Lewis Carol’s Poem Jabberwocky to create a new poem with actual words instead of nonsense. Groups will present their poems.

 

Outcomes and Indicators:

Outcome: CR7.3

Use pragmatic (e.g., author’s purpose and point of view), textual (e.g., how author organized text), syntactic (e.g., main and subordinate ideas), semantic/lexical/morphological (e.g., figurative language and specific word meanings by their context, common affixes, and allusions), graphophonic (e.g., word patterns), and other cues (e.g., non-verbal cues, headings, charts, and diagrams) to construct and confirm meaning when viewing, listening, and reading.
Recognize and comprehend the particular purpose (pragmatic cues), textual structures and patterns (textual cues), sentence patterns (syntactical cues), word patterns and meanings (lexical/semantic/morphological cues), sound-symbol relationships (graphophonic), and other cues and conventions in oral, visual, print, and multimedia (including digital) texts.

b.     Textual: Recognize artistic devices (e.g., personification, exaggeration, symbolism, figurative language including similes and metaphors).

d.     Semantic/Lexical/Morphological: Recognize and comprehend words that are appropriate for audience, purpose, and context and capture a particular aspect of intended meaning; use context, prefixes, suffixes, and root words, sounds, and reference tools to determine meaning of words; recognize words used figuratively and for imagery; identify and interpret figurative language and words with multiple meanings; understand and explain “shades of meaning” in related words (e.g., quietly, softly).

e.     Graphophonic: Recognize and explain onomatopoeia, alliteration, derivatives, bases, and affixes.

 

Outcome: CR6.3

Use pragmatic (e.g., function and purpose of texts), textual (e.g., form/genre, sequence of ideas), syntactic (e.g., word order and emphasis on particular words), semantic/lexical/ morphological (e.g., capture particular aspect of intended meaning), graphophonic (e.g., sound-symbol patterns and relationships), and other cues (e.g., the speaker’s non-verbal cues) to construct and confirm meaning.
Recognize and comprehend the particular purpose (pragmatic cues), textual structures and patterns (textual cues), sentence structures (syntactical cues), word patterns (lexical/semantic/ morphological cues), sound-symbol relationships (graphophonic cues), and other cues, in visual, oral, print, and multimedia texts.

a. Textual:Recognize and explain how structures and features of texts can work to shape understanding including form/genre, sequence of ideas,artistic devices (e.g., personification, figurative language, exaggeration, symbolism), elements (e.g., point of view, conflict, theme, supporting arguments),

 

c.      Semantic/Lexical/Morphological:Recognize and comprehend words that are appropriate for audience, purpose, and context and capture particular aspect of intended meaning;recognize common prefixes (e.g., anti, auto, pre, trans), suffixes (e.g., tion, ment), and root words (e.g., run, view); use reference tools to determine meaning of words; recognize words used figuratively (e.g., personification, similes, metaphors) and for imagery.

d.     Graphophonic:Recognize and comprehend word families and sound-symbol patterns and relationships.

Outcome: CC6.5

Use oral language to interact appropriately with others in pairs, and small and large group situations (e.g., asking questions to explore others’ ideas and viewpoints, discussing and comparing ideas and opinions, completing tasks and contributing to group success).

a.     Engage in partner, small-group, and whole-class discussion to accomplish a task (e.g., develop a class plan of action).

b.     Show an understanding of when to speak and when to listen when participating in conversations and in small and whole group discussions.

c.Contribute to structured discussion and dialogues to explore perspectives, ideas, and issues and to complete tasks.

d.     Maintain conversations with classmates and adults and consistently follow guidelines for interacting (e.g., listening to others without interrupting, speaking respectfully to peers, using appropriate language and tone to disagree).

e.     Exchange ideas and concepts with teacher, peers, and adults.

f. Ask questions to sustain and extend interactions.

i. Adjust voice, tone, and language choices to a range of situations.

j. Speak clearly and expressively in classroom presentations.

k.     Use body language and gestures, modification of voice, or facial expressions to respond to the audience.

o.     Read aloud short poetry or process passages with expression and fluency.

 

 

Assessment: Informal assessment will take place as students are creating and sharing their work and creation of their poems. Scoring system to form groups for poem creation is also informal assessment. Hand in identifying sheet for assessment.
Pre-requisite Learning: students should be familiar with some parts of speech and some conventions of poetry.
Lesson Preparation:

Equipment/ Materials:

• Jabberwocky Poem                             • Jabberwocky Edited Handout

• No More Nonsense Prezi                 • Jabberwocky answer key

Advanced Preparation:

•  Plug in computer/load Prezi

 

 

Presentation:

 

Set: (5-10 minutes)

Introduce the original Jabberwocky using the No more Nonsense power point. This includes listening to the poem and reviewing parts of speech.

 

Development: (20-30 minutes)

I do- teacher identifies parts of speech and poetic devices in the first two lines of the first stanza of the poem.

We do- students and teacher work together to identify and replace the nonsense words in the first two lines of the poem. Teacher guides students through the second two lines and then hands out the edited poem hand out.

You do- Students then work in small groups. Groups will be selected using the stick trick. Students will create a new version of the poem by identifying (underline the verbs, put squares around the adjectives, circle the adverbs, etc.) and then replacing the non-sense words with a regular word that matches the part of speech in three of the stanzas. The poem will be split and different groups will get half of the poem to complete. It is important that the new words remain true to the poetic devices used in the original poem.

 

Closure: (5-10 minutes)

Once students are finished we will share our new versions of the stanzas and try to find another group that we pair well with to create a whole poem.

 

Classroom Management Strategies

 

Stick Trick to organize strategic groups to increase time on task and minimize distraction, while supporting peer to peer teaching

 

As the students are creating Mr. Whitten will circulate through out the class talking to the students about what they’re working on and assessing how well they identify the parts of speech and understand the poetic devices.

 

If a group finishes early they can do the other stanza as well.

 

 

 

Download “No More Nonsense Jabberwocky” Lesson Plan PDF

The Stick Trick:

A quick way to organize students into preselected groups without giving away that the groups are predetermined. By using sticks with a coloured dot on it to assign a group the teacher can make it appear as though the groupings are random but by pre-assigning colours to each student and organizing the sticks before handing them out the teacher can arrange the group to format them in a way that serves the activity and the students in the best way possible. With a seating chart and the activity in mind the teacher will assign the groups before and then handout the sticks to each student. The stick trick allows groupings based on learning style, reading level, knowledge, etc.

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