Dig, Wait, Listen: A Desert Toad's Tale
In the classroom/library:
INTRODUCTION
GRADE LEVEL: 3
SUBJECT: Reading and Writing
OVERVIEW: Students will listen to the book, Dig, Wait, Listen: A
Desert Toad's Tale read by the teachers. After completion of the
book, students will be introduced to two different literary/poetic devices,
alliteration and onomatopoeia. In groups of three, the students will
then utilize both literary/poetic devices through the creation of a
story/poem based off a desert animal from the book. Students will demonstrate
their knowledge of the subject by presenting their poem/story to the
rest of the class.
PURPOSE:
*Students will become familiar with two different forms of poetic devices.
*Students will learn to work collaboratively to complete a particular
assignment.
*Students will gain speaking confidence by giving an oral presentation.
OUTCOMES
Upon successful completion of this lesson students will be able to
define and demonstrate how to use the devices of onomatopoeia and alliteration.
Students will also learn to work in groups to present a presentation
to fellow classmates.
STANDARDS
Reading
Strand 1: Reading Process
Concept 4: Vocabulary
o Acquire and use new vocabulary in relevant contexts. (3-R1-C4)
PO 7. Determine the meanings and other features of words (e.g., pronunciation,
syllabication, synonyms, parts of speech) using the dictionary and thesaurus
(and CD-ROM and Internet when available).
Concept 5: Fluency
o Read fluently. (3-R1-C5)
PO 2. Read aloud from familiar prose and poetry with fluency and appropriate
rhythm, pacing, intonation, and vocal patterns.
Concept 6: Comprehension Strategies
o Employ strategies to comprehend text. (3-R1-C6)
PO 1. Predict events and actions, based upon prior knowledge and text
features
PO 3. Ask relevant questions in order to comprehend text.
PO 4. Answer clarifying questions in order to comprehend text.
PO 5. Extract information from graphic organizers (e.g., webs, Venn
diagrams, flow charts) to comprehend text.
PO 6. Connect information and events in text to related text and sources.
Strand 2: Comprehending Literary Text
Concept 1: Elements of Literature
o Identify, analyze, and apply knowledge of the structures and elements
of literature. (3-R2-C1)
PO 2. Describe characters (e.g., traits, roles, similarities) within
a literary selection
PO 6. Identify rhyme, rhythm, repetition, and sensory images in poetry.
Writing
Strand 1: Writing Process
Concept 1: Prewriting
o Prewriting includes using strategies to generate, plan, and organize
ideas for specific purposes. (3-W1-C1)
PO 1. Generate ideas through a variety of activities (e.g., brainstorming,
graphic organizer, drawing, writer's
notebook, group discussion, printed material).
PO 4. Use organizational strategies (e.g., graphic organizer, KWL chart,
log) to plan writing.
Concept 5: Publishing
o Publishing involves formatting and presenting a final product for
the intended audience. (3-W1-C5)
PO 1. Prepare writing in a format (e.g., oral presentation, manuscript,
multimedia) appropriate to audience and purpose.
PO 2. Share the writing with the intended audience.
Strand 2: Writing Elements
Concept 4: Word Choice
o Word choice reflects the writer's use of specific words and phrases
to convey the intended message and employs a variety of words that are
functional and appropriate to the audience and purpose. (3-W2-C4)
PO 1. Use a variety of specific and accurate words that effectively
convey the intended message.
PO 2. Use descriptive words and phrases that energize the writing.
PO 3. Apply vocabulary and/or terminology appropriate to the type of
writing.
RESOURCES
Book- Dig, Wait, Listen: A Desert Toad's Tale
MATERIALS
Graphic organizer of appropriate adjectives to use for poem/story
generated by the teachers
Thesaurus (if necessary)
Brainstorm sheet (pdf file)
Poster board
Animal cut-out sketches
Markers/crayons
PROCESS
1) Introductory set: Teachers will begin by presenting the book that
will be read to the class. Teachers will ask the students about their
prior knowledge of southwest desert animals.
2) Objective/Purpose: Teachers will introduce two literary/poetic devices
of alliteration and onomatopoeia. These devices will help students create
more exciting poems and stories.
3) Input:
After reading the book, teachers will demonstrate two small lessons
on alliteration and onomatopoeia. The students will be presented with
directions and expectations for their project.
4) Modeling:
Teachers will model an example of alliteration and onomatopoeia in order
to
demonstrate expectations. Teachers will create a story based on the
desert toad from
the book.
5) Check for Understanding:
Teachers will ask students to give example of both literacy devices
to create a different
story about the toad. Teachers will use this opportunity to ask/answer
any questions.
6) Guided Practice:
Teachers will work with the students to generate a story together.
7) Independent Practice:
Students will get into groups and brainstorm ideas to create a story
about their
assigned desert animal. Students will demonstrate the proper use of
both literacy
devices in their poem/story.
8) Closure:
Students will present their stories to the class, and as a group, the
class will tell the
teachers where alliteration and onomatopoeia was used in all groups
poems.
ASSESMENT
Students will demonstrate that they understand the concept of alliteration
and onomatopoeia by completing a story/poem with their assigned group.
Students will show
that they can distinguish between the two literary devices by telling
the class which part of their poem utilizes each literacy device. Students
will present their poem to the class to show what they have learned.
Teachers will be able to see if the students were able to successfully
work together to finish an assignment.
EXTENSIONS/MODIFICATIONS
Teachers will review why these literary devices are important in creating
a more interesting paper. Teachers will encourage the students to use
these devices when writing their next poem or paper.