The Treasure of Ghostwood Gully: A Southwest Mystery

In the classroom/library:

GRADE LEVEL: 5th Grade
SUBJECT: Reading, Writing, Fine Arts
OVERVIEW: Students will learn about the poetry method for Onomatopoeia, through hearing read aloud, discussing as a group the story, and sharing examples of onomatopoeia.
PURPOSE: This lesson involves reading comprehension, writing, and art techniques, which are the main subject areas taught in this teacher's classroom environment. The students will use the theme of the story as a background for their writing. They will learn a new method of poetry and they will develop a piece of art based on their words.

Outcomes
At the end of this lesson, students will be able to:
1. Identify and describe the poetry method onomatopoeia.
2. Comprehend and understand the theme of the read aloud.
3. Write a sentence using onomatopoeia.
4. Create an illustration that represents the action of their poetic sentence.

Standards - Taken from the TUSD Core Curriculum Web Site
Reading - Comprehension
Concept 1: Elements of Literature
o Identify, analyze, and apply knowledge of the structures and elements of literature. (5-R2-C1)
PO 2. Identify the theme (moral, lesson, meaning, message, view or comment on life) of a literary selection.
PO 6. Determine of all the aspects of the setting (e.g., time of day or year, historical period, place, situation) in a literary selection.
PO 8. Identify types of poetry (e.g., free verse, haiku, cinquain, limericks).
Writing
Strand 1: Writing Process
Concept 1: Prewriting
o Prewriting includes using strategies to generate, plan, and organize ideas for specific purposes. (5-W1-C1)
PO 1. Generate ideas through a variety of activities (e.g., brainstorming, graphic organizer, drawing, writer's notebook, group discussion, printed material).
Concept 5: Publishing o Publishing involves formatting and presenting a final product for the intended audience. (5-W1-C5)
PO 4. Write legibly.
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. (5-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.
Fine Arts
o Choose the most appropriate media, techniques, and processes to enhance communication of one's own ideas and experiences. (AV1-E1)
PO 1. Create artwork using the most appropriate media to communicate ideas and experiences

Resources
Children's Book: The Treasure of Ghostwood Gully: A Southwest Mystery by Marcia Vaughan, illustrated by Will Terry
Poster with the onomatopoeia definition and examples

Materials - per student
1 sheet of lined paper
2 sheets of construction paper - 1 light in color and 1 dark in color
Pastels Glue Stick

Process
1. Introductory Set
First let's discuss what onomatopoeia is. Discuss how it is a word that imitates the sound it represents. Introduce the read aloud and ask students to listen to the story as well as listen for examples of onomatopoeia within the story.
2. Objectives/Purpose
§ Students will learn about onomatopoeia by discussing, as a class, the examples from the southwest book as well brainstorm new words that are onomatopoeia.
§ Students will discuss ideas beyond what is written in the story.
§ Students will create a sentence using onomatopoeia.
§ Students will draw an illustration that is based on their one sentence.
3. Input
a. Discuss onomatopoeia. Ask if anyone knows what it means. Share definition and historical meaning, give some brief examples.
b. Introduce Southwest book and inform students that there will be some questions about the story after the reading. Also have the children listen for examples of onomatopoeia from the story.
c. After reading, ask questions in reference to the story to evaluate story comprehension. Then, as a class, discuss examples from the story of onomatopoeia.
4. Modeling
Introduce concepts for writing and art project.
Model steps: Discuss a monsoon storm; invite class to brainstorm descriptive words that can be used to describe the scenario. Explain the structure of the sentence, rough draft, and final draft. Explain the art project and share finished examples. Tell students of Southwest Children's Literature website and how their work will appear on the site.
5. Check for Understanding
Review process and reason for use of onomatopoeia.
6. Guided Practice
Teachers will support students as they write onomatopoeia sentences and illustrations.
7. Independent Practice - or Homework
Students who have not completed their work can do so in their free time.
8. Closure
Discuss publishing the students' work on the Southwest Children's Literature web site.

Assessment
The students' answers to verbal questions about the story, their sentences that demonstrate their understanding of onomatopoeia, and the illustrations created to accompany their sentences serve as the assessment.

Extensions/Modifications
Students will continue the use of poetry writing methods for various assignments throughout the year. The teachers will provide individual support to students with language or other special needs during the writing and drawing of the onomatopoeia project.

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