LESSON FIVE:  Problem-solving Processes and Figurative Language

LESSON DESCRIPTION

Students focus on nonfiction texts about people on the move. With these texts students look for problem-solving strategies by identifying the problem, thinking about their solution for the problem, and looking for the process used by the people in the text.  This is modeled by the teacher, and then students work in small groups to identify the problem-solving processes.  Teams create a visual display of their results.  Students then work independently using the same process.  Students also identify figurative language through onomatopoeia and alliteration.  Students locate samples of onomatopoeia and alliteration in a competitive team game.

GRADE-LEVEL EXPECTATIONS

R1F     apply pre-reading strategies to aid comprehension; access prior knowledge, preview, predict, and set a purpose and rate for reading

R3B   identify and explain figurative language in nonfiction text (emphasize onomatopoeia and alliteration

R3C   use details from text to paraphrase author’s stated ideas; make predictions; make inferences; evaluate the accuracy of the information; identify and interpret author’s purpose, slant and bias; respond to two or more sources; sequence events; compare and contrast details; identify and explain cause and effect; identify problem solving processes and explain the effectiveness of solutions

LESSON MATERIALS

§Sources of literature

o        The following list of nonfiction books about people on the move may be used or substituted as needed:

A Personal Tour of Ellis Island by Robert Young

Becoming A Citizen by Fred Bratman

Ellis Island by Hal Marcovitz

Ellis Island (We the People Series) by Lucia Raatma

We Are Americans by Dorothy and Thomas Hoobler

The President’s Puppy by Linda Oatman High (figurative language)

§Supplies

o        Chart paper and tape

o        Sticky notes or scratch paper for notes

o        Varied color markers

o        Journals

o        Speeches about immigration reform

o        Nonfiction picture books about people on the move with examples of onomatopoeia and alliteration

§Handouts

o        Examples of onomatopoeia and alliteration

§Words to know

o        nonfiction

o        onomatopoeia

o        alliteration

        FORMATIVE ASSESSMENT

Each student writes a definition for the following terms in his/her journal: figurative language, onomatopoeia, and alliteration.  Students write an example of alliteration and onomatopoeia that could be used in nonfiction text.  Examples may include sentences, poems, or lyrics.  Scoring guide provided.

         LEARNING ACTIVITIES

1.        Point out to students that class has been using magazine and newspaper articles for examples of nonfiction texts.  Explain to students they are going to use nonfiction materials about people on the move (i.e., speeches, quotes, and noteworthy inscriptions).  State the objectives.

2.        Explain that there are many times people on the move must confront problems to be solved, and that some solutions are more effective than others.  Tell students their task is to use nonfiction books to look for problem-solving strategies used by people on the move.  Tell students, “When you have identified a problem, think about how you would solve the problem.  Then look for the problem-solving process that is used by the people in the text and explain the effectiveness of the solutions you find.  Let me show you what I mean.”  Teacher chooses a book to use to model the process.  Teacher then models the process using a “think aloud” process.

       Students consider identifying problem-solving processes and explaining the effectiveness of solutions.

3.        In small groups, students look over the books and choose one to use for identifying problem-solving processes and explain the effectiveness of the solution.  Students make notes as they collect information to share with the other students.

4.        Teams create a visual display (nonlinguistic representation or graphic organizer) to show the search results.  It contains the problems identified, the solutions to the problems, the problem-solving processes used by the people in the books, and a designation of the effectiveness of the solutions.

5.        Tell students they have been identifying problem-solving processes and explaining the effectiveness of the solutions.  Teacher states the next task is to identify and explain figurative language in nonfiction text with emphasis on onomatopoeia and alliteration.

6.        Teacher explains that figurative language is writing or speech, not intended to be interpreted literally, but written or spoken to create a special effect or feeling.  Examples include sensory details, simile, metaphor, personification, and hyperbole.  Identify onomatopoeia as the use of a word whose sound makes you think of its meaning, as in buzz, gunk, gushy, swish, zigzag, zing, or zip. Identify alliteration as a repetition of consonant sounds at the beginning of words (e.g., “Lively Louis love lilies.”)

7.        Teacher says, “As I looked through these speeches and books, I found examples of onomatopoeia and alliteration.  I have begun a list of these on this chart.  Here is how I thought as I did this.” (Teacher models this process adding a few more words.)

8.        Distribute sticky notes and a different colored marker to each team.  When they hear the word “GO!” team members begin looking through speeches and books for examples of onomatopoeia and alliteration.  The students write one example on each sticky note and add them to the chart in the correct column.  At the end of the time, the numbers of sticky notes per team are totaled with a brief celebration for those finding the most examples for each category.

                            Sample chart:

Formative Assessment

Scoring Guide

                                                2 Points: Definitions and examples are accurate.

                                                1 Point: Definitions or examples are accurate.

                                                0 Points: Incomplete or inaccurate response