Name: Tawnie Speaker

School Site: John Bidwell

Elementary
Lesson Title/Subject: Writing Sounds in Personal Narratives
Grade:

1st

Content Standard(s): CCSS.ELA-LITERACY.RL.1.4 Identify words and phrases in stories or

poems that suggest feelings or appeal to the senses. CCSS.ELA-LITERACY.W.1.2 Write
informative/explanatory texts in which they name a topic, supply some facts about the topic, and
provide some sense of closure. CCSS.ELA-LITERACY.W.1.5 With guidance and support from
adults, focus on a topic, respond to questions and suggestions from peers, and add details to
strengthen writing as needed.
English Language Arts Anchor Standards and/or Math Practice Standards: CCSS.ELALITERACY.CCRA.R.1 Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from the text.
ELD Standard(s): ELD 1.C.12 Selecting and applying varied and precise vocabulary and
language structures to effectively convey ideas.
Anti-Bias Framework Anchor Standard and Domain:
Grade Level Outcome:
List Measurable Objectives in this column.
Note: The objectives will match the standards.

Describe Assessment Tool and Criteria

Content Objective: By the end of the lesson, students will be able

to (A) create (B/B6) one example of onomatopoeia (D) in a
personal narrative, by reading a previously written piece and
adding a sound word into an appropriate section of their writing
(C).

How will you CFU?

Students will be asked questions about examples of
onomatopoeia (sound words) that they see in a read
aloud as well as in a book they have previously read.
What and how will you assess during collaboration?
Students will be able to turn and talk about sounds they
heard in the texts. When they have an answer I will
check with students on ideas they had with their
partners and write ideas on our sound words anchor
chart.
What and how will you assess during independent
learning?
When students are asked to create their own sound
word and put it into their writing, I will collect each
writing piece and check to see if they followed
instruction and accomplished the learning goal.
What and how will you assess the social skill during
collaboration?

Social Skill Objective:

How will you teach the social skill? Will you use a looks like/sounds
like/feels like chart, a book, modeling, etc.?
Brick Words:

How will you CFU?

What and how will you assess during collaboration?

Which language demand(s) will you need to teach in order to achieve
the content objective? (Write them/it out.)
Language Objective(s) (language demands):
Multicultural/Social Justice:

What and how will you assess during independent

learning?
How will you CFU?
What and how will you assess during collaboration?
What and how will you assess during independent
learning?

Cohesiveness/Continuity
Students have previously discussed that writers are never done and that the can go back to pieces
they have already written and add/ or change things in the text.
Materials
T-Ball Trouble book
The Little Blue Truck book
Previously written personal narratives
Books/ Examples of Sound Words anchor chart
Differentiation
Modification of the ________________ based on _____________ because
classroom element

student trait

Lesson Implementation
Focus Lesson
Hook
o Students will be shown a video/ song about onomatopoeia.
Objectives are stated in student friendly language
o Today we are going to learn that writers use words that have sound to interest their
readers.
Clear explanation of purpose and relevance
o The purpose of this activity is for students to know how to write and identify the
sound words that they see in narrative texts which will scaffold into writing their own
examples of onomatopoeia in personal narratives.
Building Background
o Links explicitly made between past learning and new concepts
a. Students have already learned that writers are never done and that we can add
in more things including detail that interests their reader.

o Concepts explicitly linked to students background experiences

a. Students have read narratives and have made personal narratives using the
things that they have seen in examples.
o Key vocabulary emphasized (e.g. introduced, written, repeated, and highlighted for
students to see)
a. Onomatopoeia, sound words, narrative
Modeling of the new learning (think aloud and/or demonstration)
What strategy will you use to model? Will you use think aloud, demonstration, pictures, or
any other technique of the visual nature? Please write which strategy you will be using:
o I will use examples from the text to talk about the questions that are raised and
use the think aloud strategy while I am filling out the collaborative poster.

Guided Instruction

Guiding questions to help students identify sound words as well as using examples
from the book while they are needing assistance on creating their own.

Explicit Teaching of Social Skill and Activity

Students know and will practice focusing protocol (eyes watching, ears listening,
voices quiet, and bodies still).

Collaboration

Students will work as a whole class to create onomatopoeia (sound words) chart.
Students will also be allowed to help each other to think about the questions asked
(turn and talk).

Students use hand signals to indicate similar answers (mind match) and will be
provided think time for answering questions.

Student Reflection
Social
Students are responsible for themselves and their classmates to be sure that they are on task and
are following instruction. They will have the opportunity to correct their behavior and be sure
that their peers are acting appropriately as well.

Independent Learning
Students will go back to their own seats and will be able to read a personal narrative
that they have already written and will be asked to apply their knowledge about
onomatopoeia to put a sound word in their writing by creating their own word or
using one from examples we thought of as a class.

Student Reflection

Students can ask clarifying questions on how to create a sound word and will
demonstrate their knowledge of this information by doing so independently.

Content
Students will apply their knowledge of the lesson by writing a sound word in their writing or on
their picture.
Process
Students will observe and follow guided instruction then they will be allowed to take this
information and go to their desks and write sound word(s) in their personal narratives.
MAKE SURE TO INCLUDE THE FOLLOWING EMBEDDED IN THE LESSON:

Clear expectation of behaviors for different tasks

Use of higher order thinking skills

Teacher Reflection
(This reflection does not require fully formed paragraphs or copious amounts of evidence. These
are questions that you should address after each lesson but you may use short hand, bullet points,
etc. to respond.)
1. What specific examples of student learning show that students met or made progress toward
the objectives?

2. Looking at this evidence, what were your (the teacher candidates) actions and/or strategies
that contributed to and built on successful student learning?

3. What specific examples of student learning show that students struggled to meet or make
progress toward the objectives?

4. Looking at this evidence, what were your (the teacher candidates) actions and/or strategies
that interfered with student learning? Describe any missed opportunities.

5. Considering student learning, if you were to teach this lesson again, what would you do
differently?

6. Using the evidence of student learning described and observed, what will be your next steps
in future instruction with the class, small groups, and/or individual students?

Congratulations! You have now completed the PIARA cycle!