Natalie Nickolas LTM 621 Lesson #2 10/31/12

Lesson Plan: Student-Activated Vocabulary Instruction

Describe the context: (Students, grade level, geographic location, community and school population, socioeconomic profile, school culture, availability of technology, content, learning styles, ethnic breakdown, special needs, . . . Be detailed) This lesson is designed for a 5th grade class at Maple Grove Elementary in the Greenfield School District. Greenfield has a population of nearly 37,000 people, and the district has an enrollment population of just over 3,800 students. Maple Grove Elementary houses kindergarten through 5th grade, with three classrooms per grade. This particular class has 27 students, with an almost equal number of boys and girls. The students appear to come from middle-income families, which would be representative of Greenfields median household income of $50,637. The vast majority of the students in this particular classroom are Caucasian, but a few students are Hispanic and East Indian. As a whole, this class seems to contain many visual learners. The students like having visuals that can be referred to, such as having text posted at the front of the room. They are also very hands-on, and they enjoy being able to manipulate information, such as when they perform sorts with their vocabulary words. In terms of technology, this classroom contains a computer and a SMART Board, which will be used for this lesson. The SMART Board is brand new to the teacher and the students, but the technology has been increasingly incorporated into lessons over the course of the semester.

Learning Goals/Objectives Content Standards

L5.5c Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. SL5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly.

Affective Objectives: (related to student attitudes and values; think dispositions) Cognitive: (related to the mastery of knowledge: think Bloom)

Responding to phenomena: Students will participate in whole class questioning and will actively assist with group work.

Application: Working in groups, students will develop lists of terms and phrases (synonyms and antonyms) related to their assigned vocabulary words.

For help please go to Blooms Taxonomy of Learning Domains

Pre-Assessment: (What will you do/what have you done to know that the student(s) need to be taught this information.)

In conversation with my cooperating teacher, I have learned that many of the students have been having difficulty correctly using their weekly vocabulary words in context during their Friday assessment. During a recent modeling activity, Mr. Kanters pointed out that many students are simply restating the vocabulary word when asked to provide a synonym. Im looking to see if this strategy will help them with both of these aspects. Synonym/antonym

Academic Language

Assessment (Criteria / Look Fors; How will you assess learning? What will you do to know if the students have met the objectives?)

Students will appropriately sort vocab cards, will work with their group members to thoughtfully compile related terms for each vocabulary word, and will accurately quiz a partner on the related terms produced by their group.

What Rubrics or other scoring scales will be used? Students SelfAssessment

At the conclusion of the lesson, I will distribute a short exit questionnaire and ask the students to rate the clarity, helpfulness, and value of the activity. I will also ask them to rate their performance in contributing to the group work.

Enduring Understanding/Essential Question(s): (What are the big ideas? What thought provoking question(s) will guide the lesson?) Instructional Procedures Learning Strategies: (Be sure to include specific strategies to develop literacy of content)

How can I think about my vocabulary words in a different way? How can I better prepare for weekly vocabulary assessments?

Student-Activated Vocabulary Instruction: Students will - Work in small groups, focusing on half of their differentiated vocabulary lists - Sort the notecards so that they have four cards for each word (one listing the word, one listing the pronunciation, one listing the definition, and one listing the word used in a sentence) - Create a list of terms related to each vocabulary word

Share their final lists of related terms with a partner that worked on the other half of their differentiated vocabulary words

Introduction Pre (How will you motivate, activate prior knowledge, . . .)

During Demonstration

I will tell the students that today they are going to be working in small groups on their vocabulary words and will explain that the groups are going to be given notecards, four for each vocabulary word: one with the word, one with the pronunciation, one with the definition, and one with the word used in context. Each group needs to first sort through the cards to match them up accordingly. Student groups will be focusing on one vocabulary word at a time to brainstorm synonyms/attributes and antonyms/nonattributes of the vocab word. I will pause to clarify the meaning of the word attribute and will model for the class, with use of the SMART Board, how to think through and create an appropriate list of words. I will ask the students to help me decide whether each suggestion is a synonym/attribute or an antonym/nonattribute and how to correctly list the words on the displayed worksheet. I will tell them to aim for 2-4 words in each category for each vocabulary word. (10 min) Following this, I will have students move into two small groups for each vocabulary list (suffixes, vowel alternations, and Latin roots) and will distribute the stacks of cards for each group. As groups begin to sort the cards, I will hand out copies of the worksheets they will use to record their brainstorming lists. I will give the groups a specific amount of time to work on their words (each group will have half of the words from their vocabulary list). As groups work, I will circulate the room, providing support, answering questions, and offering assistance as needed. (20-25 min) When time is up, I will ask students to pair up with a classmate that worked on the other half of their vocabulary words. The pairs will then take turns quizzing each other on the words their group came up with. The students will state the vocabulary word and provide a synonym/antonym, and will ask their partner to determine which category the word belongs in. (10 min) At the end of this lesson, I will distribute a short exit questionnaire on the clarity and helpfulness of this activity. The students will also be asked to rate how well they participated in the group brainstorming session of the lesson. (5 min)

Participation

Practice

Closure Post Extension

Time

(Total and Specific) Student Accommodations Differentiation/Planning for Individual Needs(IEP goals if known; RtI; PBIS):

50 minutes

Students will be working with vocabulary words from their assigned weekly lists. These vocabulary lists are based on their current levels and were determined by test results at the beginning of the school year. When students are working in groups and partners, I will be sure to offer guidance to the students that struggle with their vocabulary work (primarily the harder suffixes group).

SMART Board Resources and Materials: (Include technology where Notecards divided in stacks for each group applicable/available/appropriate) Group assignments Worksheets for students to record words Flash drive with examples Exit questionnaires

Reflection (What theory/theorists are you using to guide your practice/planning of this lesson?)

Sociolinguistics and constructivism: Students will be working together collaboratively to build their knowledge of their vocabulary words.

Name __________________________

Vocabulary Word: _________________________ Synonyms/Attributes:

____________________________________________________________
____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Antonyms/Nonattributes: ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

Vocabulary Word: _________________________ Synonyms/Attributes: ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Antonyms/Nonattributes: ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________