Whitney Cross, Kendall Gatewood, Malorie Jacquay

Case Study One

Subject: Vocabulary

Overview of Lesson:

Description of Learners, Intended

Learning Goals, and Lesson Content:

Learning Objectives:

This lesson is intended to teach the students

basic vocab words used in the classroom in
their daily lives. The words are intended to
improve communication amongst the
teachers and their students along with other
students.
Hispanic students transitioning
from elementary school to middle
school.
6th grade students, Most
students have recently immigrated to
the United States and speak Spanish
at home and are learning English as a
second language.
Without assistance students
will be able to match English and
spanish words that focus on the
classroom without error.
Without resources or
assistance Students will be able write
a short story using the vocab terms
that focus on things around the
classroom with no errors on the vocab
terms.
WIthout teacher
encouragement Students will be able
to use the vocabs terms when sharing
the short stories they've created in
class, with confidence and without
hesitation.

Standards:

Reading Standards for

Literature, Grade 6, California
Determine the
meaning of words and phrases
as they are used in a text,
including figurative and

Whitney Cross, Kendall Gatewood, Malorie Jacquay

connotative meanings; analyze

the impact of a specific word
choice on meaning and tone.
http://www.cde.
ca.gov/be/st/ss/documents/fina
lelaccssstandards.pdf
Information can be found on
Page 47
Reading Standards for
Informational Text, Grade 6,
California
Integrate
information presented in
different media or formats
(e.g., visually, quantitatively)
as well as in words to develop
a coherent understanding of a
topic or issue.
http://www.cde.
ca.gov/be/st/ss/documents/fina
lelaccssstandards.pdf
Information can be found on
Page 52

Required Materials:

Procedures:

Matching flashcards. This is a

set of cards that one card has a
picture of the vocab word on it and
another card has the word written on
it.
http://quizlet.com/71886876/cl
assroom-vocab-flash-cards/
Smart Board
Vocab Words:(school use
vocab words) bathroom, main office,
cafeteria, nurses office, computer, bus
stop, Principal, Teacher, Library,
please, thank you, Printer, e-board,
projector, desk, chair, pencil, pen,
clock, folder, homework, locker, bells,
periods, passing periods.
Activity 1:Matching Activity:
(10 mins) The students will be put into
groups of 4 and given a matching
flash card set. The students will work
together to match the vocab term with
the flash card. Each group will share

Whitney Cross, Kendall Gatewood, Malorie Jacquay

what word they will put with what

picture. Once all groups have shared
the teacher will go word by word and
display the answers on the board
using the e-board. If the classroom
doesn't have an e-board the teacher
can have his or her own set of cards
to show the student. If the classroom
has a chalkboard or dry erase board
the teacher could draw the picture and
write the word. While the teacher is
giving the students the right answer
he or she should be explaining the
vocab word for the students to
understand.
Activity 2: Smart Board
Activity: (15 mins) Begin by dividing
the students into 2 teams. In this
activity you as the teacher will choose
a word from the word list. Say the
word in spanish and have the students
write the word in english. The student
to write and spell the word correctly
gets a point for his or her team. The
students rotate after each word. Once
all the students have gone once begin
to say the words in english and have
the students write the spanish word.
The student who spells the word
correctly first gets a point for his or her
team. Each student should go twice.
The team with the most points win.
Activity 3: Individual
Activity: (15 mins) This is the
assessment part of the lesson. The
students need to write a short story
including 7-10 vocab words we just
covered. Encourage the students to
be creative as possible.
Wrap- up: (5 mins) Have a few
students share what they wrote with
the class as a wrap up to the class. If
students don't volunteer to share call
on a few students to share.

Whitney Cross, Kendall Gatewood, Malorie Jacquay

Assessment:

References and Reference Material:

The students will need to write a short story

using at least 7-10 vocab words. The
students will be encouraged to be creative in
the story writing.
Calderon, M., Hertz-Lazarowitz, R., Slavin, R.
(1989). Effects of bilingual cooperative
integrated reading and composition on
students making the transition from
spanish to english reading. The
Elementary School Journal, Vol.
99(issue 2), pp. 153-165.
http://www.jstor.org/stable/1002107?
seq=1#page_scan_tab_contents
This article is about increasing
students productivity and willingness
to learn English, due to the fact that
hispanic students with little to no
English speaking experience are at a
greater risk of not being able to learn
English. Also included in this article is
ways to present students with daily
opportunities to find meaning and
solve problems to increases their
interest in learning the English
language.
Reid, M. (2012).The learning style
preferences of ESL students. TESOL
Quarterly, 21: 87-111. doi:
10.2307/3589356
In this article
the author identifies learning
and cognitive styles that are
used by English and spanish
speaking students to learn the
other language. Native spanish
speaking students utilize
different learning styles than
native English speaking
students according to the
author and her research
conducted on over 1,300
students.

Whitney Cross, Kendall Gatewood, Malorie Jacquay