Assignment #3: Collaborative Planning

Submitted By: Karen Berrios

EDRL 442: Teaching Literacy 1 Nevada State College - Fall 2013 Instructor: Karen Powell

Lesson Title: Word Relationships Trophies Teacher Edition: Changing Patterns-Theme 3 (3-1) Trophies Story: Sayings We Share; Proverbs and Fables

Submitted By: Karen Berrios T.Ed Pages: 407B CCSS: L.2.5a

A. Summary of the Lesson Plan: The students will re-read the story of The Hare and the Tortoise. The students will be asked to pay attention to the way words are related to help them understand what they read; the students will be asked to find similar words and identify if one word could have more than one meaning. The lesson is an activity for the Trophies story Sayings We Share: Proverbs and Fables and it should take about 15-30 minutes to complete. B. Student Population: Grade Level: 3rd Grade

Skill Level: All learning levels Groupings: Partners and independent

C. Materials: Trophies T Ed 3-1 (Changing Patterns) Page 407B- Word Relationships Journal Paper Pencils D. Objectives: Common Core State Standard L.2.5a - Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). Learning Targets Knowledge Targets: Vocabulary Adjective Describe/descriptive Noun Verb Students must identify descriptive words. Students must know that adjectives describe nouns or pronouns.

Student-Friendly Learning Targets Student Knowledge Targets: Aged

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I can identify descriptive words. I know adjectives describe nouns or pronouns.

Student-Friendly Vocabulary

Lesson Title: Word Relationships Trophies Teacher Edition: Changing Patterns-Theme 3 (3-1) Trophies Story: Sayings We Share; Proverbs and Fables

Submitted By: Karen Berrios T.Ed Pages: 407B CCSS: L.2.5a

Cried Piece Loped

E. Procedure: 1. The class will begin with a warm up to remind them about word relationships. They will be asked to open their book to page 397 and focus on the word ran. The students goal is to find a word thats similar to ran, but also a word that has the opposite meaning. Students will write their answers on their journals. 2. After the warm up, the students will be modeled an example of ran and sprinted; the students will also be shown pictures to ease their comprehension. Afterwards, the teacher will explain why lumbered is an antonym and its meaning; a visual will also be presented. 3. The students will then conduct an activity that will enhance their understanding on word relationships and clarifying the meanings. The students will work with partners. On page 398 the students will find an antonym for young, a synonym for shouted. On page 400 the students will find a homophone for peace. On page 401 the students will try to find a more specific word for ran. Students will write their answers in their journal. The students will also be asked to determine if the vocabulary words given are adjective, noun, or verb. 4. When the students finish the activity, they will be asked to identify which words have more than one meaning; when the activity is completed, the students will be shown examples of the assignment to check if they were correct. Most students should answer that the word cried had more than one meaning. 5. As a ticket out the door, a couple of students will volunteer to summarize the importance of understanding word relationships and share their drawings that represents one of the words that they worked on such as young, shouted, peace, or ran. This will make the ticket out the door fun and engaging. The students will complete this activity on a separate piece of paper. The students will also be asked about what part of the activity they enjoyed the most. F. Closure: The teacher will sum up the lesson and elaborate on what the students shared about word relationships and clarifying meanings. The ticket out the door makes the closure fun and engaging because theyre able to express what they learned with visuals. The teacher will also question the students about what part of the activity they enjoyed the most.
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Lesson Title: Word Relationships Trophies Teacher Edition: Changing Patterns-Theme 3 (3-1) Trophies Story: Sayings We Share; Proverbs and Fables

Submitted By: Karen Berrios T.Ed Pages: 407B CCSS: L.2.5a

G. Assessment: Assessment Tool The students will turn in their journal and their ticket out the door. The students will also be informally assessed by how they participate, complete, and answer the questions that the teacher asks; this will inform the teacher about the students who are and are not grasping the concept. What Is Being Assessed? By the students, reading, writing, and answering the questions about word relationship and their meaning, it will inform the teacher on how the students were able to comprehend the lesson. H. Reflection& Thoughts: Which part of the lesson do you think will be the easiest to teach? I think the easiest part of the lesson would be the activity because the students will be working with partners on the activity. I will monitor the students and aid as well as guide those students who are struggling or have questions. Which part of the lesson do you think will be the most challenging to teach? I dont think this lesson has any challenging parts. The only thing that would take sometime to prepare would be finding the pictures that represent the words the students will be using. What lesson or concept should be taught prior to this lesson? I think the understanding of word choices would need to be taught prior to this lesson in order to ease the students understanding of the activity. How will you follow up or extend this lesson? I would extend this lesson by having the students color as well as cut out Hare and Tortoise pictures. The students will then write a sentence or two on the back of each picture using words such a slowpoke, challenged, forward, lighting, jiffy, and stretched. This activity would be fun and engaging towards the students, but it will also help them understand other words that were included in the book; the more the students practice the more likely they will understand the concept of the lesson. What will you do for students who dont grasp the concepts? If I had students that were struggling with the lesson, I would guide them and give them examples of what they are required to do. I would also have model some completed assignments, this way the students have an idea of what needs to be done, but more importantly, what they need to learn. Which part of the lesson, if any, do you think might need to change? I think this lesson is good as it is.
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Lesson Title: Word Relationships Trophies Teacher Edition: Changing Patterns-Theme 3 (3-1) Trophies Story: Sayings We Share; Proverbs and Fables

Submitted By: Karen Berrios T.Ed Pages: 407B CCSS: L.2.5a

When you were writing this lesson plan, what was the most difficult part? The only thing that was hard to complete was finding the correct standard because all the ones I had previously chosen didnt connect to the lesson at all. Then I realized this lesson consisted of a review because the students had already been taught how to relate words to others. When creating the actual lesson, surprisingly, it wasnt hard to complete because the lesson had a steady flow to it. The book provided the lesson; I only had to tweak a couple of things to make the lesson more creative and fun.

EDRL 442 - Fall 2013

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