LESSON PLAN 2: Mae Jemison - Vocabulary

Learning Segment Focus or Big Idea:

This lesson plan is part of a 5-day unit for Mae Jemison. The big idea is for students to learn about Mae
Jemison and how she persevered in her life goals to achieve her dream of becoming an astronaut. After
attaining her dream, she continued to dream bigger and accomplish other goals. The big idea is for
kindergartners to be exposed to the concept of hard work, determination, and setting goals for themselves.

This lesson plan is Day 2 of the 5-day unit. The main learning focus for this lesson plan is vocabulary
development while embedding the character trait of hardworking as demonstrated by Mae Jemisons life story.

Grade: K Content Area: English Language Arts - Vocabulary

Time Allotted: 30 minutes Classroom organization: Class instruction begins on the carpet and then
students move back to their desks. Four students at each round table for a
total of 6 tables.

Resources and materials:

Teacher materials:
Write the learning target statement on the whiteboard: I can show that I know what astronomy, crew, and
hardworking means. I can draw and write the meanings for words.
Vocabulary mini-lesson plan from Day 1
Teachers vocabulary notebook to project on doc cam, pen, vocabulary templates collated (unstapled) into sets
of 4 sheets

If you would like to personalize your own template and have a fourth box for word associations, or synonyms
and antonyms the template is here:
https://docs.google.com/document/d/1lUxiMNBQqZcael8UcTvM8CeXJGCDdi0fe1mLlm0EEt8/edit

Beck, I. L. (2013). Bringing words to life, Second edition: Robust vocabulary instruction. Guilford Publications,
Incorporated.

Student materials: vocabulary notebooks (composition notebook, example shown below), pencils, crayons,
vocabulary template (4 per student)

Content Standard(s):
HSSCS. K.1.2.: Learn examples of honesty, courage, determination, individual responsibility, and
patriotism in American and world history from stories and folklore.

CCSS.ELA-LITERACY.L.K.5: With guidance and support from adults, explore word relationships and nuances
in word meanings.
CCSS.ELA-LITERACY.L.K.4: Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on kindergarten reading and content.
CCSS.ELA-LITERACY.SL.K.6: Speak audibly and express thoughts, feelings, and ideas clearly.
CCSS.ELA-LITERACY.RF.K.1.B: Recognize that spoken words are represented in written language by specific
sequences of letters.
CCSS.ELA-LITERACY.RF.K.2: Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).
CCSS.ELA-LITERACY.RF.K.2.B: Count, pronounce, blend, and segment syllables in spoken words.
CCSS.ELA-LITERACY.RF.K.3.B: Associate the long and short sounds with the common spellings (graphemes)
for the five major vowels.
CCSS.ELA-LITERACY.L.K.1.A: Print many upper- and lowercase letters.
CCSS.ELA-LITERACY.L.K.2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
CCSS.ELA-LITERACY.L.K.2.A: Capitalize the first word in a sentence and the pronoun I
CCSS.ELA-LITERACY.L.K.2.C: Write a letter or letters for most consonant and short-vowel sounds
(phonemes).
CCSS.ELA-LITERACY.L.K.2.D: Spell simple words phonetically, drawing on knowledge of sound-letter
relationships.

Specific Academic Learning Objectives:

What do you want students to learn in this lesson? Students will learn:

Students will learn the definition for: astronaut, astronomy, crew, and hardworking

What should students be able to do after the lesson? Students will be able to:

Students will be able to demonstrate their understanding of the targeted vocabulary words in a variety of ways:
Bodily-kinesthetic: performing the body movements for: astronomy, crew, hardworking
Visual-spatial: drawing appropriate picture for the definition of the word
Writing: completing the definition in writing in their composition notebooks

In terms of differentiation, the table below identifies what I expect students will be able to do after this lesson:
What all students will be able to do State verbally and with movement 2 words (any combination of:
astronomy, crew, hardworking). Write the definition of astronaut
and draw a picture into their vocabulary composition notebooks.

What most students will be able to do State verbally and with movement 3 words (astronomy, crew,
hardworking). Write the definition for 2 or more words and draw
pictures for all words in vocabulary composition notebooks.

What some students will be able to do State verbally and with movement 3 words (astronomy, crew,
hardworking). Write the definition for 3 or 4 words and draw
pictures for all words in vocabulary composition notebooks.

Prerequisites:
What skills, knowledge and prior experience do students need for this lesson?

Students will need to know how to glue in the templates into their vocabulary notebooks. We have been doing
this for about 2 months now so this is not a new routine for our class. (I personally would start vocabulary
instruction sooner in the school year. As a first year teacher, I had to figure out a lot of vocabulary instruction
and research on my own which was why I started the vocabulary notebook in the 2nd trimester.) Students will
also need to be familiar with the organization of the template. This particular template is the easier version.
You will find an additional template of four boxes so that the last box can be for words that fit - word
associations, not necessarily synonyms but words that are associated with the vocabulary word. You could do
synonyms and antonyms for the fourth box if your class is at that level. My suggestion is to use this template of
three boxes in the first trimester, then change to the four box template in the 2nd trimester as word
associations, synonyms and antonyms are important for language development.
Students will also need to have background knowledge of phonemic awareness, phonics, and understand the
concept of words in sentences.

How will you determine whether students have these?

Routinely working with the interactive vocabulary notebook will help students gain the knowledge and
confidence to finish the boxes independently. Ongoing checks for understanding throughout the use of the
vocabulary template will reinforce the expectations from students. Phonemic awareness and phonics are
taught daily and should be assessed formatively and summatively throughout the school year to make sure
students are able to write letters for most consonant and short-vowel sounds (phonemes).

How will you connect to students' interests, backgrounds, strengths and needs, including their
cultural, ethnic, and socio-economic differences?

The class discussion for the definition of astronaut is key to connecting to students background knowledge and
interests. The process of accountable talk (I believe ___ because ___., I agree with ____ because ___., I
would to add to ____.) to come up with a definition for astronaut as a whole class is a great strategy to tap into
students interests and further develop their language skills.

Academic language demands:

What academic language is used in the lesson? (Vocabulary, language structure and conventions,
genres, symbols, etc.)

This lesson is specific to vocabulary instruction so I will not detail it too much here as the whole lesson below
is focused on vocabulary instruction.
Convention: Students should be able to write letter or letters for most consonant and short-vowel sounds
(phonemes).
Vocabulary:
Word Definition

astronaut Person who travels into space in a spacecraft

astronomy Study of space and objects in space (such as the moon and stars)

crew Team of people who work together

hardworking To work with energy and commitment

What are the language demands of the task? Please address receptive (listening, reading) and
productive (speaking, writing) skills.

Students will use both receptive and productive skills in this lesson. They will need to kinesthetically and orally
demonstrate their understanding of the words astronomy, crew, and hardworking. Students will need to be
 able to write the definition for astronaut into their notebooks. Students will need to work cooperatively with
other peers to help each other spell out the words for the definition for the remaining 3 words (listening,
speaking, and writing).

Accommodations (to ensure all students have access to the curriculum):

How will you make the academic language accessible to all students?
How will address the specific needs of your English learners?
How will you address the specific needs of your students with special needs?

On Day 1 of this unit, we completed a mini-lesson for these 4 targeted vocabulary words. On Day 1, the whole
class completed the body movements with words to help set them up for success for todays lesson. Students
practiced the body movements (TPR) for the words: astronomy, hardworking, and crew. This will address the
specific needs of all students and those with special needs as it involves whole brain teaching with kinesthetics.
English learners will also be closer to the teacher on the carpet and their table seats are closer to the front of
the classroom.

Assessment:
What evidence of student learning will you collect?
Students discussions with each other during collaborative work is evidence of their learning. Students will need
to write the definition of the words into their notebooks.

How will you use this evidence?

Formative assessment: I will take anecdotal notes during students collaboration to keep track of their language
development, both verbally and in regards to the targeted vocabulary words for this lesson. If students are
struggling and not hitting the learning target, I will make a list of names and pull them separately for reteaching.
Summative assessment: I can review each students vocabulary notebook at the end of the day. Additionally,
the vocabulary review activity completed later in the day has a fill-in the blanks worksheet that can also be used
for as a summative assessment.

What criteria will you use to interpret the evidence?

Since this is a vocabulary lesson, the criteria will be centered on the definition of the 4 targeted words. The
definition should match what we have been saying chorally with our body movements and the pictures should
match the meaning. Students should be able to verbally explain why they drew their picture and what it means
to them.

How will the evidence affect your next steps in teaching?

If students meet the learning target as outlined in the differentiated learning chart, then I can extend the lesson
to have students write word associations (words that fit), and/or synonyms and antonyms. If students are
struggling with effective partner talk, then we will review accountable talk sentence stems.

Instructional Sequence:

Set or introduction:
How will you begin the lesson? How will you engage and motivate learners, connect to prior
Time
experience, activate prior knowledge and/or share learning outcomes?
8 mins

[Begin the lesson with students on the carpet area, standing in 2 rows, and safely spread out.
Make sure students know the first row is the Peanut butter line and the second row is the Jelly
line.]
Warm up the class by doing the body movements taught to students for the words: astronomy,
crew, hardworking from Day 1 vocabulary mini lesson.

Make sure to read the learning target aloud to students and have those who are able to decode
read along with you before beginning the lesson.

1. Class, class (students reply with, Yes, yes!)

2. Yesterday we learned the definition for astronomy. Let me show you again:
3. Starting point: Standing straight and tall
Say: Astronomy is
Physical movement: (When you say astronomy) Take both arms from sides and raise
outward with emphasis in making a big circle from sides to top of head
Say: the study of...
Physical movement: Hands are already at top of head, then put out both hands, palm
down on top of head and lightly rap fingers on head
Say: space...
Physical movement: Reach both hands out and stretch arms forward and spread arms as
if doing a breast stroke
Say: and objects
Physical movement: Quickly bring hands together to form ball by making one hand a fist
and wrapping the other hand around it
Say: in...
Physical movement: Shake your ball hands
Say: space.
Physical movement: Reach both hands out and stretch arms forward and spread arms
as if doing a breast stroke
4. Now its your turn, everyone, what is the definition for astronomy?

Students should perform the definition as a whole class two times together. Use a clapping
rhythm to get students attention or use your own call and response.

5. When Mae Jemison was a little girl she was interested in astronomy. Who is also
interested in astronomy and learning about space, moons, and stars?

Take hands and quickly let students use their own words to describe the word astronomy.
6. Mae Jemison became an astronaut and went into space with a group of other astronauts.
They had to learn to work together as a team. Who remembers what that word is for a
team working together?

Goal is to introduce the vocabulary word, crew, in a context that students are relating to in
sentences, association, and meaning. Ideally a few students should have hands in the air, take
hands, and say thank you. If no one remembers then say the word and then demonstrate the
meaning of the word.
7. Starting point: Standing straight and tall
Say: A crew is...
Physical movement: Hold up both hands, palms facing outward, and show 3 fingers on
both hands (index, middle, and ring finger)
Say: a team
Physical movement: Move hands together so tips of fingers are touching and it looks like
 a mountain or teepee
Say: working together.
Physical movement: Interlace fingers together

Students should perform the definition as a whole class two times together. Use a clapping
rhythm to get students attention or use your own call and response.

8. Stop, look, and listen (students reply with, Stop, look, and listen!).
9. Peanut butter line turn around and face the Jelly line and look at your partner.
10. Peanut butter line tell your partner what is astronomy!

Students perform and say definition for astronomy.

11. Jelly line, you gotta make it stick like peanut butter, jelly jelly! Its your turn, tell your
partner what astronomy is!

Students perform and say definition for astronomy. Use a clapping rhythm to get students
attention or use your own call and response.

12. Now Peanut butter and Jelly, work like a team and both of you show me the definition of
a crew! Show me 2 times.

All students perform and say definition for crew as instructed. Use a clapping rhythm to get
students attention or use your own call and response.

13. Peanut butter line turn to me, all eyes on me. You know, as I was watching and listening
to you, I realized how far you have come at being word detectives, readers, writers, and
mathematicians! Did you ever think you would be able to do so many different things?
Think of when you first came here, the very first day of kindergarten. WOW! I am so
proud of all of you and how hard you do your best everyday to become better readers,
writers, and mathematicians. Do you know who else was hardworking?

Hopefully the students will identify Mae Jemison. If not, give them a hint by using TPR and
making the motion that you have a space helmet, make deep breathing sounds, and pretend to
be light on your feet (lack of gravity).

14. Thats right! Mae Jemison was hardworking because she became a doctor, worked in
other countries, became an astronaut, and then went on to become a professor.
Hardworking! She never gave up. What can we learn from her?

Take 5 hands and allow students to express in their own words what determination, hard work,
and perseverance mean to them. Thank each student after her/his answer regardless of
whether it is correct or not. If someone is completely off the mark, still say, thank you, and
call on next student. Make the correction after all 5 students have answered.

15. Mae Jemison loved astronomy and became an astronaut because she was hardworking!
Lets do the definition for hardworking together.
16. Starting point: Standing straight and tall
Say: Hard
 Physical movement: Make muscle arms with both arms
Say: working
Physical movement: Take both hands and make a hammering, pounding movement
Say the definition: to work with energy and commitment

Whole class perform and say definition for hardworking.

17. Peanut butter line turn to your Jelly partner. Now I want you to work like a crew and do
the definition together for hardworking! Go.
18. How about crew?
19. Now lets see astronomy.
20. Speed round! Listen for the word Jelly line go first, hardworking, crew, astronomy.
Peanut butter line, its your turn, lightning round! Listen carefully! Crew, astronomy,
hardworking.
21. Great job word detectives! Give a little shake out, let your body hang loose, take a deep
breath.
22. To infinity . [students respond, And beyond this is our class call out to go back to
seats]

Students go to their seats at desk. Use a song or chant, clapping or marching signal that is part
of your class routine.

Model taking out vocabulary composition notebook by displaying your copy on doc cam.
Students should know this routine and follow along by taking out their pencils, glue sticks, and
composition notebooks from their desks.

20 mins Developing Content/Body of Lesson: What instructional strategies and learning tasks will you
use in the main part of the lesson?

Modeling:
Pass out 4 vocabulary templates (collated in correct order) for each student. Students glue
templates into composition notebooks.
Teacher will model on the doc cam, gluing the template into the vocabulary notebook.

23. Word detectives, if you havent already done so, make sure you glue down your
templates into your notebook. Cap those glue sticks and hold them up in the air to show
me youre ready.

Have class put glue sticks away.

24. You have demonstrated your definition of astronomy, crew, and hardworking so well
today. I want you to become word detectives for 1 more word -- astronaut. Why do you
think that word is important this week?

Take 2-3 hands.

25. Yes! The word of the week is, astronaut for Mae Jemison. Great detective work! Lets
write the word astronaut in our vocabulary word box here. [Model proper letter formation
and tracing the word inside first box]
 26. Now its your turn to write the word astronaut as neatly as you can on your own on this
line here. [Point to line, pause for students to write, and model writing the word
astronaut]
27. We talked about what an astronaut means yesterday, who thinks they can say the
definition for astronaut?

Take 2-4 hands and use careful judgement to adjust students answer so that the agreed up
definition is accurate and age appropriate. The goal is to have students use word associations
and come to an agreed upon definition that has real meaning for them. But it is important that
you make sure the definition is accurate. This part of the vocabulary instruction is organic and I
cannot script for every possible outcome.

Suggestion for definition: a person who travels into space

28. I would like to add to X response and take some of X suggestions. Astronaut: a person
who travels into space.
29. All together now. [Repeat the definition with class] Wow, that sounds like a long
sentence! Lets say it together and count each word, a person who travels into space.
Be careful not to count syllables or parts in a word. We are counting the words in the
sentence. Lets try again. [Repeat the definition with class and everyone counts holding
up fingers]
30. Hold up your fingers! Yes, 6! Wow, I am getting nervous, that is a lot of words. Should I
give up?

Students respond, No!

31. Ok, lets do this together then, a person..I can spell the first word, thats easy, a. I
remember that sight word from the beginning of the year. Im feeling good about this
now. A person

Slowly stretch out the word person and write the correct spelling.

32. Who travels ok, I can do this. We just learned the sight word, who. Who can help me
spell that word?

Call on 1 student and write the word as student spells.

33. When we break the sentence into chunks, it is easier to write. I can do this! You are
such patient writers. A person who travels [Make sure whole class is saying this aloud
with you]

Sound out travels and write the correct spelling.

34. A person who travels into space

35. Into that sounds like 2 words we know combined into one word. Do you hear that? Lets
say into again all together

Sound out into and write the correct spelling.

 36. Space! Lets listen for the beginning sound, /s/ [Write s]
37. /s/ /p/ [Write p]
38. /s/ /p/ /a/ (long a) [Write a]
39. /s/ [Write c] Thats right sometimes the letter c makes the /s/ sound
40. Who remembers when the vowel has a long sound, what bossy letter do we need at the
end?
41. Thats right, bossy e (or lazy e, whichever term you use) makes the vowel go long so we
need to add an e at the end. [Write e] That e is silent but bossy telling that a [point to
letter] to make its long sound
42. Lets read this together again to make sure it makes sense, a person who travels into
space
43. That was great work, detectives. Now you draw a picture of what the word astronaut
means to you. Will your picture be exactly the same as mine? (Students respond, No!)
Thats right, our pictures may be similar but not exactly the same because we will draw
and visualize differently. What is most important is that the picture helps *you* remember
the definition.
44. What is the definition again? [Students respond chorally]
45. That was like music to my ears!
46. Pencils up in the air when you are done with your picture
47. Great job, word detectives!

Guided Practice:

48. Our next word is astronomy, what do you think of that word?

Ideally students should point out that it looks very similar to astronaut. This strategy is meant to
help students make word associations which strengthens their understanding of related words.

49. Lets do careful writing and trace the letters correctly and then write the word by
ourselves.
50. We can do our motions for the definition to help us writing our definition.

Whole class does motion and says definition for astronomy. Model writing of definition on doc
cam. Students draw picture for definition independently. Teacher walks around and observes
students work to check for understanding.

Collaborative / Independent Practice:

51. Class as I was walking around the room I noticed that you are working very hard to make
your pictures match the definition and meaningful to you. Great work.
52. For the next two words, crew and h
ardworking, I want you to complete that on your on
your own. Work with your tablemates to help sound out and spell the words in the
definition. Dont forget to say and do the movements for the definition for these words
together, too.

Students work collaboratively to finish the last two vocabulary words: crew and hardworking.
Teacher circles around each table group to observe (take anecdotal notes), listen, and check for
understanding. Facilitate discussion among students if collaboration talk is not taking place.
 Note: If you have early finishers, have them color in their pictures.

2 mins Closure:
How will learners summarize or reflect on what they learned (for example, share work, share a
strategy, share a process, discuss what they learned, raise a new question)?

53. Great work, class! I noticed that you were really working well together and sounding out
the word slowly to get more letters down on your paper. Your definitions matched what
we practiced and you worked together as a team to write your definitions.
54. You were working like a vocabulary crew! What is a crew again?

Students demonstrate and say definition together.

55. That was fabulous hardworking crew! Now its time to clean up and get ready for Go
Noodle! [You should insert what works for your class here, I use brain breaks and
exercise for transitions.]

10-15 Extension (at a later time in the day, after recess or end of day)
minutes
Vocabulary review:
Teacher reads the sentences to the students and reinforce strategy of crossing out each word as
it is used. Mini lesson for this is located here.