Logan Roessle-Tupper

EDR 524-A

Snowden, Peggy

LESSON PLAN FORMAT Directed Reading Lesson (A)

Title (or focus) of the Lesson: Two Plus Two Equals 5? (Vocabulary Comprehension) Grade Level(s): 10th Time Required for Lesson Delivery: 35-45 Minutes

Purpose(s) for teaching the lesson:

The students will be presented with the vocabulary from the short story. They will define these words in their own words. Students will then look up the words to get a formal understanding of them so they understand them in the context of the story. Finally they will use them in sentences themselves to complete and show their understanding. ELA Standards: 1) Students will read, write, listen, and speak for information and understanding. As listeners and readers, students will collect data, facts, and ideas, discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information. 2) Students will read, write, listen, and speak for literary response and expression. Students will read and listen to oral, written and electronically produced texts and performances, relate texts and performances to their own lives, and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language for self-expression and artistic creation. 4) Students will read, write, listen, and speak for social interaction. Students will use oral and written language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.

Objective(s): The students will be able to:

recognize the mathematical vocabulary used in the story and be able to define their meanings. Look up and define words using a dictionary. Create their own sentences using the mathematical vocabulary correctly.

Materials:
A. Materials for Teacher Use: Chalk board

Logan Roessle-Tupper B.

EDR 524-A

Snowden, Peggy

Two Plus Two Equals Five? Vocabulary list from story

Materials for Student Use: Two Plus Two Equals Five? Dictionary Notebook and Pencil

Instructional Procedures:
Step One: Readiness I will tell students they are reading the short story Two Plus Two Equals Five?. I will then list the mathematical vocabulary words, along with a sentence from the story that includes the vocabulary word. Students will then write down the vocabulary words and what they think the meaning of each word is. They may already know the definition or need to take an educated guess based on the context of the word in the given sentence. After this, students will be asked to write the formal dictionary definition of the word under their interpretation of the word. This is done to build and reinforce their vocabulary recognition, and comprehension in the text. Step Two: Directed silent reading The students will be directed to silently read Two Plus Two Equals Five? While the students are reading, they will be advised to write down any additional math or non-math words that give them difficulty. As they add words to their lists they should write their guess at the definition followed by the formal dictionary definition of the word as they did with the previous vocabulary. As they come across the vocabulary words that we discussed at the beginning of class, they will look back at their definitions and see if they have a better understanding now that they see it in the full context of the story. Most of the time meaning of a word can be determined just by looking at the surrounding text. This will show students that they should not get discouraged from reading if there is difficult vocabulary. Step Three and Four: Comprehension Check and Discussion/Oral Rereading Students will be put into small groups to discuss their definitions of the given vocabulary and to discuss the words they found on their own during the reading. They will reread the sentences in the text to refresh their mind on how the word was used in the surrounding text. They will share their definitions of what the words mean and defend or oppose their definitions to their classmates. Students will work together to come up with their best working definitions of their words. During group work, the teacher should move around the classroom to observe the progress made by students and answer any questions students cant answer themselves or with the resources available. If groups are having difficulty the teacher will give them some hints to get them thinking in the right direction or to get them looking for answers in the right resource. After the students are done, the class will come back together and discuss their words and working definitions.

Logan Roessle-Tupper

EDR 524-A

Snowden, Peggy

Step Five: Follow-up Activities- After all of the questions have been answered and the class has a good understanding of the vocabulary, the students will create their own sentences using their new vocabulary words and if possible give working examples of the mathematical vocabulary words. The first word will be done together as a class for an example of how to complete the assignment and how to provide an example. The remaining words students will complete quietly in class time providing and the remaining words will be finished as homework assignment.

Assessment
I. Assessment Methods and Evaluation A. Assessment: The students will be assessed based on how they work with others during the group work. The students participation or lack there of will show their understanding of the material. The students will also be assessed on the sentences that they create in class and the sentences turned in for homework. The homework will not be used as a graded evaluation but only to check for understanding. Based on the results certain words or ideas may have to be re-taught. Evaluation: Deductions will be made if the homework was incomplete of not present the following day.

B.

II.

Self-assessment/reflection: A. Teacher self-assessment: The teacher will note which parts of the lesson went well and which parts did not go well. The teacher will also makes notes about particular sections that students had great difficulty with or if it was too easy. The teacher should then go back and evaluate what can be done to improve the lesson. Student self-assessment & Student Assessment of Instruction: This assessment will come from student opinions taken before exiting the classroom and the homework. If the students enjoyed or at least thought the reading was pertinent and were able to complete homework then the lesson went well and the objectives were met.

B.

Additional Section
Reflects Educational Unit Themes: KNOWLEDGE OF CONTENT __x__ Content in Context

Logan Roessle-Tupper

EDR 524-A

Snowden, Peggy

__x__ _____

Learning Environments Technology

KNOWLEDGE OF PEDAGOGY __x__ __x__ __x__ Assessment Critical Thinking and Problem Solving Recursive Learning

PROFESSIONAL SKILLS __x__ __x__ Collaboration Modeling

_____ Multiculturalism and Diversity

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