|
|
|
|
|
Vocabulary 3.19
|
|
|
Plan Author: David Riddick
Date Created: 12/9/2002 12:25:44 AM PST
|
|
|
School:
Dyer St. Elementary
|
|
Grade Level:
5
|
|
Students:
31 Students. 20 boys and 11 girls. 10 E0s; 10 RFP's 9 ELD4-5: 1 ELD2. GATE
class - advanced learners
|
|
Subject Area(s):
Language Arts (English)
|
|
Goal(s):
Students will have an understanding of strategies that utilize the 5 senses
to reinforce vocabulary.
|
|
Concept(s):
The students will learn a variety of strategies that draw upon the students 5
senses, such as Storyboarding, Readers Theatre, "What Word Am I
Poems?" and Quickwrites.
|
|
Standards:
|
|
|
|
|
|
|
|
|
|
|
|
 CA-
CCTC: Aligned CSTP's and TPE's
|
|
|
• Standard : CSTP: Standard for Engaging and Supporting all Students
in Learning
TPE: C. Engaging and Supporting Students in Learning
CSTP Description: Teachers build on students’ prior knowledge, life
experience, and interests to achieve learning goals for all students.
Teachers use a variety of instructional strategies and resources that
respond to students’ diverse needs. Teachers facilitate challenging
learning experiences for all students in environments that promote
autonomy, interaction and choice. Teachers actively engage all students
in problem solving and critical thinking within and across subject matter
areas. Concepts and skills are taught in ways that encourage students to
apply them in real-life contexts that make subject matter meaningful.
Teachers assist all students to become self-directed learners who are
able to demonstrate, articulate, and evaluate what they learn.
|
|
|
• CSTP Key Element : Facilitating learning experiences that promote
autonomy, interaction, and choice.
|
|
|
|
 Question : support and monitor
student autonomy and choice during learning experiences?
|
|
|
CA-
California K-12 Academic Content Standards
|
|
|
• Subject : English Language Arts
|
|
|
• Grade : Grade Five
|
|
|
• Area : Reading
|
|
|
• Sub-Strand 1.0: Word Analysis, Fluency, and Systematic Vocabulary
Development
Students use their knowledge of word origins and word relationships, as
well as histori-cal and literary context clues, to determine the meaning
of specialized vocabulary and to understand the precise meaning of
grade-level-appropriate words.
|
|
|
• Concept : Vocabulary and Concept Development
|
|
|
|
Standard 1.3: Understand and explain
frequently used synonyms, antonyms, and homographs.
|
|
|
|
|
Objective(s):
Cognitive: Students will learn strategies to connect and identify with
vocabulary words.
Observable behavior: Students will choose how to make their connections to
the familiar word by drawing a picture, writing a poem, or acting out a word
physically to identify with a vocabulary word.
Criteria: Given the list of vocabulary words, students will demonstrate
ability to use the vocabulary words by writing the correct synonym of 20
words with 70% accuracy.
|
|
Prerequisite Background Skills/Knowledge:
Students should be cognizant of strategies to figure out meanings of
unfamiliar words such as: apposition, word structure, and context clues.
Students should be familiar with the some of the vocabulary list from
previous readings.
|
|
Vocabulary / Language Skills:
Listening: Students listen to verbal instructions given during directed
lesson. ELD students are given help by peer tutors as teacher speaks.
Speaking: Students participate in directed lesson by raising hands and
answering questions.
Writing: Students will take notes from the Word Wall and write them in their
Language Arts section.
Reading: Students read from the Open Court text. The story is
"Stars."
Vocabulary: obscured, renounced, frequently, vain, primitive, variable,
constant, insignificant, trifling, stabilize, modern, celestial body,
circuit, conceited, rejected, revolutionized, revolve, necessity, deaf,
amateur
|
|
Materials:
1) Pencil & Paper
2) Markers - red, green, blue
3) Transparencies
4) Transparency pen
5) Open Court textbook
|
|
Classroom Management:
During directed lesson, students are seated in assigned seats, which are
2-person desks.
I will give out extra credit points for students who participate and
cooperate with lesson.
Extra credit points for actively engaged students
|
|
Procedure:
Procedure: Open
As an attention getter, I call on students who have transitioned well into
Open Court and will be the first volunteers to share what they know from the
vocabulary of "Stars."
I will give out extra credit points for students who participate and who are
actively engaged.
Procedure: Body
Input:
1st: Point our standards we are working on (posted).
2nd: Establish a sense of academia by introducing vocabulary for this lesson.
I will pass out a list of vocabulary words for the next two weeks.
3rd: I will assess their prior knowledge to determine how much they know
about the words on the vocabulary list. We will make a T-chart to write down
the synonyms for the vocabulary word list.
4th: I will inform students that we will be implementing new strategies to
strengthen their vocabulary. Students will be using strategies to connect
themselves to the vocabulary words by using their 5 senses of sight, taste,
smell, touch and hearing. The new strategies include:
1) Storyboarding
2) Readers Theatre
3) "What Word Am I Poems?"
4) Quickwrite
5th: Storyboarding: In this activity students will draw a picture to express
what their word feels and looks like. They will exchange their pictures with
a partner and try to figure out what word they drew.
6th: Readers Theatre: Students will make a kinesthetic movement either
independently or in the form of a skit to demonstrate their understanding of
a vocabulary word. The class will try to figure out what vocabulary word a
student is trying to portray.
7th: "What Word Am I Poems?": In this activity students will write
a poem describing what a word feels, tastes, smells, sounds or feels like.
Students will be allowed to choose which of the 5 senses they want to
emphasize in their poems. Students will have share their poems with a partner
and attempt to find out what word the poem is about.
8th: Quickwrite: In this activity students will write a continuous
free-association story of what comes to their minds from a word from the
vocabulary word list. After a few minutes of non-stop writing, students will
share their quickwrites with each other and try to figure out the meaning of
the word.
Guided Practice:
I will describe how using a variety of strategies that implement the use of
their 5 senses will help build their vocabulary.
I will activate their prior knowledge and lead the discussion to recall
synonyms for the vocabulary word list.
Independent Practice:
Students will read, write, act out, and draw their expressions of the
vocabulary words. They will work independently and in cooperative groups to
make their connections to the vocabulary.
At the end of two weeks, students will complete a vocabulary assessment of 20
words in which the students correctly identify the word with its synonym.
Procedure: Close
To close the lesson and summarize what was learned, students will reflect in
their journals what they learned and vocabulary introduced. I will hand it
over to the class to discuss what they learned, giving them ownership of
their learning.
|
|
Assessment:
Students will demonstrate proficiency by using the list of vocabulary words
and writing the correct synonym of 20 words with 70% accuracy.
|
|
Assessment/Rubrics:
|
|
Reflection:
The objective of the lesson was achieved. I know the objective was achieved
because the students were able to write the correct synonym for the
vocabulary words with at least 70% accuracy.
I correctly anticipated the students would enjoy the hands on element of
making the vocabulary words tangible. The students were engaged by the
kinesthetic movement of the "Readers Theatre" approach to
vocabulary. The "What Word Am I Poem" was also a successful
strategy. The students enjoyed writing poems and riddles and having the other
students guess the word.
I did not anticipate the students would have such difficulty with the meaning
of the vocabulary words. I spent more time on creating a T-chart for the
vocabulary words than I had anticipated. These were words I assumed the
students had prior knowledge of.
If I were to teach this lesson again, I would have presented 10 words the 1st
day and 10 more words the next. I think I overwhelmed them with too many
words at one time. I rushed through the lesson faster than I should have. I
feel I may have been teaching to the high achieving students and not
providing enough support for students who were struggling. Shortening the
amount of words given to them at one time would have allowed more time for me
to provide support and meet the academic needs of all my students. This
aspect is crucial to engage and support all students in learning.
This lesson was relevant and worthwhile for my students. I believe this
lesson will help make a true connection to the vocabulary by making use of
all 5 senses of their senses.
|
