Design for Learning

Instructor: Autumn Combs Lesson Title: A Merry Lesson on Vocabulary Curriculum Area: Language Arts Grade Level/Cooperating Teacher: 2, Underbakke Date: October 31, 2013 Estimated Time: 30 minutes

Standards Connection: [RI.2.4] Determine the meaning of words and phrases in a text relevant to a Grade 2 topic or subject area. Learning Objective(s): When given a vocabulary matching assessment, students will correctly match four of the four vocabulary words. Learning Objective(s) stated in kid-friendly language: Today we are going to learn new words that go with the book that you guys read last week. Evaluation of Learning Objective(s): The vocabulary matching assessment used at the end of the lesson will allow students to match the vocabulary word with the correct definition by drawing a line from the word to its definition. There will be two columns. On the left side will be four vocabulary words from the book that we will be dealing with. On the right hand side, definitions will be listed out of order. The students should correctly match all four vocabulary words with their definition to be considered proficient. Engagement: Teacher will ask the students to come to their square. Ok class now we are going to work on some vocabulary. Will (students name)s table tiptoe to their square? Now will (students name)s table go to their square? Great job! (Teacher will continue to call students to their square until all children are seated and waiting. Teacher will pull out a baby blanket.) Who can tell me what this is? (Wait for responses) I wanted to bring it to class today to share with you all because I made it. Isnt it pretty? (Pass the small blanket around and allow the students to feel the texture and examine the knit pattern) I made this blanket by knitting. I use yarn and a type of needle that is not sharp and knit it into this blanket. Put your thumb on your chest if you have seen a blanket that has been knitted like this before. (Observe thumbs that children have up) How many of you think that this is a cool blanket and something that is different than you have seen. Today we are going to read a book about a girl who brought something special to her class to show everyone. Kind of like I did today. Lets start reading. (Teacher will hold up the book) Raise your hand if you can tell me the title of this book. (Wait for hands and call on student) Youre right, it is called What Mary Jo Shared. Who do you think this book will be about? (Wait for appropriate responses) A girl named Mary Jo? Can anybody make a prediction about what you think will happen in the story with Mary Jo based on the title of the story and the illustration on the front cover? (Allow students to think about the question) Turn and talk to your neighbor about your predictions that you have. (Allow the students enough time to talk to their neighbors and discuss their ideas.) Ok lets begin the story. (Teacher will begin reading the story and stop during the part of the story where Mary Jo wants to take an umbrella.) Why do you think that she didnt want to share anything at school? Have you ever felt this way? (Allow children to think of personal experience and make connections. Continue reading story. Stop at the part where she decided to bring her dad) Why did she decide to bring her dad? Do you think that this was a good idea? Talk to your neighbor about her decision. (Allow students enough time to talk about their ideas about the subject. Continue reading the book through) How many of you believe that what Mary Jo brought to school was special? (Look for responses and call on a student to share.) Think of a time that you decided to bring something to school. How hard was it for you? (Allow students to share ideas.) Turn and talk to your neighbor about what you brought to school and if it was something that was unique or something that only you thought to bring.(Allow students to talk to

neighbors.) (Call on student) Tell me what your partner brought. Was it unique? (Wait for response.) Good, I think that is pretty unique. Ok, we are going to quietly go back to our desks so that we can start the lesson for today. We are going to learn some new words that come from this book. Learning Design:

I. Teaching: Teacher will introduce all four words at the beginning of the lesson. After introducing each of them she will then define and teach each word separately. Ok class, the four words that we are going to learn today are reluctant, ponder, introduce, and unique. Put your thumb to your chest if youve ever heard these words before. (Watch for reactions) Awesome! Well today we are going to find out what they all mean exactly. First lets start with the word reluctant. Everyone say it with me, re-luc-tant. Good job. Now lets spell it. (Teacher will show the reluctant card on the document camera while pointing to the letters as they spell the word) Now reluctant means that you do not want to do something. (Teacher turns the card over and shows the definition of reluctant on the document camera. She then opens What Mary Jo Shared to pages 4-5 as they talk about how Mary Jo was reluctant to share at school) Can you remember what Mary Jo was reluctant to do in the story? Why do you think she was reluctant to share in her classroom? (Allow students to recall and share what Mary Jo was reluctant to share) Another example of this word is that I was reluctant to get up this morning because I was still tired. I want you to turn to your elbow partner/neighbor and think about a time that you didnt want to do something or when you were reluctant. After you think of it, share it with your partner then I will call on groups to share. Please begin. (Wait for student groups to develop experiences. Walk around and listen to ideas) Put your thumb to your chest if your group came up with a time that you were reluctant to do something. (Childs name) would you like to share your experience? Great job. You were reluctant because you didnt want to do that werent you? Our next word is ponder. Lets say it together, pon-der. Good job! Now lets spell it. (Teacher puts ponder card on document camera. She points to the letters as they spell it together.) P O N D E R good job! Put your thumb to your chest if you know what ponder means. (Childs name) what do you think ponder means? Awesome. (Flip card over to show definition) Ponder means that you think carefully about something. Lets look at the book. Put your thumb to your chest if you remember what Mary Jo pondered about during the story. (Check for responses. Call on student to answer. Turn to pages 20-21 in the book. Read first sentence emphasizing pondered) See how Mary Jo had to think about what she will share? She pondered about it. Another example is that we had to ponder about our math problems earlier this morning. Ok, now its your turn to come up with an example of a time that you have pondered, or thought about something carefully. Think about it for a minute and talk to your same neighbor from before about your example. (Give students a chance to discuss. Walk around the room listening to the ideas) Put your finger to your chest if you came up with an example of ponder. (Childs name) share your example with the class please. Awesome example. You were pondering because you had to think carefully about it didnt you? Great job. We just learned two new words. Someone raise your hand to tell me what the two words are. (Teacher calls on student and puts both the reluctant and ponder card on the document camera for all to see) Great! So, reluctant means that you dont want to do something (flip over card and show definition once more) And, ponder means that you think carefully about something (flip this card over to show definition again) Now we have two more words to learn. The next word is introduce. Lets say this word together, in-tro-duce. Now lets look at how to spell it. (Put card on document camera and point to letters as word is spelled) Introduce, I N T R O D U C E. great. Who can tell me what introduce means? Remember to raise

your hands! Yes (childs name)? Good job, introduce means to present yourself or someone you know to another person. (Turn card over and show definition on document camera) What is something or someone that was introduced in our story What Mary Jo Shared? (Wait for appropriate responses) Lets look at the book for this word. (Open to pages 22-23 and read the first paragraph.) See how Mary Jo introduces her father to Miss Willet? Another example would be that on my first day here at school, Dr. Underbakke introduced you to me. Lets take a minute now to talk to our same neighbor about an example of introduce. When you have your example I want you to show me your eyes so I know you are finished. (walk around the room as students talk. When discussion has died down ask student to share his/her example) (Childs name) what was your example. Ok so when you met that person you were introduced to them. Our last word is, small drumroll please Unique! Lets say this word together, U-nique. Great work. Now lets spell it, (Put card on document camera and point to letters as you spell) U N I Q U E. What does unique mean? Raise your hand if you know. Wow! So many. (Show definition side of card.) Unique means that something is one of a kind and there are no other things like it. Lets think about this word. What do you think was unique in the story? Was it a person or a thing that was unique? (Allow students to talk about what they think is unique.) Lets look at the book for this word. (Turn to page 30 and read last paragraph) See how Mary Jo shared something that was unique about herself? She shared her father and that was unique because no one else thought to show their parents! Another example of unique would be that my fingerprint is unique. No one else has my same fingerprint! Now turn to your partner and talk about your own example of unique. Remember to try to make your example something about you or something that has happened to you. Put your thumb to your chest when you have your example. (Childs name) will you please share your example with us this time? Oh I like that example. Great thinking you all. So we just learned two more words didnt we? Someone raise your hand to tell me what the two words are. (Teacher calls on student and puts both the introduce and unique card on the document camera for all to see) Great! So, introduce means to present yourself or someone you know to another person (flip over card and show definition once more) And, unique means that something is one of a kind and that there is nothing else like it (flip this card over to show definition again). We just learned four new words! Reluctant, ponder, introduce, and unique. How great! Now lets practice some more. Now you guys will practice with the words that we learned. Each table group will work together to act out one of the words that we learned. I will tell you which word your group will act out but keep it a secret because everybody else will have to guess your word. I am going to put the four words on the board for us to see! Remember to keep the volume down while we work together. (Teacher will go to each group and give a word to the group for them to act out. Allow students time to talk and develop their ideas about how to act out their word.) When your group is ready I want you to have a seet at your table with your head down and give the others time to finish. (When all groups are finished ask for each to perform while giving time for the other groups to guess the word.) Ok, everyone please have a seat and listen. Group 1 will be our first group to perform. Everybody watch and try to think of the word that they are acting. When you think you know the answer, raise your hand. (After group is finished, ask child with hand raised what their word was. Continue to go through the different groups this way until all words have been addressed.) Great work everybody! Now lets have a seat and get ready for our next activity! II. Opportunity for Practice: Next I am going to pass out a worksheet for us to go over the words that we have learned today. I want all eyes on me first. (Teacher puts example graphic organizer

on document camera) We are going to use these organizers in order to practice the words. (Teacher will point to top circle) Your table group should write your word in this bubble. Your word is the same word that you acted out earlier. After you write you word in this box, the definition of the word goes in this bubble. (Point to the definition bubble) the definition can be in your own words but you should be sure that it is the same idea that we talked about. Finally, the last bubble is for an example that you come up with that uses your word. Make sure that you work together as a table group to come up with many ideas. After we all finish our chart, one person will come up and share with the class your organizer. (Pass out graphic organizers and allow time for students to work. As they finish, call one student up from each group to present their word for a last review) (Childs name) will you please come to the front and share your tables organizer with the class? You may use the document camera so that we can all see it better. (After student has shared the ideas call on another student and one at a time each table group should present. After all tables have presented, the teacher should collect the paper and prepare for the assessment.) Now that we are finished sharing I am going to come around and get each tables graphic organizer then we will move on to the next part of our lesson. III. Assessment: Now you are going to have a chance to show me what you learned from our lesson today. I am going to pass out a piece of paper to each of you and I want you to draw a line from the word on this side (point to word column) to the definition of the word on this side (point to definition column). Are there any questions about what we are doing? Ok. Make sure that you write your name at the top. You may begin when you get your paper. If you finish before other people are able to, please stay seated and stay quiet. We want to make sure that everyone is able to focus. IV. Closure: (After everyone is finished with the assessment, take up papers) Great work today everyone! Give yourself a pat on the back. Now real fast, before we end the lesson, someone tell me what you are going to tell your mom when you go home today? (Call on student) Good job! You can tell her that you learned four new vocabulary words. And what are those four words that we learned? (Wait for responses) yes, we learned the words reluctant, ponder, introduce, and unique.
Materials and Resources: Knitted Blanket What Mary Jo Shared Word/definition cards (attached) Document camera Graphic Organizer (attached) Vocabulary Matching Assessment (attached)

Differentiation Strategies (including plans for individual learners): H- Write a story using all four of the vocabulary words correctly. L- Students will have extra practice matching definition cards to word cards.

Data Analysis:

Reflection:

Samford University Design for Learning

Name: ___________________________

Date: ______________________

Vocabulary Assessment
Reluctant when you think carefully about something

Unique

present yourself or someone you know by name to another person

Introduce

something that is one of a kind and there are no others like it

Ponder

when you do not want to do something

Name: ___________________________

Date: ______________________

Vocabulary Assessment
Reluctant when you think carefully about something

Unique

present yourself or someone you know by name to another person

Introduce

something that is one of a kind and there are no others like it

Ponder

when you do not want to do something

Reluctant

When you do not want to do something.

Ponder

When you think carefully about something.

Introduce

Present yourself or someone you know by name to another person.

Unique

Something that is one of a kind and there are no others like it.

Word

Definition

Example

Vocabulary Assessment Answer Key

Reluctant when you think carefully about something

Unique

present yourself or someone you know by name to another person

Introduce

something that is one of a kind and there are no others like it

Ponder

when you do not want to do something