Reading Direct Instruction Lesson Plan Grade Level/Subject: 4th /Reading Topic: Vocabulary

Rationale: When students understand what words mean they will understand characters in a story better, be better writers, and do better in other subjects. ELA CCSS (s): RL.4.3: Describe in depth a character, setting, or went in a story or drama, drawing on specific details in the text (eg a characters thought) Behavioral Objective(s): Students will be able to correctly identify vocabulary words and match them to the correct definition. Prerequisite Knowledge or Skills (T=Teacher, S=Student) Knowledge: T needs to know the correct definitions to the vocabulary words. S should know the meaning of each of the vocabulary words. S need to know how to play charades. Skills: S needs to be able to match words with meanings/ write. S have to be able to play charades. Materials/Resources - Vocab worksheet (1 for each student) I got the worksheet and idea from my 4th grade clinical teacher Content and Strategies Focus/Review: This week we have learned what noble, modest, mysterious, tolerant, attentive, and stingy means. Objective (as stated for students) You will be able to match the vocabulary words to the correct definition. Teacher Input To help you review this weeks vocab words we are going to play charades. If I had the word sad I would act sad. Teacher then acts like he/she is sad. Then you would guess what I was acting out from our vocab words, and tell me why you thought how I was acting was sad. Teacher splits class into 6 groups, and has them find a spot in the classroom away from the other groups. The teacher tells each group a different word that they will be acting out for the class. Guided Practice The students will work in their groups planning out how they are going to act out their word together. The teacher will go around and check on each groups progress. After about 15 min. the teacher will have the class sit back down in their chairs. The teacher will tell the students that they will each take turns as a group coming up to the front of the classroom and acting out their

vocabulary word. The teacher will also let them know that the class will guess what word they had and tell why they think the group is acting out that specific word. Independent Practice The materials assistant will help the teacher pass out a vocabulary assessment to each of the students. Closure After about 15 min the teacher will collect the vocabulary assessment. Today we reviewed more of the words that describe their characters authors write about. Evaluation Full Mastery- 80% or more of the vocabulary sheet is correct. Partial Mastery- 61% or more of the vocabulary sheet is correct. No mastery- 60% or less of the vocabulary sheet is correct. Plans for Individual Differences ELL Students: Group them with non-ELL students. LD: Group them with non-LD students. TD: Have them write their own sentence that uses the vocab words correctly on the back of the assessment if they finish early. PD: Move desks out of the way so students can move around easier/ with more freedom. References: One of my clinical teacher lessons.