Lesson Title : Bridge to Terabithia Vocabulary Cards (Frayer Model)

Context: 5th Grade

Number of students in the class: 31
Time: 35-40 Minutes
Materials:
List of Vocabulary
Projector (Slideshow)
White Board (Know, Kind Of know, Dont Know (3 Column Chart)
Student Notebooks
Worksheets (frayer model)
Key Standards:
CCSS.ELA-LITERACY.L.5.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 5 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-LITERACY.L.5.4.A
Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the
meaning of a word or phrase.
CCSS.ELA-LITERACY.L.5.4.C
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and
digital, to find the pronunciation and determine or clarify the precise meaning of key
words and phrases.
Measurable Objectives
Content: Vocabulary Word did not find any entries for your table of contents. From the
class book Bridge To Terabithia
Skills or processes: Identifying vocabulary, creating personal connections in order to
internalize the vocabulary
Academic Language:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.

Pandemonium
Conspicuous
Prissily
Ominously
Insufficiencies
Nauseatingly
Hypocritical
Thrumming
Peculiar
Fidgeting
Hoarsely
Rumpus

Background: Students have been reading Bridge to Terabithia as a class, they have
learned to find context clues to find definitions of the words they have found unfamiliar.
We will now create in depth definitions in order for them to find connections to the text.
Motivation: I want students to be able to build their vocabulary knowledge, by building it
through the use of a Frayer model they should be able to internalize and be able to use the
new terms in their writing.
Connections to prior knowledge / assets:
Students are exposed to some complex academic terms in their class readings, many
times they receive a simple definition from the teacher and seem to forget what the word
meant or can completely forget the word altogether after they read it. Through giving
them vocabulary instruction they are exposed to synonyms, antonyms word definitions
and are challenged to write a sentence using their new vocabulary term. Even if they
know the terms they will now be able to create their own definition.
Lesson Sequence:
The lesson will be taught in whole group while the students sit at predetermined seats. I
will allow time for the students to interact and discuss questions as the lesson progresses.
We will fill in the students Frayer model worksheet as the lesson progresses.
Introduction: I will introduce the lesson by clearly stating the learning target.
Anticipatory Set: To engage the students I will pose a question and have them discuss it
among their groups. Why is it important to understand vocabulary and the meaning of
words?
Body of Instruction: Students will explore vocabulary terms through their reading of
Bridge to Terabithia. These terms are not used in their everyday language, the students
must build their knowledge of vocabulary in order to become proficient readers and
writers.
Check for understanding: After defining the terms in their groups each student will have
to create their own sentence for each of the selected terms. In order for me to consider
them to have understood the meaning of the words the students will have to use the
vocabulary term correctly.
Differentiation / Scaffolding: If students are truly struggling or having difficulty
understanding the questions I can restate the question in a different form to alleviate the
confusion.
Based on: Vygotsky,Constructivist Theory/Instructional Scaffolding/
Elaborate on the content : Provide real world examples and words that have similar
meanings to the terms we are discussing if possible. Once they have finished the group
terms they are then able to select one to two words that they are still confused about and
create a frayer model of their own on notebook paper and do it for homework.
Assessment : Assessment will be formative, I will ask probing questions to check for
understanding and provide clarity and supplemental instruction based on the responses I

receive from the students. I will check that their Frayer Model worksheet is filled in
correctly and that their sentences make sense and the word is used correctly in the
sentence.

Reflection (after teaching): What worked; what could be changed to increase

effectiveness of the lesson
Throughout this lesson I felt the students worked effectively through the duration
of the time period. Engagement was good overall with the exception of one student. In
order to keep his attention I had to give him the task of being the class recorder, he was at
the front of the classroom writing the amount of students who knew, kind of knew or did
not know the word at all on our class chart. Once we were through the instruction and
modeling and I had the students begin to fill out their formative assessments which were
their Frayer model worksheets. Most students completed the required four in-class
vocabulary diagrams and continued on the backside of the worksheet with the homework
portion given to them by my master teacher which was just an additional four vocabulary
words. There were a few students who had some confusion with the connection piece of
the Frayer model. For future vocabulary instruction lessons I will ensure to model and
give examples of this connection section of the diagram. I need to explain that this is
them creating a connection between the vocabulary word and something outside of the
classroom that will help them remember the word when they encounter it later on in the
book or in school. This will alleviate the confusion some of the students had which might
also have caused them to just write an additional sentence in the connection box. Overall,
I felt the students added to their own vocabulary knowledge and had a positive
experience with the Frayer model with which they had no previous interaction with up to
this date. I think I will attempt to use this same model for any upcoming material that is
heavy on the academic words that my students may be unfamiliar with.