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 complete the assignment correctly without missing a question. 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. The students should correctly identify all vocabulary words with their definition. 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 talk to the students and ask if they remembered the story that was read in class last week.) Ok students, who can tell me the book that we read in class last week? (wait for appropriate responses) Good job! It is called What Mary Jo Shared. Now who can tell me what the book was about? Remember to raise your hand. (call on students who raise their hand and ask them to specify what happened in the book) Awesome! I am so glad that you guys remembered so much about the book! Today we are going to learn some vocabulary words that go with this book. Ok lets quietly move back to our seats so that we can learn these words. 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) 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. (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) 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 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. II. Opportunity for Practice: 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! 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: What Mary Jo Shared Word/definition cards (attached) Document camera 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: Of the fifteen children tested, fourteen of them scored proficient on the assessment. One child missed three of the four matching questions.

Reflection: This lesson went by surprisingly smoothly due to the fact that it was taught on Halloween. The children were very attentive and enjoyed acting out the vocabulary words. The child who scored poorly on the assessment was pulled from the lesson before or midway through the teaching portion. This child would need to have an additional time to go over these words in order to learn them.

Samford University Design for Learning