“Kindliscious”

Grade Level: 5th

Subject: Reading

Ashley Parrott

I. State Learning Standards

A. Apply word analysis and vocabulary skills to comprehend selections.

1. A.3b Analyze the meaning of words and phrases in their context.

B. Apply reading strategies to improve understanding and fluency.

1. B.2a Establish purposes for reading; survey materials; ask questions; make predictions; connect, clarify and extend ideas.

1. B.3a Preview reading materials, make predictions and relate reading to information from other sources.

II. Resources

Student Resources / Teacher Resources
Amazon Kindle
Pen, Pencil, s, short story Otzi the Iceman from Moore series downloaded into the Kindle, Matching cards provided on the Kindle, comprehension question sheet, exit ticket, crossword puzzle. / \highlighter, websites for crossword puzzle:
http://www.crosswordpuzzlegames.com/chi-crosswordpuzzlegames/create
download into Kindle
Website: a strategy for a fun game to play with students: http://www.education.com/activity/article/Bump_Spelling_fifth/
Pen, pencil, note cards, matching cards, question sheet, exit ticket, crossword puzzle.

III. Learner Resources

The student will:

1.  Answer evaluation questions about the story

2.  Draw a picture of vocabulary words within the story using the Kindle

3.  Write a sentence explaining a vocabulary words meaning using the Kindle

4.  Match vocabulary words expressed in the story using the Kindle

IV. Instructional Methods

A. Engagement and Anticipatory Set

I will start off by having the group of students bring their story and white boards to the back table. Then I will start the discussion by asking them if they liked the story and some knowledge questions like:

1. Have you ever found something really interesting when you least expected it?

2. What happened after the hiker’s found the iceman buried in the ice?

3. Can you provide a definition for an archeologist, contents, embedded, valuable, and severe?

4. Can you tell me the difference between an investigator and a researcher?

5. What was your favorite part of the story?

Then I will take the discussion further and ask the students questions like:

1.  How would you feel if you found the iceman hiking one day in the mountains?

2.  How would you have handled finding an iceman or a different discovery?

3.  Do you know another instance where a hiker or archeologist discovered something?

4.  If the iceman was alive today, what questions would you ask him?

Once the students answer the evaluation questions I will move on and have them look within the text for the next activity.

B. Exploration

The next activity I will have the students do is to take out their Kindle. I will ask the students to write a sentence using the vocabulary words: valuable, artifacts, and tourist. I will alternate by having the students draw pictures depicting what an awl, coppersmith, and laboratory means. So one round will be a sentence then the next I will have the students draw the vocabulary word.

C. Explanation

The skill that the students will grasp is how to take the text of Otzi the Iceman and use their prior knowledge and context clues to derive meaning from the vocabulary. By asking question, if you do not understand a vocabulary word how can you find out the meaning? Students will then find alternative methods to finding out what a certain vocabulary word means and apply it outside of this lesson for their future. By having the students write sentences and draw pictures of the vocabulary words on their Kindle this allows the students to get a better understanding of what the word means.

D. Elaboration

If a student does not seem to understand a vocabulary word I would then pair them up and have them come up with a sentence together or have another student explain it to the student who does not understand the word. I would give them a list of words like: Archeologist, valuable, severe, scientist, and hikers, and have them either draw the words or write a sentence using the word. While they are in pairs and working together, I would be walking around and making sure that each student understands the vocabulary. Once they are finished in pairs, there is a matching game they can play. The matching game that is downloaded into the Kindle prior, includes the definitions of: tourist, hikers, awl, valuable, artifacts, archeologist, investigator, coppersmith, laboratory, embedded, severe, and flint along with their corresponding pictures.

V. Assessment and Evaluation

Once the students finish their matching game and understand the vocabulary there is an exit ticket asking the students to name two interesting facts you learned in the discussion today about the short story, and the other question has the students list which activity was most helpful in learning the vocabulary. Once they hand in their exit ticket there is a crossword puzzle using the vocabulary for homework.

Rubric / Excellent 5 / Average 3 / Poor 1-0
Exit Ticket / Exit ticket is accurate and described in complete sentences / Exit ticket is somewhat accurate and described well / Nothing written
Sentences / All sentences uses and explains the vocabulary word / Some sentences describe and explain the vocabulary words / No participation
Matching Game and Effort / Outstanding Effort / Minimal Effort / No effort or matches
Accuracy of drawing / Almost perfect accuracy / Good accuracy / Accuracy is limited

VI. Differentiated Instruction:

If there is a child with special needs in the classroom I would include them in te lesson but have an adaptive technology readily available for the student. I would also have an aide present in case I cannot assist them directly.

VII. Closure

The closure activity is the exit ticket. The exit ticket examines their understanding of the discussion we had and asks the students which activity helped them understand the vocabulary better. By having the students explain one thing they have learned it will show me how the outcome was met.

VIII.  Reflection: (done after lesson is completed)

What went right?

What went wrong?

What would I do to improve this lesson?