Cooperating Teacher’s Signature / School
Content Area/Grade or Language Level/Topic / English 9 / # of Students / 30
College Supervisor’s Name / Date / 9-17-10
I.PRE-INSTRUCTIONAL PLANNING
- Learning Goal(s)
(Rationale – Why is this lesson being taught?)
This lesson is preview of the short story A Sound of Thunder by Ray Bradbury. I chose this lesson because it gives students a chance to familiarize themselves with the text and its vocabulary and to build anticipation as they make predictions and personal connections with the text. This lesson will be taught with 3 primary purposes in mind: (1) to enhance students’ vocabulary and facilitate vocabulary-building techniques (cognitive domain), (2) to provide students with an opportunity to practice effective pre-reading strategies (cognitive domain), and (3) to promote interpersonal communication and cooperation (affective domain).
Standards Addressed
The student will apply a variety of strategies to expand vocabulary.
- Acquire, understand and use vocabulary by learning words through explicit vocabulary instruction and independent reading, and appropriately use these words in writing.
- Determine the meaning of unfamiliar words and metaphors by using dictionaries, context clues and reference books.
- Understand the meaning of unknown words using derivations, such as word roots and word origins.
- Objective(s)
(Stated in terms of observable behavior – Who? What? How? How well?)
After being introduced to the story’s vocabulary, students (in groups of three) will complete a vocabulary square for one of these words at or above a level 3 (75 percent) on the included rubric.
After completing the class vocabulary activities, students will be able to correctly define and apply at least 8 out of the10 vocabulary words on a short quiz.
- Assessment Plan
(How will you determine if students have met the lesson objective(s) and what tools will you use?)
During the individual activity, I will informally assess students’ prior knowledge of vocabulary by observing their answers and asking follow-up questions. I will also give further instruction or assistance as needed.
Formative Assessment: After modeling the group activity, I will pass-out Vocabulary Squares for students to practice vocabulary strategies. These handouts ask students to define a vocab word, use it in a sentence, provide synonyms/antonyms, examine etymology, and create a meaningful picture. These handouts will be presented for the class briefly and turned in for credit (see rubric for breakdown)..
Summative Assessment: Students will be quizzed on the vocabulary words later in the week; I will formally assess their understanding with a brief fill-in-the-blank quiz (see the attached quiz for more info).
D.Provisions for Diverse Learners
(Individual Characteristics, Gifted & Special Needs, Multicultural & Linguistic Considerations)
Auditory Learners: I will give directions and instruction verbally. There are also several components of the lesson that facilitate auditory learning including the group activity and presentations.
Visual Learners: I will include visual modeling session as part of my instruction. Furthermore, the group activity offers incorporates visuals to help visual students make connections to the vocabulary words .
Kinesthetic Learners: Much of the lesson is designed around hands-on learning, particularly the group activity. This activity reinforces the vocabulary by giving students a chance to actively preview the story, access vocabulary using dictionaries, and hone writing skills.
Differing Ability Levels: I will make sure groups are mixed based on skill levels and abilities so that students can help each other learn and understand the words better. Although there will be a time limit on this activity, I will encourage students to work at their own pace. If some groups finish early I will offer them a choice between doing another “Word-Analysis Handout” or reading/working quietly.
ELL Students/Multicultural:
Much of this lesson’s underlying goals/purposes are meant to facilitate ELL students’ reading (frontloading vocabulary, connecting prior knowledge, scaffolding vocabulary strategies, etc). I will make sure that ELL students are grouped with other students who are fluent in English so they can help each other. I will also utilize visuals in my instruction, and model the task during instruction.
Other Concerns:
There will be a special spot in the room where EBD students can go if they begin to feel overwhelmed.
E.Materials & Special Arrangements
Arrangement: Desks will need to be arranged facing the projector screen for the first part of class (direct instruction & Modeling). Afterwards, students will need to move their desks into groups of three facing each other in order to better facilitate group work.
Teacher Materials: Projector connected to computer, document-camera, Vocabulary Hunt Handout (35 copies), A Sound of Thunder (35 copies), Vocabulary Square Handouts (40 copies), dictionary set, Thesaurus set, white board and dry erase markers, lesson notes
Student Materials:Pen/pencil
F.Student Behavior Expectations
Throughout the lesson, I will clearly state the directions and ask students to restate the directions to me. I will monitor the class, and provide affirmation for good listening skills, cooperation, and on-task focus. Students who are distracted or distracting others will be redirected will a verbal reminder or nonverbal cue.
During Instruction:
-quiet
-students raise hands to contribute
-attentive (eye contact, posture)
-No talking while others are talking
During Individual Work:
-quite
-Students raise hands to ask questions
-Focus on own work
-Be considerate of others who are working
During Group Work:
-Break into your assigned groups when I tell you. Group one will complete the vocabulary square for word one, group two, the vocabulary square for word two, and so on. As you work on the vocabulary square, you will need to use dictionaries, thesauruses,and drawing supplies all of which are available up front. Remember to speak quietly and raise your hands to ask questions. Your group needs to work together to define, show, and explain the word through writing and drawing, but each of you will need tohave your own completed square. When you are done, we will convene as a class to discuss these words and what you learned about them. Be prepared to briefly present your findings for the class. Remember, you may talk, but talk quietly. You may go.
G.Teacher Skill Focus
Instruction/Modeling: I will focus on making sure that my instruction is clear and understandable.
Group Activity: I will focus on monitoring student behavior and facilitating the activity during group work.
Discussion/Presenting: I will focus on directing instruction and facilitation discussion during the instructional portion of the lesson.
H.Estimated Time
50 minutes
II.IMPLEMENTATION OF THE LEARNING SEQUENCE
(Add attachments as required by your department.)
Time / Activity (What) / Procedure (How)2 min
13 min / Introduction & Motivation:
Directions
Individual Activity (Text Preview: Vocabulary Hunt)
Questioning / Good morning class! Today, we are going to preview a short-story that we’ll be studying the next couple days, A Sound of Thunder by Ray Bradbury. We’ll make some predictions, ask some questions, and examine some pictures in order to set the mood. But for now, I would like to start, with a class vocabulary activity.
In a moment, I will give you each a “Vocabulary Hunt Handout” and a copy of the story. I want each of you, individually, to search for the listed vocabulary words, read them in the context of the sentence, and fill-in the blank what you think that word means. Don’t worry about getting themall correct, this won’t by graded for right answers but for effort. Later, we will do a group activity looking at these vocab words in greater detail.
-Pass out “Vocabulary Search Handouts” and a copies of the story
- Students will search the text for pre-selected vocabulary words and attempt to define them using only context clues and prior knowledge (briefly review context clues & strategies)
-Remind students of to remain in their seats and work quietly
-After students have completed the “Vocabulary Hunt” ask several broad anticipation questions.
- Based on the vocabulary and the sentences you read, what is your overall impression of the mood of the story?
- Do you have any predictions for what the story is about?
- Well, keep these questions in mind as we dig a little deeper into the story’s vocabulary with a group activity
5 min
5 min
20 min / Learning Activities:
Direct Instruction:
Transition/Vocabulary Squares
Modeling
Group Activity: Semantic Mapping
Brief Presentation: Jigsaw Vocabulary / During the Vocabulary Hunt, I asked you to make some inferences/predictions about some of the words encountered in the text. Now we will see how you did by examining the words more formally via a group activity known as a Vocabulary Square. In this activity, you will concentrate on 1 of the 10 words and do the following:
- Use a dictionary to define the word
- Brainstorm possible synonyms and antonyms (remind students of these terms)
- Examine the words etymology using one of the available computer stations (remind students of etymology)
- Use the vocabulary word in a sentence
- Create a picture that exemplifies the vocabulary word
-Demonstrate the above procedure on board using a different word (not on the list, but from the story)
Briefly think aloud . . .
- using a dictionary
- synonyms and antonyms (ask students for examples)
- using internet etymology resource
- sentence writing
- where to find art supplies
-Have student groups take turns presenting their word to the class
- Word
- Definition
- Synonyms and Antonyms
- Etymology
- Pictures
-Students not presenting should add words/take notes from other groups’ presentations
-Remind students that they will have a quiz on these words at the end of the week (after reading and studying A Sound of Thunder in greater detail).
-Have students turn in completed Vocabulary Squares
5 min / Closure:
Debrief Activity
Assign Homework / -Compliment students on their work and briefly review the purpose of the lesson.
- Importance of pre-reading strategies (connecting to the text)
- Importance of vocabulary building and strategies to use when encountering unknown words (context clues, prior knowledge, using extra-literary sources, etc)
-Complete the anticipation guide
-Be ready to read and discuss the story
III.POST-INSTRUCTIONAL ASSESSMENT
A.Learner Assessment
Did students meet the objective? How do you know?
- Teacher Self-Reflection
How did you feel as you participated in this lesson?
What did you do well in this lesson?
What would you do differently?
- Cooperating Teacher’s Suggestions/Evaluation
Attach a separate sheet if desired.
S:\Elementary Education\El Ed Methods\Forms\Methods Lesson Plan.doc6/23/06