EDLC 554 - Vocabulary Lesson Plan

EDLC 554 L ESSON P LAN T EMPLATE D AILY L ESSON P LAN T EMPLATE P RELIMINARY I NFORMATION Candidate Name: Michelle Towles Grade Level: 2nd Grade Candidate’s Endorsement: Elementary Education K-5 Central Focus: Understanding words that have multiple meanings and how to tell them apart. Subject: Language Arts/Vocabulary Learning Segment Theme: Words with multiple meanings. Where in the learning segment does this lesson occur? ☒ Beginning ☐ Middle ☐ End Lesson Structure or Grouping: ☒ Whole Class ☐ Small Group ☐ 1:1 Other (specify): The class consists of 19 students of which there are 11 girls and 8 boys. Within the class there is one ESL student and two students with IEP’s. S TUDENT A SSETS (K NOWLEDGE OF S TUDENTS ) Complete this section if you are in a practicum setting. If you are not in a practicum setting, please list N/A. Personal (Interests, family backgrounds, experiences, etc.) N/A Cultural (Traditions, dialects, worldview, literature, arts, etc.) N/A Community (Landmarks, community events, etc.) N/A Developmental (Cognitive, physical, social, and emotional) N/A C ONTENT S TANDARDS State Standards - Virginia 2.6 The students will expand vocabulary and use of word meanings. a) Use knowledge of homophones. b) Use knowledge of prefixes and suffixes. e) use word-reference materials including dictionaries, glossaries, and indices. National Standards 3) Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on a prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). 4) Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. InTASC Standards Standard # 1: The teacher understands how learners grow and develop, recognizing that patterns of learning and Page 1 of 8

EDLC 554 development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Standard # 3: The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation. Standard # 4: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content. Standard # 6: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. Standard # 8: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. L EARNING O BJECTIVE ( S ) These must be behavioral and measurable. Statements of what students will know, understand, and be able to do at the end of the lesson (consider all three domains). Include condition, performance, and criterion. Students will be able to define multiple-meaning words to support comprehension with 90% accuracy. Students will be able to define words with multiple meanings using illustrations and movement with 90% accuracy. B EGINNING : L AUNCH /H OOK /A NTICIPATORY S ET How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? The teacher will begin the lesson by introducing the topic to students. “We are learning about words that have multiple meanings”. The teacher will play the video “Grade 2 – Multiple meaning Words” ( https://www.youtube.com/watch?v=CNMj-4giv6c ) on the SMARTBoard for students to view. Next, the teacher will ask the students to raise their hand if they know of any words that have multiple meanings. He/she will call on a few different students and write those words on the board. The students will then tell the difference between the word meanings for the ones they know. The teacher will then write the lesson goal on the board: Today I will learn to define words with multiple meanings using illustrations and movement. M IDDLE : I NSTRUCTIONAL S TRATEGIES TO F ACILITATE S TUDENT L EARNING Page 2 of 8

EDLC 554 The students will receive a blank activity space for each word so when this is finished, they will have 16 words with multiple meanings and illustrations. The teacher will do the first eight words (roll, present, park, table, fly, back, bark, and stick) with the class as a whole group. The students will then be split into groups to complete the last eight words (play, rock, watch, fall, slip, trip, sign, and fan) together with their fellow students. A dictionary can be used if needed. Once done, the teacher will go over all those completed words as a class to make sure everything is correct so far. The booklet will then be folded and stapled. Students can keep as a reference for the future. Independent Practice The teacher will pass out a Cut and Paste Word Worksheet and explain to the students they will cut out each word and paste it to the correct picture. Page 4 of 8

EDLC 554 This will be collected by teacher for a grade to check understanding of multiple word meanings. E ND : C LOSURE How will you end the lesson in a way that promotes student learning and retention? When the lesson is finished, the teacher will review what was taught and review with the students some of the words they worked with to see if they can easily remember the different meanings. The teacher will also ask students if there are any other words that were not mentioned that they would like to learn the meanings of. These words can be collected or written down to be discussed further. The teacher will then ask the students if they have any questions about the lesson and answer them if needed. E VIDENCE AND A SSESSMENT OF S TUDENT L EARNING How will you know whether your students are meeting your learning objective? What tools will you use to measure their progress? How will you provide feedback to promote student learning? Diagnostic/Pre-assessment(s) (could be prior to the lesson) The teacher will speak with students before introducing the lesson and simply ask “What does it mean to have multiple meanings for one word?” Have the students answer and see if they already know any words with more than one meaning. The teacher can also announce a couple different words to see if the students already know. Formative Assessments/ Feedback to Learners (part of the activities in the lesson) Students complete the “Cut and Paste Word Worksheet” during their independent study to be collected and graded for understanding and comprehension of the lesson. Summative Assessment (matches the objective) Students will complete a “Homographs/Multiple Meanings Words” worksheet as an assessment to check understanding. This will be completed with 90% accuracy. Page 5 of 8

EDLC 554  Dictionary  Cut and Paste Words Worksheet  Homographs/Multiple Meanings Words worksheet Technology Connection Smartboard, projector, chrome books, video for multiple word meanings. The teacher will use the smartboard to show the video and write the needed information. The teacher will use the projector to project worksheet onto the smartboard to fill out during the whole group activity. C ONSIDER THE F OLLOWING Q UESTION FOR THE NEXT SECTION OF THIS F ORM : How will you support students to meet your goals? EXPLICITLY describe what you will do! List planned supports (instructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student learning of the central focus). Planned Supports Students who may be struggling with the lesson can work with the teacher one on one during the small group activity. Students who may be advanced can be given extra words or tougher words to do for additional practice. Additional worksheets may also be given or allow students to work with a student who may be struggling. S UPPORTS : D IFFERENTIATION /E XTENSION How will you provide successful access to the key concepts to all the students at their ability levels? Exceptionalities (special needs [IEPs/504 plans], gifted and talented, accommodations, etc.) Students with special needs will be given additional support as needed whether it be from a teacher, counselor, fellow student, etc. Extra time can also be given to complete assignments. Additional support that has been specified on a students IEP will also be followed. Gifted students may be given additional worksheets to complete if needed. ELL Students may be given instructions verbally by teacher or have a translator to use home language. Learning Styles/Student Engagement The teacher will provide a nurturing environment that makes learning fun and keeps students interested, and motivated. A lesson plan that caters to all of the students learning styles will be used. This will be a differentiated lesson plan. Working in a whole group setting along with small groups helps students socially and helps with asking questions and answering questions keeps student engaged. Extension Students will be asked to make a list of all words they know (learned or not learned) they feel have multiple meanings. These will be collected and one list will be made to learn about together. R EFERENCES : R ESOURCES Cite all sources used in the development of the lesson materials and resources, including URLs or other references. Page 7 of 8

EDLC 554 Learnova. (n.d.). Grade 2 - Multiple meaning Words . Retrieved from YouTube: https://www.youtube.com/watch?v=CNMj-4giv6c R EFERENCES : R ESEARCH TO S UPPORT I NSTRUCTIONAL D ESIGN Cite all research used to support instructional design, including URLs or other references. DOE. (2017). Standards of Learning for English. Retrieved from Virginia Department of Education: https://www.doe.virginia.gov/teaching-learning-assessment/k-12-standards- instruction/english-reading-literacy/standards-of-learning NCTE/IRA Standards for the English Language Arts . (n.d.). Retrieved from National Council of Teachers of English: https://ncte.org/resources/standards/ncte-ira-standards-for-the- english-language-arts/ Page 8 of 8