Baldwin Wallace University
Division of Education
Lesson Planning Form
I. Major Topic: English Date: November 15, 2013 Grade Level: 9
II. MATERIALS: Loose leaf paper (1 sheet per group), pencils/pens, dictionaries
III. CANDIDATE Resources: Dry erase/chalkboard, dry erase markers/chalk, list of the ten (10) vocabulary words
IV. STATE/Local Standards:
4. Determine or clarify the meaning of unknown and multiple- meaning words and phrases based on grades 9-10 reading and
content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase
...
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
IV. (a) National/State technology standards (if applicable)
N/A
V. Objective(s):
By the end of the unit, the students will be able to recognize at least seven (7) our of ten (10) vocabulary words (both in the text and in assessment form)
VI. Introduction:
Strategy and Grouping Pattern Used/Group Size: whole class of 25 students; divided into group of 5 groups of 5 students each
Transition/Focus Attention: The bell rings signaling the beginning of class. The teacher closes the door and calls for everyone to settle down.
Motivation/Hook: The teacher says that a new book is going to be being read in class that involves witches and wizard, magic, mystery, and fantasy.
Set Behavior Expectations: The teacher says that today the class will be working in small groups. Though talking is expected to be taking place, the volume of everyone's voices must be kept at a reasonable and not overly loud level so no other classes are disturbed.
Set Purpose: "Today, we will be doing a vocabulary lesson to not only expand our vocabularies, but also to help understand the story and the sentences in which these words are used."
Assess (activate and/or build) Background Knowledge:
In organizing the words into categories (List-Group-Label) students will be using schema on words they know and learning new words.
VII. Steps/Learning Activities/Differentiated Instruction:
Differentiation:
Students will be intermingling with other students which will help in comprehension.
A shorter list of words can be given to students with mental disabilities so they are not worrying on keeping up with other students in class.
1. Motivation/Hook: (1 minute)
The teacher says that a new book is going to be being read in class that involves witches and wizard, magic, mystery, and fantasy.
2. (2 minutes)
The teachers says that everyone will be divided into groups of 5 that will work on a vocabulary lesson together. The lesson is meant to help them learn new works that will aid their understanding of sentences in the book and expanding their vocabulary. While the teacher is saying this, he/she will be passing out sheets that feature the vocabulary words on it. The words are: tawny, chortle, swarthy, befuddle, gaunt, wheedle, sallow, tureen, palomino, and tendril.
3. (2 minutes)
The teacher divides the class into 5 groups of 5 students (each group will have a dictionary) and everyone gets into their groups.
4. (5 minutes)
The teacher says that everyone has a vocabulary list containing 10 words that they may or may not be familiar with. With their group, the students will group the words into categories based on their definitions. Each category must have at least 2 words in them and students may use the dictionary to look up any words that they don't know. After 15 minutes, the class will come together to see what kinds of categories were come up with.
5. (15 minutes)
The students work in their groups to figure out how the words are related, what they mean, and come up with categories to group the words. The teacher will talk around, helping any students/groups that may be having trouble and ensuring that all of the groups are on task.
6. (10 minutes)
The teacher brings the class together to discuss the words. He/she first goes through the words asking students which words they didn't know and had to look up (this provides the teacher with an idea of what words to make sure to use in class/help students learn and remember the meaning). The teacher then asks the groups what categories they used to group the words and what words were in each category. These categories are each written on the board. As a class, everyone decides which categories are the best way to group each word.
7. (8 minutes)
The teacher asks the students to flip their definition sheets onto the blank sides to see what the groups remember. Reading passages from the book that use the vocabulary words the teacher sees if, by taking the word out of the passage, the students are able to identify which word belongs/can be used in the passage (since words such as palomino and tawny can be interchangeable).
Closure: (2 minutes)
The teacher asks thew students if they have any questions or specific words they would like a better definition for. The teacher tells the students to study their vocabulary lists of new words learned in class in preparation for a vocabulary test the next week (and throughout the lesson to ensure they remember the words and their definitions).
Assessment Activities: Vocabulary tests will be given to ensure remembrance of the words and their definitions. (Formal)
The passage reading allows the teacher to see which students/groups had an easier time remembering the words and their definitions (Informal).
Transition: The bell rings which ends class.
VII. REFLECTION
How do you know that learning took place? How does the data support your conclusion?
What kind of adaptations did you make to accommodate individual differences? What other adaptations would be helpful to accommodate the needs of individual students?
Other than the modifications discussed above, would you change any aspect of the plan or how you conducted the lesson? (E.g. introduction and transitions, sequence of activities, time management, questioning, etc.) Why or why not? What changes would you make?
Signature of Cooperating Teacher: _____________________________
Date: __________
Division of Education
Lesson Planning Form
I. Major Topic: English Date: November 15, 2013 Grade Level: 9
II. MATERIALS: Loose leaf paper (1 sheet per group), pencils/pens, dictionaries
III. CANDIDATE Resources: Dry erase/chalkboard, dry erase markers/chalk, list of the ten (10) vocabulary words
IV. STATE/Local Standards:
4. Determine or clarify the meaning of unknown and multiple- meaning words and phrases based on grades 9-10 reading and
content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase
...
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
IV. (a) National/State technology standards (if applicable)
N/A
V. Objective(s):
By the end of the unit, the students will be able to recognize at least seven (7) our of ten (10) vocabulary words (both in the text and in assessment form)
VI. Introduction:
Strategy and Grouping Pattern Used/Group Size: whole class of 25 students; divided into group of 5 groups of 5 students each
Transition/Focus Attention: The bell rings signaling the beginning of class. The teacher closes the door and calls for everyone to settle down.
Motivation/Hook: The teacher says that a new book is going to be being read in class that involves witches and wizard, magic, mystery, and fantasy.
Set Behavior Expectations: The teacher says that today the class will be working in small groups. Though talking is expected to be taking place, the volume of everyone's voices must be kept at a reasonable and not overly loud level so no other classes are disturbed.
Set Purpose: "Today, we will be doing a vocabulary lesson to not only expand our vocabularies, but also to help understand the story and the sentences in which these words are used."
Assess (activate and/or build) Background Knowledge:
In organizing the words into categories (List-Group-Label) students will be using schema on words they know and learning new words.
VII. Steps/Learning Activities/Differentiated Instruction:
Differentiation:
Students will be intermingling with other students which will help in comprehension.
A shorter list of words can be given to students with mental disabilities so they are not worrying on keeping up with other students in class.
1. Motivation/Hook: (1 minute)
The teacher says that a new book is going to be being read in class that involves witches and wizard, magic, mystery, and fantasy.
2. (2 minutes)
The teachers says that everyone will be divided into groups of 5 that will work on a vocabulary lesson together. The lesson is meant to help them learn new works that will aid their understanding of sentences in the book and expanding their vocabulary. While the teacher is saying this, he/she will be passing out sheets that feature the vocabulary words on it. The words are: tawny, chortle, swarthy, befuddle, gaunt, wheedle, sallow, tureen, palomino, and tendril.
3. (2 minutes)
The teacher divides the class into 5 groups of 5 students (each group will have a dictionary) and everyone gets into their groups.
4. (5 minutes)
The teacher says that everyone has a vocabulary list containing 10 words that they may or may not be familiar with. With their group, the students will group the words into categories based on their definitions. Each category must have at least 2 words in them and students may use the dictionary to look up any words that they don't know. After 15 minutes, the class will come together to see what kinds of categories were come up with.
5. (15 minutes)
The students work in their groups to figure out how the words are related, what they mean, and come up with categories to group the words. The teacher will talk around, helping any students/groups that may be having trouble and ensuring that all of the groups are on task.
6. (10 minutes)
The teacher brings the class together to discuss the words. He/she first goes through the words asking students which words they didn't know and had to look up (this provides the teacher with an idea of what words to make sure to use in class/help students learn and remember the meaning). The teacher then asks the groups what categories they used to group the words and what words were in each category. These categories are each written on the board. As a class, everyone decides which categories are the best way to group each word.
7. (8 minutes)
The teacher asks the students to flip their definition sheets onto the blank sides to see what the groups remember. Reading passages from the book that use the vocabulary words the teacher sees if, by taking the word out of the passage, the students are able to identify which word belongs/can be used in the passage (since words such as palomino and tawny can be interchangeable).
Closure: (2 minutes)
The teacher asks thew students if they have any questions or specific words they would like a better definition for. The teacher tells the students to study their vocabulary lists of new words learned in class in preparation for a vocabulary test the next week (and throughout the lesson to ensure they remember the words and their definitions).
Assessment Activities: Vocabulary tests will be given to ensure remembrance of the words and their definitions. (Formal)
The passage reading allows the teacher to see which students/groups had an easier time remembering the words and their definitions (Informal).
Transition: The bell rings which ends class.
VII. REFLECTION
How do you know that learning took place? How does the data support your conclusion?
What kind of adaptations did you make to accommodate individual differences? What other adaptations would be helpful to accommodate the needs of individual students?
Other than the modifications discussed above, would you change any aspect of the plan or how you conducted the lesson? (E.g. introduction and transitions, sequence of activities, time management, questioning, etc.) Why or why not? What changes would you make?
Signature of Cooperating Teacher: _____________________________
Date: __________