Lesson Plan 554 Vocabulary

EDLC 554 L ESSON P LAN T EMPLATE D AILY L ESSON P LAN T EMPLATE P RELIMINARY I NFORMATION Candidate Name: Catherine V Long Grade Level: 2nd Candidate’s Endorsement: Special Education: General Curriculum Central Focus: Learning Vocabulary in Text Subject: Language Arts Learning Segment Theme: Context clues Where in the learning segment does this lesson occur? ☐ Beginning ☐ Middle ☒ End Lesson Structure or Grouping: ☐ Whole Class ☒ Small Group ☐ 1:1 Other (specify): Click or tap here to enter text. 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.) The small groups in this class have both male and female students. There are different types of family structures, ethnicities, and races. A lot of the students live in a single parent home. Three students have stepparents and one student has bio mom and dad in household. Three of the students attend the after-school program Cultural (Traditions, dialects, worldview, literature, arts, etc.) All the students speak only English. One student is ELL because his parents speak creole, but he does not speak creole. In this class there are 3 girls and 6 boys. The class comprises of one student is white, two students are mixed with black and white and 6 students who are African American Community (Landmarks, community events, etc.) This city is located is Virginia’s Blue Ridge Mountains. Roanoke is known to be the “The Star” city. Roanoke is very popular for is out recreation and its boutiques, Farmers Market and various museums. Developmental (Cognitive, physical, social, and emotional) The students are all at different paces. The students are very helpful to each other and very considerate of differences. The students work well in pairs and in groups. The students are able to use partner talk to their benefit. One student can sometimes antagonize other when his frustrated but often admits his wrings and apologies and the other student understand that he does not have bad intent. C ONTENT S TANDARDS State Standards The student will expand vocabulary when reading. a) Use knowledge of homophones. b) Use knowledge of prefixes and suffixes. c) Use knowledge of antonyms and synonyms. d) Discuss meanings of words and develop vocabulary by Page 1 of 8

EDLC 554 listening and reading a variety of texts. e) Use vocabulary from other content areas. National Standards IRA ELA Standard 1.Students read a wide range of print and non- print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. Standard 3.Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their 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). Standard 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. . Standard 6.Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. Standard 8.Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. Standard9.Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. Standard 10.Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum. Page 2 of 8