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