Design for Learning

Instructor: Emily Lavender Grade Level/Cooperating Teacher: Houston-2 Lesson Title: Paperboy Vocabulary Date: October 24, 2013 Curriculum Area: Vocabulary Estimated Time: 20 minutes

Standards Connection: Determine the meaning of words and phrases in a text relevant to a Grade 2 topic or subject area. [Rl.2.4]

Learning Objective(s): When given an exit slip, students will be able to correctly math the words to its correct definition. Learning Objective(s) stated in kid-friendly language: Today boys and girls we will be looking at vocabulary words from the book Paperboy. Youll know youve got it when you can match the correct word to the correct definition!

Evaluation of Learning Objective(s): After the entire lesson, students will be given an exit slip. The students will have to match the correct word to the correct definition. The teacher will give directions to the class, but will then ask the students to read the directions twice to themselves just to make sure they all understand and know what to do. Engagement: The teacher will first begin with talking about the different ways people get their daily news. This will then transition into the lesson on The Paperboy and its vocabulary words for the lesson. Ok class, 1 ,2 ,3 eyes on me! Awesome. We are ready to start! How many of you all have watched the news on the TV? (wait for appropriate response) Great! Do your parents watch the news in the mornings sometimes? (wait for appropriate response) My mom would always watch the news in the mornings before we got ready to leave for school. Have any of you seen your parents read the news on the computer or the IPad? Or have you? (wait for appropriate response) Ok, last question. Have any of you ever seen your parents or have you ever read the newspaper? (wait for appropriate response) I remember when I was a child, my dad would always read the newspaper and eat a popsicle before bed! How funny! Now, he reads it on his IPad. Here is a Samford newspaper that is published for all Samford students. All kinds of campus news is found right here! Can someone tell me a book you all just read about newspapers? (wait for appropriate response)

Learning Design: I. Teaching: The teacher will introduce both vocabulary words and apply them to her life. Lets look at that book you all read last week, The Paperboy written by Dav Pilkey. Do you remember what he would do every morning? (wait for appropriate response) Lets look through some of these pages to help us remember. (Teacher will flip through the beginning pages of the book to help students remember what the paperboy did each morning to get ready for his route) Every morning the paperboy would wake up, go down

the hallway and pass his parents room and then his sisters room. Then he would head into the kitchen to eat. Who remembers what he ate? (wait for appropriate response) Thats right! He ate cereal from his bowl. Then what would he do? (wait for appropriate response) Yes, he would go to the garage and start folding the newspapers with his dog. His dog was there to keep him company, right?! Then he would start his daily route. This is the paperboys routine. Lets say that word together. (all together) Routine! Great! (Then the teacher will write the routine on the chart paper for a visual) A routine is a usual or normal way of doing something. The paperboy has a morning routine, or a usual way of doing things, to get ready to deliver newspapers. I have a morning routine too! (Teacher pulls out a bag with some items she uses in the morning during her morning routine. As she says each thing she does in the morning, she shows the students a prop) My alarm goes off at 6:57, I know thats kind-of a funny time to set my alarm, right? I get up, hop in the shower, get dry off, get dressed, and then do my hair. I then get my breakfast ready. Then I gather my things up. The last thing I do before I leave is brush my teeth. And thats my morning routine! In a few minutes each of you will get to share your morning routine. Now, lets talk about our next vocabulary word. Our next word is expert. Can you say that with me? (wait for appropriate response) (say all together) Expert. (the teacher will write the word expert on the chart paper for a visual) Awesome job! (turn to page 16-17 in book) See how the paperboy is riding his bike loaded with all of the papers? That looks tough, doesnt it? (wait for appropriate response) It is hard, but he is an expert at it. An expert is a person who knows a lot about something or does something very well. To become an expert at something, you must learn a lot about it or practice it until you are really good at it! I would consider myself an expert on swimming. Did you know that I swam on a swim team for 10 years? Thats a long time! I would go to practice for 2 hours, 5 days a week. Whew! It was a lot of swimming. But I loved it. I loved learning new things and getting better. I loved going to meets too! I love swimming so much, I am actually starting training to be an official for USA swimming too! That requires a lot of knowledge about swimming. I bet some of you are experts of some things or maybe want to become experts of something, and in a few minutes you will get to share. II. Opportunity for Practice: The teacher will have students write out sentences in their writing journal using both of these vocabulary words. The teacher will ask them to write the sentence and then draw a picture underneath the sentence. The sentence must have more than just three or four words. The teacher will model and give the students an example of what kind of sentence she/he will be looking for. The teacher will be looking for a descriptive sentence that includes the vocabulary word in it, in the correct context. Alright, friends! We are going to practice using our new words that we just learned In just a moment, I am going to ask you to move back to your tables. When you get back to your table, I want you to get out your writing notebook. I want you to write a 2 sentences. Write one on one page and the other on the next page. Under your sentence, I want you to draw a picture that goes along with your sentence and the new word. Lets talk about the sentence for a moment. What if my sentence was I have a morning routine. Do you think that is the kind of sentence I am looking for? (wait for appropriate response) No!! I want a good, descriptive sentence. You can even write more than one sentence, if you would like. I am going to give you an example of a sentence that I am looking for. My mom is an expert at cooking. She cooks a delicious meal everyday of the week! Then I would draw a picture of my mom cooking! Does that make sense? I know you all can think of some good, descriptive sentences for me. You all are so smart. Ok, I need table one and two to

head back to their tables. (wait for appropriate action) Alright, table three and four, your turn! The teacher will have students write their sentences and draw their pictures. The teacher will talk around the classroom and make sure that students are staying on task. The teacher will answer any questions asked during this time. III. Assessment: The teacher will have students complete an exit slip. It will have vocabulary words on one side and on the other it will have multiple definitions. Only two of the definitions will go with the vocabulary words. Ok, I need you to stop what you are doing. Finish up, and start putting away your markers and colored pencils. I cannot wait to read your sentences and see your pictures. We will share in just a moment. Once your desk is cleared off, I am going to pass out your exit slip for lunch! I need you to read the directions and answer the two problems. When you are finished, turn it in on the front table. The teacher will allow students to complete the exit slip. IV. Closure: Teacher recap what students have learned today. You all did a great job today! We learned two new vocabulary words today. I want you all to be listening for the next few days to see if you hear either one of the words we learned today or maybe see if you all could even one of the words in a conversation. You think you could do that? (wait for appropriate response) I want two volunteers to share their sentences and pictures for us before we head to lunch. The teacher will have two students share their sentences and pictures to the class. The teacher will ask questions and make comments about each sentence and picture. You all are super stars! Lets start to get ready for lunch. Materials and Resources: Paperboy Chart Paper Marker Exit Slip Samford Newspaper Brush Toothbrush Mascara Breakfast bar Swimming Picture Writing Notebooks Pencils Markers/Colored Pencils

Differentiation Strategies (including plans for individual learners): High Learners- Have students complete a Frayer Model for each vocabulary word. Low Learners- Have students practice with flashcards. The teacher will also work in a group with the students who are struggling with these two vocabulary words.

Data Analysis: We did not have time to complete the assessment for this lesson. The engagement, teaching, and opportunity for practice was all completed. Students did a fabulous job with the opportunity for practice. The students were creative with their sentences and pictures. I was able to read every students sentence. I was proud of the students and their hard work during practice time.

Reflection: This was my first lesson that I taught! I thought that overall, it went well. I need to work on a management tool. Also, I had my lesson plan on my lap, just in case I got stuck during the lesson. I really want to work on building confidence. I think that the students responded well to this lesson. They loved coming up with sentences and drawing pictures of each word.