THE COLLEGE OF THE BAHAMAS SCHOOL OF EDUCATION

LESSON PLAN

Subject: Topic: min Sub Topic: grade

Language Arts Comprehension Vocabulary 3 mixed

Date:

Dec. 6 2011

Duration: 40 Class: No. of Children: 2nd

Lesson Number: 12 Ability Range:

PRIOR KNOWLEDGE: Familiarity with the structure of the vocabulary power reading Familiarity with glossary Ability to give definition for vocabulary in own words RECOGNITION OF EXCEPTIONAL LEARNERS: Student with below grade level reading level will be accommodated through whole group explanation and reading of practice page. Student with above grade level reading ability and fast pace will be accommodated through a challenge activity.

OBJECTIVES (Written in Behavioural Terms): At the end of the lesson the student will: 1. guess the vocabulary word to the definition given by the teacher 2. orally give sentences including the vocabulary words: frontier, nearby, orchards, survive, tame, wild 3. act out the vocabulary words: frontier, nearby, orchards, survive, tame, and wild

Copyright 2003 by School of Education, College of The Bahamas

Revised Edition Fall 2003

4. read an incomplete story and fill in the correct vocabulary words (fill in the blank) (page 88 in practice book) WALT define the words: members, arrived, rebuild, glum, announced.

INSTRUCTIONAL RESOURCES (List of Materials, Charts, A/V Aids, etc.): Harcourt Trophies Teachers manual, one Harcourt Trophies reading book for each student, chart paper, marker, and language arts journal for each child, dry erase markers, cover protectors.

CONTENT (add attachments as necessary): Front Loading vocabulary is very important for the reading success of a student. Prior to each weeks text, students are introduced to 5 vocabulary words that appear in the story. For the story Lemonade for Sale, students will learn the words: frontier, nearby, orchards, survive, tame, wild. Frontier- a place where people have not lived before. Nearby- not far; close by. Orchards- Large groups of fruit trees or nut trees that people have planted. Survive- to stay alive. Tame- to make something less wild. Wild- not lived on or used by people.

INTRODUCTION (must be related to the topic): (10 min)

The teacher will write the five vocabulary words on the chalkboard: frontier, nearby, orchards, survive, tame, wild. Next she will tell students that we are going to play a game. She will give an oral definition AND act out/ draw the word and the students will have to guess which word it is. In order to get all students

Copyright 2003 by School of Education, College of The Bahamas

Revised Edition Fall 2003

participating, students will write the word on their makeshift whiteboards (cover protector with paper inside and a dry erase marker).

note: students will be told that the cover protectors and markers are tools NOT toys. If the teacher sees people using them for other purposes (drawing, scribbling, etc) that individual will lose his/ her privilege to use it.

Copyright 2003 by School of Education, College of The Bahamas

Revised Edition Fall 2003

DEVELOPMENT: (What and How the body of the lesson)

METHODS AND TECHNIQUES
Vocabulary Power (Listening Comprehension): (10 min) The teacher will read Vocabulary Power to the students. After the sentence the teacher will ask students to orally define the vocabulary word in their own words. For example: Howdy! This is the frontier, a place where few people live. Frontier is a place where no one has lived before. Not many people live there because some people are just moving there. This will continue for all six of the vocabulary words.

STUDENTS ACTIVITIES
While the teacher reads the vocabulary power, students will sit quietly and listen. The teacher will give the purpose for listening as follows: to define the new vocabulary words in our class reading. The teacher will read Vocabulary Power to the students. After the sentence the teacher will ask students to orally define the vocabulary word in their own words. For example: Howdy! This is the frontier, a place where few people live. Frontier is a place where no one has lived before. Not many people live there because some people are just moving there. This will continue for all six of the vocabulary words.

ADAPTATIONS FOR EXCEPTIONAL LEARNERS

Copyright 2003 by School of Education, College of The Bahamas

Revised Edition Fall 2003

Directions (Guided Practice): (2 min) The teacher will read the directions of practice book page 88 aloud to the students. She will ask students to repeat the directions. For lower readers the class will read all of the words together. Vocabulary (Independent Practice): (8 min) Teacher will confer with students as they work independently on practice book page 88 The teacher will walk around and redirect, prompt and answer questions.

Students will echo the directions the The class will read the directions teacher reads. and the words on both practice book page 88 The students will read aloud (by raising their hand to be called on) the Low readers, unable to decode sentences on page 88 . The teacher will words have no idea if the text is stop to point out that not all of the proper even though they will be words on the page are proper nouns. able to when it is read to them or if Names of days of the week are proper they are prompted. nouns, things like yesterday or last week are NOT proper nouns. Teacher will provide prompting and questioning for students who Students should be doing their own work are struggling with the concepts. and be working quietly. The student who works at a faster If students finish early they will create their pace will write be given the task, own sentences using the vocabulary words once complete with the page, of on the bottom of work page 88. making up his own sentences for the vocabulary words.
Students will fully complete practice book page 88.

Copyright 2003 by School of Education, College of The Bahamas

Revised Edition Fall 2003

CONCLUSION: (10 min) At the conclusion of the lesson the teacher will ask 5 students to come up to the front of the class (one by one) and act out or give a definition for one of the vocabulary words. The classmates will have to guess. Once all of the students are sitting back down the teacher will ask students why they believe we learn the new vocabulary words before reading the story (we learn them because it will help us better understand the story). Everyday when you are reading you should look up the vocabulary words you do not know so that you will become a better reader (and a better writer). The teacher will then read the poem Johnny Appleseed and ask students to make an inference from what they know about the vocabulary and the poem to predict what the story of Johnny Appleseed will be about. EVALUATION OF THE LESSON: Observation of student behavior 1. Are students engaged? a. Engagement looks like: participating (ie: answer questions when asked), not talking while the teacher is reading the story or instructing the lesson. 2. Are students able to work independently? a. Are students working with partners? b. Are students constantly asking the teacher for help? Student Work: a. 1. Practice Page a. Accurately place the five vocabulary word in the correct place.

REFLECTION OF THE LESSON:

Copyright 2003 by School of Education, College of The Bahamas

Revised Edition Fall 2003

Copyright 2003 by School of Education, College of The Bahamas

Revised Edition Fall 2003