Pumpkin Vocabulary day two

Teacher Intern: Madison Vanderhoof Date: 9/28/19

Grade Level: 1st grade Subject/ Topic: Pumpkin vocab
Approx. time spent planning this lesson: 1 hour
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: vocabulary of pumpkins
Brief Context: Vocab on pumpkins
Prerequisite Knowledge/Skills: Our first vocab lesson
Lesson Objectives/Learning Targets Aligned Assessments
Consider formative & summative tools
Please number objectives and the aligned assessment measures.
The learner will: I will assess learning by:
1. Gain knowledge for the pumpkin vocab through 1. Observation of students
a video and through books

Standards Addressed in Lesson:

● 1-LS1-1. Use materials to design a solution to a human problem by mimicking how plants and/or animals use
their external parts to help them survive, grow, and meet their needs.
● CCSS.ELA-LITERACY.L.1.4. Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
● SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers
and adults in small and larger groups
Instructional Resources: Vocab strips/ worksheet

Consideration of Learners:
How have you responded to your diverse learners? Consider UDL (Multiple means of Engagement, Representation,
Action & Expression) & principles of differentiation. If appropriate, identify individual accommodations you will make
in response to needs or interests of students.

Engagement: Students will be able to engage with me and listen as a whole group, along with being able to engage with
their partners and show that they can work on their own as well while they work on their worksheets.

Representation: Students will show their knowledge for the vocabulary by answering in a while group, answering in
partners, and answering individually on their worksheets.

Action/expression: Students will be able to express the knowledge vocally aloud to one another and to the class, along
with a written response of the information. They will also be moving around throughout the lesson so that they have
time to move around and release some of their stored energy.

DOMAIN 2: THE CLASSROOM ENVIRONMENT

BUILDING RESPECTFUL RELATIONSHIPS: (Note any specific ways in which you plan to establish rapport, build mutual
trust, monitor & maintain relationships. Consider student-teacher & student-student relationships.)

I will try to listen in on groups I don’t normally listen to or call on so that I can hear their thoughts and gage their
knowledge in our unit.

ORGANIZATIONAL ROUTINES: (Identify ways that you have intentionally organized time, space, materials, & students
to minimize disruptions and maximize learning.)
I will make sure that my students are on the rug for the first part of my lesson (sitting nicely), and then I will allow them
to move with their partners around the room and go over their vocabulary strips so it’s not too loud, lastly I will make
sure to keep my students at a seat for the final activity.

SPECIFYING & REINFORCING PRODUCTIVE BEHAVIOR: (Note how expectations are specified, productive behavior is
reinforced and disruptive behavior is redirected.)

I will make sure that my students are listening by using a variety of management strategies, I will be intentionally
listening to some students to make sure they are working well together and getting through material.

DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro: [Think creatively about how to recruit learning.]

To start this lesson we will watch a video about the vocabulary of a pumpkin.

Development: [It may help to number your steps with corresponding times.]

I will then have my students grab their vocabulary strips and I will pull up pictures of their vocab one by one and ask
them to find the vocab in their strips and whisper it to their partner.

Then I transitioned them into their I-pads and I had them work on reading through the 5 books I added to their listen to
reading app that went over the vocabulary of a pumpkin.

When my students were done I allowed them to extend their learning by going on brainpop and watching the pumpkin
life cycle video which we will go over tomorrow.

Closure: (Be creative and consider authentic audiences for the work. Think beyond giving an assignment or
independent practice.)

At the end of this lesson I will have my students clean up and sit on the rug and when they are all sitting quietly then I
will allow my students to brainstorm some of the things they learned about a pumpkin.

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

REFLECTION AFTER TEACHING THE LESSON: