EDPS 6351 LESSON PLAN #1

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1 EDPS 6351 LESSON PLAN #1 Name: Lindy Smith Date: December 7, 2010 Grade Level: 3 rd 1. INTRODUCTION Purpose of the lesson: Content goal formula: SWBAT: Learning behavior (verb from taxonomy level locator) + content (what you will assess) + strategy (means) + conditions. (e.g., SWBAT: identify 6 features of plants by asking questions and observing with small groups. Content Goal written on the board: - SWBAT break down their vocabulary words into affixes and roots by dividing them into their parts on a graphic organizer individually. - SWBAT formulate definitions for and decode new words they have not encountered by completing the graphic organizer and creating their own definitions for words individually. Purpose: Increase understanding and gain the ability to read the text with fluency. Identify meanings of words using prefixes and suffixes. 2. EXPLICIT READING INSTRUCTION FOCUS: Vocabulary preview Interesting TEXTS: Teacher reads to students: Teammates (it can also be played on the ImagineIt website) Students read with teacher or independently: Leveled readers related to friendship unit theme such as An Unexpected Friend and Pet Friends Teacher MODELING: (this will include declarative, conditional, and procedural knowledge of any strategies) This lesson will be done with small reading group #3. What: Today we will be reading the story, Teammates but before starting, will review some of the vocabulary words from the story. We will start by reading the Vocabulary Warm-Up together out loud (it is several paragraphs about soccer and teammates that include each word used in a sentence). We will learn the definitions and understand the words more completely by studying the word parts, called affixes and roots. Vocabulary words: challenge, compete, equal, leagues, opponents, possess, responded, series, segregation Why: Knowing the meanings of the words we read is essential to our comprehension of the text. When we don t know many of the words we read, our level of comprehension goes down. When we know and understand most of the words we read, we can better identify the most important ideas of what we read. Today, we are also going to be learning a strategy that you won t just be using today, but that you can continue using every time you read. How: We will be learning the new vocabulary words by first choosing 4 of the 8 to write the word, write a definition in our own words and then draw a picture on a graphic organizer. Then we will share several examples from students for each word. We will

2 then learn about suffixes and prefixes. We will learn how several of the words for this week can be better understood by dividing them into parts (examples: equal, opponents, responded). GUIDED PRACTICE: (teacher and students) Teacher/Students: Introduce the concept of prefixes. Give examples of words that have prefixes and words that do not. Show the contrast in meaning between a word such as possible and impossible and how the im or prefixes can signal a big change in meaning. Discuss the root of a word. Show examples of words that have both prefixes and suffixes. Together as a whole class, identify the root. Introduce the concept of suffixes. Give examples of words that have suffixes and those that do not. Show how a suffix can signal a meaning change in the word. Have students brainstorm and give examples of words they know that have either suffixes or prefixes, having them point out both as well as the root. Give students example prefixes such as inter, per, ob and in as well as root words such as root words such as lud, liter, viv, corpor, nat, ject, manu and radic. Have students come up with examples of real words using the prefixes and roots. Example: international, object, literate. Before starting independent practice, the teacher will model how to fill out the graphic organizer as well as how to create a definition board on the meaning of a root and its affixes. INDEPENDENT PRACTICE: (students) Students will fill in the graphic organizer for each vocabulary words on affixes and roots. Students will not only divide each word into it s individual parts but also use that as a means of writing a definition in their own words. 3. ENGAGEMENT: What engagement principle(s) are you choosing for this lesson? X choice, collaboration, X building concepts, X relevance real world interaction Briefly describe HOW you will engage your students in this lesson. In this lesson, students will be engaged first in choice. They will have two different options to choose from to read on their own that relate to the friendship theme. They will also choose the four vocabulary words they would like to illustrate, define and use in a sentence on their graphic organizer. Students will be engaged because the purpose and objective will be posted and said out loud so students know and are conscious of how learning this new skill will help their reading comprehension improve. Student s motivation will be increased when they read the text again and are no longer troubled by the difficult words and their comprehension is not hindered but improved. 4. DIFFERENTIATION. How will you simplify or provide challenge for students who need it? For those students that need more of a challenge, I would give them 5 more challenging words

3 that can give them extra practice with separating words into affixes and roots and then finding their meaning, something similar to the sample worksheet at the end of this lesson plan. Since this lesson is already being taught in small groups, if there are one or two students that still need extra practice, I will work one on one with those students or choose easier words for them to work with. 5. WRITING OR ASSESSMENT TOOL: How will you know that your students understand your purpose? What will students be doing to demonstrate knowledge? (assessment tool). I will be informally assessing students as they work but also, as a final assessment, plan to give students the option of choosing 4 of the 8 vocabulary words to write a definition in their own words and use it in a sentence that applies to their own lives. I will also be assessing from what they write on their graphic organizers, especially the roots and affixes ones. At the end of the week when students take the assessment on Teammates, then I ll really know how deep their understanding of the words went. 6. REFLECTION: Based on this lesson, what is your very next step of instruction? Based on this lesson, my very next step of instruction is to hold off on going into detail about roots and affixes. I realized that for many of the students, understanding how to break up a word into it s parts and then finding the meaning of each part and putting that back together to form the meaning for the word was not an easy task and perhaps was even something they were not quite ready for. The group hadn t had previous experience doing that. Even though I have spent many weeks with this class, I have come to realize that I still don t have a firm grasp of what students are needing to learn, what they are ready to learn and what they already have the foundation built to be able to learn. In the Words Their Way book I found sets of words that could be done in a word sort for prefixes with ones such as anti, auto, circum, inter, mal, pro, post, peri and trans. I think doing a word sort where all they had to do was sort the word by it s prefix would be a good activity and then later on to go back to those same words and find their meanings based on the meanings of the prefixes. Next with the following week s words I might work on simply breaking the words up into syllables and identifying the root of the sentence. One of the strengths of this lesson is that the students were engaged with the text they were reading. One of the weaknesses is that the words I chose to use to demonstrate roots and affixes were too difficult for the reading group I was working with. Choosing more basic affixes that correlated with words they were more familiar with would have made the lesson more effective. Another weakness is that I did not do enough modeling for filling out the graphic organizer. If I were doing the lesson over again, I would have modeled how to fill out the graphic organizer, filled one out together as a group, then had them fill one out on their own so they had more guided practice.

4 ED PS 5320/6321 Lesson Plan Grading Rubric NOTE: YOU ONLY TURN IN THREE LESSONS. You choose WHICH three. Please print this rubric and attach to your lessons when you turn them in. Thanks. Name:_Lindy Smith #_1 Lesson I will be using the following Grading Rubric for your Lessons. Each Lesson will be worth a possible 15 points. If you do not earn 15 points, you may revise your lesson ONCE to meet the point requirement. Revisions must be turned in by December 9th. No exceptions. I. The student provides clear objectives that follow the SWBAT formula. 3. The lesson s objective is clearly stated in the appropriate SWBAT formula. 2. The lesson s objective is purposeful and relevant, but is not in the SWBAT formula. 1. The lesson s objective is not clear, not relevant, not complete, or missing entirely. II. The student appropriately reflects on the strengths and/or areas of refinement of the lesson (or part of the lesson) and provides recommendations for where to go next (if applicable). 4. Strengths and/or area(s) that may need refining are correctly identified and realistic alternatives are suggested. 2. Strengths and/or areas of refinement are not clearly identified, and/or realistic alternatives are not identified well for trouble spots. 0. Strengths and/or areas of refinement are not addressed. III. The student appropriately demonstrates understanding of the relationship between curriculum, EXPLICIT instruction, and assessment as evidenced by appropriately planned strategies, engagement principles, and meaningful activities to accomplish the lesson s objective. 4. Student clearly demonstrates knowledge of explicit instruction. Student demonstrates how to select appropriate strategies, appropriate text, engagement principles, and meaningful activities that accomplish the lesson s objective. Student s assessment and reflection are documented as evidence. 2. Student lacks demonstration of understanding of ONE of the following: curriculum, explicit instruction, or assessment of the lesson by not appropriately selecting one of the following: strategies, text, engagement principles, or formative assessment. 1. Student fails to demonstrate understanding of curriculum, explicit instruction, or assessment of the lesson by not appropriately selecting more than one of the following: strategies, text, engagement principles, and/or formative assessment.

5 IV. The student clearly has a sense of where to go next in the lesson, regardless of execution. 4. The student has a very clear sense of where to go next in the lesson based on what happened in the lesson that was taught. (Note: the lesson does not have to go perfectly!!) 2. The student has a general idea of where to go next, but this may or may not work. 0. The student does not have a sense of where to go next in the lesson. Total: /15 points

6 Roots & Affixes Graphic Organizer Word Prefixes Root Suffixes Meaning of affixes Meaning of word

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