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  Lesson Plan Format: Teacher: Leanne Thiec Grade Level: Third I. Content and Standards: CC.1.2.3.F Determine the meaning of words and phrases as they are used in grade-level text, distinguishing literal from nonliteral meaning as  well as shades of meaning among related words. C.C.1.2.3.J Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific  words and phrases, including those that signal spatial and temporal relationships. C.C.1.3.3.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools. II. Prerequisites: Students will need to know the definitions of the specified  words. III. Essential Questions: Why might you want a note deciphered? If a  weather forecaster was mistaken about the weather what could be the consequences? How can a person cause a catastrophe? What is a fortunate thing you would like to have happen to you? What can make it difficult to translate a letter? How might a  bothersome pet act? If you were hiking in the woods, what might you have to dodge? Which would make more of a din, a person whistling or pans falling on the kitchen floor? If the ground started heaving under you, what would you do?  What kind of repairs would a bicycle need? IV. Instructional Objective: Students will identify definitions and match them with  vocabulary words. They will be able to correctly place the words in sentences using context clues in the sentence structure.   V. Instructional Procedures: (Before) [15 minutes] I will show a powerpoint of the pictures from the Robust Vocabulary Reinforcement Walk from the previous day to discuss the vocabulary words. I will use essential questions to discuss in groups the  vocabulary words. (During) [25 minutes]: Half of the students will be given a  vocabulary word. Half of the students will be given a definition of a  vocabulary word. Students will find their partner. Students will then need to go the board to find the sentence that their vocabulary word fits into correctly. I will use these completed sentences to review for the class the vocabulary words and their use in context. (After) [10 minutes]: A vocabulary word matching will be given for assessment. The music video, “La Cucaracha (The Dancing Cockroach Video)” will be shown. Students will be encouraged to safely dance and wiggle.  VI. Materials and Equipment: Power point pictures from picture walk, sentence strips,  vocabulary words, vocabulary definitions, tape, matching vocabulary  words/definition assessment, “La Cucaracha (The Dancing Cockroach Video)”, media player.  VII. Assessment/Evaluation: Matching definitions and words will be assessed. Correct use of sentence context clues to properly place vocabulary words will be used.  Additionally, the vocabulary word matching assessment will be evaluated. Participation will be monitored.  VIII. VII. Differentiation: Individualized Activities: Switch A: Students will complete activity with minimal examples. Switch B: Students will complete activity  with several examples. Switch C: Students may need prompting and various examples. IX. Technology: A powerpoint will be used to show the Robust Vocabulary Reinforcement walk pictures. The video “La Cucaracha (The Dancing Cockroach  Video)” www.youtube.com/watch?v=Yfka9m6NhzE  X. Self-Assessment Teacher observation and student progress monitoring  will be continual. As students are completing work and discussing, switch approaches may  be adapted to meet the developing needs. More or less group work will be used as students communicate and create correct plural nouns. Also, considering mass misunderstanding will result in clarification and possible reteaching
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