1. Topic-
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2. Content-
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Spelling, vocabulary, stories, language arts concepts revisited(verbs,
antonyms/synonyms, adjectives, nouns, punctuation, capitalization,
commas, contractions) |
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3. Goals: Aims/Outcomes-
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1.I can understand and apply knowledge of new and preexisting vocabulary.
2.I can choose which word best fits in a particular sentence or story.
3.I can recall the different parts of a story.
4.I can illustrate vocabulary through art and movement. |
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4. Objectives-
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1.I can work well with a partner.
2.I can work well in a group.
3.I can use materials carefully and effectively when exploring vocabulary
and a variety of ELA concepts. |
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5. Materials and Aids-
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word cards, anchor charts, interactive software, textbooks, manipulatives,
stories, songs |
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6. Procedures/Methods-
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A. Introduction-
1.The teacher will begin with a story to capture children's interests.
2.She will then introduce them to the week's important terms and words,
and provide examples to help them remember those important terms.
3.She will then ask the children a question as she begins to demonstrate
what it is she wants them to accomplish by the end of her lesson. |
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B. Development-
1.The teacher will begin by first using a quick story with hands-on
exercises and reinforce knowledge of the vocabulary she just introduced
them to.
2.She will then have the children to help her recall the important
parts of a story. She will integrate science and social studies, as
well as math as she sees fit.
3.They will thoroughly discuss the material, allow for questioning,
vocabulary, and instructions on what is expected during small group
and independent practice. |
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C. Practice-
The teacher will introduce vocabulary and spelling words by sharing
a story and using voice inflections and movements to capture the students
attention. They will be reading as a whole-group using the Treasures
textbooks and stop throughout to discuss what is being read and implement
knowledge of the vocabulary words. The students will have to create
examples of the words themselves and once she feels they are comfortable
they will break into pairs and also small groups throughout the remainder
of the lesson. |
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D. Independent Practice-
The students will break off into their groups and each group has
an assignment with understanding and applying knowledge of spelling
words and vocabulary. They will be reading with a partner, discussing
important aspects taught and introduced within their small groups,
and reading independently to gain new knowledge to be extended upon
what is already known during the lesson. |
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E. Accommodations (Differentiated Instruction)-
1.One group(High Group)will be writing and sharing a story using
the spelling words.
2.One group(Middle Group) will be creating a skit/commercial using
the spelling words.
3.One group(Lower group) will be making a spelling word flipbook,
where they will write each word and illustrate it using art. |
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F. Checking for understanding-
1.Word scramble, guess that word using art and movement.
2.Pre-test
3.Post-test
4.Partner/group work |
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G. Closure-
1.Vocabulary game
2.Sight Word bingo |
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7. Evaluation-
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1.Exit slips
2.Quizzes
3.Hands-on assessments
4.Classwork
5.Tests |
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