Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase.2. LAFS.3.L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.
LESSON PLAN TEMPLATE For Before, During, After Lesson PlansName: Date: 7/13/15LESSON PLAN FORRED 4750: Before Reading, During Reading, After ReadingI. LESSON BACKGROUND1. Trade Book Used, Reference in Afor(Attach a copy of the Lexile cited reference with grade level highlighted; or copy of Lexile level.)2. Grade Level of Lesson3. Name of Strategy your are using (teaching)Book: Tarshis, Lauren, and Scott Dawson. I Survived The Attacks Of September 11, 2001. New York: Scholastic Press, 2012. Print.Lexile Level of Book:Grade Level of Lesson: 3rdName of Strategy: Vocabulary Concept MapII. SUBJECT MATTER CONTENT (What You Intend to Teach)4. What You Intend to Teach Concept :Vocabulary Definition of concept: Vocabulary is defined as the the body of words used in a particular languageImportance of Concept: Learning new vocabulary, serves as an important during reading. Students gain an understanding the meaning of thnew words that are unfamiliar to them. Learning new vocabulary gives understanding and comprehension of the words in the text.III. INSTRUCTIONAL OBJECTIVES) / OUTCOMES5. Objective By the end of tvocabulary lesson, students will be able to correctly use their new vocabulary words to write a short paragraph prediction of the book I survived the attacks of September 11, 2001 using 5 out of the 7 vocabulary words within six minutes of their independent activity. S- Students M- 5 out of 7 A-Write R- Book: I survived: The attacks of September 11, 2001 T- 6 minutes 6. Florida Standards1.LAFS.3.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase.2. LAFS.3.L.3.5 Demonstrate understanding of word relationships and nuances in word meanings. 3.LAFS.3.W.1.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.7. Goal 3 Standards 1. Standard 1Information Managers Florida students locate, comprehend, interpret, evaluate, maintain, and apply information, concepts, and ideas found in literature, the arts, symbols, recordings, video and other graphic displays, and computer files in order to perform tasks and/or for enjoyment. ? During the initiating activity, the student will be able to correlate the American Flag and the cover of the book to an event of September 11, 2001.2. Standard 4: Florida students use creative thinking skills to generate new ideas, make the best decision, recognize and solve problems through reasoning, interpret symbolic data, and develop efficient techniques for lifelong learning. ? Together students will work as a class to come up with meaning of vocabulary words using context clues of a sentence, thus students will create their own prediction of the story using the vocabulary words they have just learned.3. Standard 10Multicultural Sensitive Citizens Florida students appreciate their own culture and the cultuof others, understand the concerns and perspectives of members of other ethnic and gender groups, reject the stereotyping of themselves and others, and seek out and utilize the views of persons from diverse ethnic, social, and educational backgrounds while completing individually and group projects. ? Students will learn that the events of September 11 happened in New York City, in the country The United States of America in which they live in.IV. INSTRUCTIONAL PROCEDU(How You Intend to Sequence Your Lesson)8. Lesson Initiating Activity (Beginning the Lesson) (Lesson to be given a week prior before actual September 11, 2001 anniversary) Lesson Initiative activity (beginning the lessons) 1. (Teacher gathers class on the rug) 1. Teacher: Good morning Ms. Jean?s fantastic third graders 2. Students: Good Morning Ms. Jean 3. Teacher: Today we will have a very interesting lesson. Can everyone please take a look at the calendar and please and tell me something you notice about tmonth? 4. Student (A): Yes Ms. Jean, I noticed next week Wednesday, September 11, 2015 is circled and has the American Flag. 5. Teacher: Very good observation (Student A). That is correct. Next week Wednesday is September 11th , 2015 6. Teacher: Raising your hand, tell me anything you know when you hear the date of September 11th 7. Student (B): It has to do with our country because the American flag is on the calender. 8. Teacher: Great observation!! Yes, it has something to do with our country. 9. Student (C): I don?t really know exactly what happenend, but I remember my mom said it was a sad day and something bad happened in New York. 10. Teacher: Correct something bad did happened in New York, and your mom was right it was a very sad day. Does anyone else have something to add? 11. Teacher waits for additional responses. 12. Teacher displays photo of the book cover on the overhead 13. Teacher: Class let?s do a picture walk of tbook. By raising your hand, what observations do we notice on the cover? 14. Allow for a couple of student responses 15. Student A: I can see smoke and two tall buildings on fire. 16. Student B: A man who looks scared and he looks like he?s thinking What?s going on? 17. Student C: I see the book title I survived. And the bottom of the book says, The attack of September 11, 2001, so that means people were attacked and he is trying to stay alive. 18. Teacher: I love how you are using the illustartions to make very good predictions. I heard some really good comments. To help us learn about September 11, 2001, we will be reading tnew classroom novel named I survived: The attacks of September 11, 2001, the author Lauren Tarsis, wrote a story about a young man named Lucas who happened to be in the area of the attacks on September 11, 2001. The story will tell us facutal information about the event. We will find out where and how the attacked happened and many other important details we should know. 19. Teacher: Before we read the book let?s use some of our reading strategies. Before we read a book, what are some things we must know? 20. Student: We must know how to pronouce the words we don?t know and learn the meaning of them. 21. Teacher: Yes Vocabulary!!! And why is tso important? 22. Student A: The author writes it in the book so we can understand what we are reading and to make the story interesting. 23. Teacher: Should we just skip it? 24. All student exclamed: NO! 25. Teacher: Very good! I picked out some very important vocabulary words that will help you better understand the story. I would like you to return to your desks. We are ready to begin our lesson.1. Teaching the Lesson: Direct (Modeled) Instruction 2. *As student return to their desk, teacher places an oversized vocabulary concept map booklet on the board.*3. Teacher: Once again, today?s vocabulary words will come from our new class novel, I survived: the attacks of 9/11. For the vocabulary lesson we will be doing a pyramid vocabulary concept map. 4. Teacher: Who remembers using the pyramid vocabulary concept map? 5. Student: I remember we have to write the words and definition.6. Teacher: Correct! It?s everything you have learned about the word but we will putting everything we know about the word all in one pyramid. For each word we will be going over the definition, synonyms or antonyms, writing a sentence on the concept map and drawing a picture.7. *Teacher selects one student to pass out blank pre-made stapled vocabulary concept map template booklets to the class. *8. Teacher: Once you receive your vocabulary booklet, I would like everyone to place a pencil and crayon case on top of your desk so I know you are ready to begin.9. Teacher: Has everyone received a booklet?10. (Waits for students to raise hand. If all students are given a booklet, teacher may procwith lesson)11. Teacher: Each of you were given a blank vocabulary booklet. On the board, you will see an example of your vocabulary booklet.12. On the cover of your booklet. Please title the cover page: I survived: The attack of September 11th then number each vocabulary word as seen on the board. Don?t forget to write your names on the bottom. Look up when you are finished.? Example:13. Teacher: Please open your booklets. To the left page you will see your concept map for your first vocabulary word.14. Teacher: Let?s go over an example so we all understand exactly what we are doing.15. Teacher: The vocabulary word I was given is fire, I would write that on the top of the pyramid.16. Teacher: Then you will define the word. Can someone tell me what fire means?17. Student:18. Teacher: Excellent! That was a perfect definition. I will write that definition right here in the middle. Next, the bottom left of the pyramid I would write a synonym or and antonym of my vocabulary word.19. Teacher: Can someone tell me what are synonyms and antonyms?20. Student: Synonyms are words that are alike and antonyms are opposite words.21. Teacher: Ms. Jean students are the best!!! Great job. So who can give me the synonym for the word fire?22. Student (A): Flame. That?s easy!23. Teacher: Good job. You would then write flame on the bottom left of the pyramid. You can abbreviate the word synonym or antonym by putting S or A.24. Teacher: And then you will write a sentence using the vocabulary word.(Choose a student who hasn?t really participated)25. Teacher: (Insert student?s name) Would you like to give me a sentence using the word fire?26. Student: The fire burned the house down!27. Teacher: Perfect sentence! We will add that sentence by writing it in the last box.28. Teacher: On the next page you will draw a picture to the corresponding word and use your crayons to color the picture. 29. Teacher: At the end of your concept map, it should look like the one I went over with you all.30. Teaching the Lesson: Guided Practice Procedu1. Teacher: Now let?s work on your very own concept maps. I will be here to help each one of you. 2. Teacher: First, on our vocabulary booklet we wrote down all the vocabulary words that you will nto know in order to comprehend the book we will be reading. Please make sure you wrote down all the words in the same order as me.? Example:Then the teacher will ask, 3. Teacher: What are some ways we can use to find the meaning of words we want to know? 4. Student: We can look up words from the dictionary. 5. Student: The internet too because it has a dictionary as well! 6. Teacher: Yes we can also use the internet to do research of a word that we don?t know. 7. Student: Context clues from a story! 8. Teacher: Right on target! That?s exactly what we will be doing! 9. Teacher: Today we will be using context clues from the actual book and coming up with our own definitions. We will be doing ttogether and making sure we all understand what each word means. 10. Teacher: Thumbs up if you understand! (Teacher waits for students thumbs to go up and continues) 11. Teacher: Please can someone tell me, do you think pronunciation of our vocabulary words are important? 12. Student: I do because if I don?t say the word correct people won?t understand what I am saying. 13. Teacher: You are very right (Student name). Also to be good readers we want to read each word correctly to improve our vocabulary. 14. So class what do we do before we go over each vocabulary word as a class? 15. Class chimes REPEAT AFTER YOU!! 16. Teacher: Very good class. Repeat each word after me. *Class recites each word* 17. Teacher: Now, I nfor everyone to take out a pencil and put their thinking caps on! Ready to begin? 18. Class chime: Yes! 19. Teacher: The first vocabulary word is massive. The plane was so massive in front of my eyes, it felt like I couldn?t open my eyes wide enough. (Teacher calls on a student in a group )20. Teacher: Group 1 Do you have an idea what massive means? Group 1: massive means big 21. Teacher Does another group have another meaning? Group 6: It means really big, like huge. 22. Teacher: Very good. Yes massive our first word means something really big or huge. 23. Teacher: Please write the definition in the middle triangle. (Teacher waits a couple of seconds.) 24. Teacher: Can someone give me a synonym or an antonym for the word massive Group 2: Large would be the synonym and tiny would be the antonym 25. Teacher: Excellent! 26. Teacher: Can someone from Group 3 come up with a sentence? Group 3: The massive truck had big wheels. 27. Teacher: Great connection!! 28. Teacher: Please copy the sentence into your books and draw a picture on the next page. 29. Teacher walks around and compliments pictuand the teacher ensustudents are writing in the appropriate boxes. 30. Teacher: Let?s move on to the word horrific. People were scared and yelling, we have all witnessed a horrific sight of the second plane hitting South tower 31. Teacher: Can any of the groups define the word horrific? (Teacher calls on a group) Group 1: Horrific means terrible because the people just seen something terrible because they were yelling 32. Teacher: Excellent use of context clues.That is correct. Horrific means terrible. Let us all note that down and if there is anyone with a different opinion, please feel free to speak out. 33. Teacher: Group 3, can you give the synonym of the word horrific? Group 3: The synonym can either be awful or horrible 34. Teacher: Excellent! Please write that down or add to your lists. 35. Teacher: Now group 6, please tell us the antonym of the word horrific. Group 6: Appealing. 36. Teacher: That is wonderful. The opposite of the word horrific is appealing, attractive or exciting. 37. Teacher: How about someone from Group 2, please construct a sentence using the word horrific? Group 2: The nights and days that followed after the attack were horrific and traumatizing. 38. Teacher: Splendid job for introducing another vocabulary word in your sentence. 39. Teacher: You are all doing a good job so far. Now, draw some pictures, images or figuthat will help you remember the vocabulary word. (Students take their time in drawing their descriptions.) 40. Teacher will continue to implement the same teaching method with the remainder of the vocabulary words. The definitions should relate to the ones given below: ? Shatter: To break ? Collapsed: To crush down or lose consciousness ? Ambulances: Emergency cars that transport the injured or sick to a health unit ? Careened: To move in a high sp? Ferocious: Tis something fierce or vicious. 41. Teacher: That is the end of our vocabulary lesson, whoever has a clear understanding of the meaning of thwords, I want you to go ahead and continue to add to your drawing on your picture you made. Make sure that you are drawing your picture match to your vocabulary word. Those students that still nextra help, can come to my desk so we can review the words together before moving on to our independent activity. 42. (Teacher takes a few minutes to provide extra assistance to students who nit, while the class finishes up their illustrations.)31. Teaching the Lesson: Independent Practice Procedu(You) 1. Teacher: Now that we have went through all seven of the vocabulary words, I am confident that each student can define the words, give a synonym, antonym and construct a sentence using the words. You all did a great job with thconcept maps. So can we all use the term correctly? 2. Students: Yes, we can all use the terms correctly, it?s much easier when you know the word. 3. Teacher: Now I will distribute additional papers, and I want each student to work on predictions of the story. Each of you will write a simple paragraph using 5 out of the 7 vocabulary words we discussed today. 4. Teacher: Remember tis an independent activity, do not ask your neighbor for any of their predictions. Remember you can look back at your booklet if you are having a hard time. You all have 6 minutes to work on your assignment. 5. (Give out the paper and wait for 6 minutes for the responses.) 6. Teacher: Would anyone like to share his/her predictions with the class? (Student stands up to give presentation) 7. Student: The ferocious enemy put a bomb in the buildings. The massive buildings will have collapsed to the floor. The boy Lucas will be the only one to survive because shattered pieces of metal from the building will fly through the city cutting everybody. The Ambulances careened throughout New York City to save people but it was too late because the bomb had already exploded. 8. (The teacher will listen to other students? predictions to evaluate.)9. Teacher: Thank you all who read their stories. Please place your paragraphs in the middle of the table and I will be coming around to collect them.12. Closure: Ending the Lesson (Student Reflection) After the teacher collect all the papers. 1. Teacher: Give yourself a pat on the back you all did so well and I am extremely proud of you. Thumbs up if you enjoyed our vocabulary lesson. 2. Student: Yes! I can?t wait to read the book, it looks so interesting. 3. Teacher will call on a student 4. Teacher: Anthony, can you remember something you learned from our vocabulary lesson? 5. Anthony: I learned the word massive means really big. 6. Teacher: Good recall! Class, how were you able to figure out the definition of massive today? 7. Student: You read a sentence from the story and we figured out the definition by using our context clues. 8. Teacher: ??Good job. Yes, not all the time you will na dictionary. We can figure out a word by looking at the words around it and determine its meaning. 9. Teacher calls on student who raises hand 10. Student: I learned that on September 11th something horrific happened in New York and we are going to read about it 11. Teacher: Good Job, thanks for using that vocabulary word. Now, we know something did happen and we know it was an attack in New York City. But how did tattack happen is a mystery? Was it Lucas? How does Lucas survive? Are you ready to find out? 12. Teacher begins to distribute a copy of the book to each story.V. MATERIALS / MEDIA CONNECTIONS13. Instructional Materials1. For Teacher: ? Book: Tarshis, Lauren, and Scott Dawson. I Survived The Attacks Of September 11, 2001. New York: Scholastic Press, 2012. Print. ? -oversized pyramid vocabulary concept map ? -dry-erase markers ? List of vocabulary words: 1. Massive 2. Horrific 3. Collapsed 4. Shatter 5. Ambulances 6. Careened 7. Ferocious ? Overhead projector ? White sheet of paper For students: ? Pencils ? Crayons/coloring pencils/markers ? Pre-stapled pyramid vocabulary concept map books ? Independent blank sheet14. Media Connections List 3 Internet sites and other media that would be appropriate to use in the classroom or for students to use for homework. Use Aforfor all references listed here.1. Teaching Resources | Lauren Tars(Teaching Resources | Lauren Tarshis) (2014) Retrieved From https://www.laurentarshis.com/teaching-resources2. What Happened on 9/11? (What Happened on 9/11?) Retrieved from https://www.scholastic.com/browse/article.jsp?id=37564773. 9/11 Attacks Exclusive Videos & Featu(History.com) Retrieved From https://www.history.com/topics/9-11-attacks/videosVI. Assessment / Evaluation 15. Evaluation Rubric (using Rubistar) You only nto use a rubric for one of your 3 lesson plans.September 11, 2001 Lesson ________________________________________ Teacher Name: jeanbaptisteStudent Name: ________________________________________CATEGORY 1 2 3 Main Idea Complete unknowledgeable understanding of task. Acceptable understanding of task but not complete Completes and thorough understanding of task Content Minimal presence of supporting details/evidence Adequate presence of supporting details/evidence Extensive presence of supporting details/evidence Organization Work is incomplete and no work is shown Work is incomplete and some steps are shown Work completes in logical and easy to follow manner.VII. REFLECTION16. Intern (Self) Analysis 1. What is one way that I could have enhanced the lesson initiating activity? 2. Were the vocabulary strategies effective, powerful and engaging enough? Do they work? Why or why not? 3. What is another way I could assist my students to fully understand the vocabulary words? 17. Connection to Educator Accomplished Practices 1. FEAP A.2.C Conveys high expectations to all students As I presented the lesson, I made it imperative as an educator to actively have communication so I can determine what information my students are retaining. I set high expectations to all students by demonstrating high intensity of enthusiasm when students made a connection of the vocabulary word from the context clues. I used praises to encourage every student in the classroom to participate.2. FEAP A.1.C Design instruction for students to achieve mastery. As I planned tlesson, I made it imperative as a future educator to actively have the students demonstrate to me what they have learned. In the guided practice part of tlesson I had the students actually tell me a definition of a vocabulary word based on the context clues of the sentence I read to them. I made sure student thoroughly understood the meaning and importance of vocabulary through the lesson. At the end of lesson I recapped what they learned and provided assistance to student who needed more help.18. College Conceptual FrameworkThroughout tlesson I was able establish the components of the FAU Conceptual Framework. After finalizing tlesson plan, I am now more informed on how to implement the strategy to teach a vocabulary lesson before the reading of the text. I have become cognizant the important of teaching a vocabulary lesson to students who are not familiar with the words. I am now capable of the teaching by using the skills that will teach my students their vocabulary terms before any reading lesson. As an ethical educator, I will create lesson plans that will be beneficial to all of my students in the class. I will treat my students fair with dignity, thus challenging them to reach their highest potential by meeting their needs all well. As a reflective decision-maker, I will always put my students as first priority to prepare them with the knowledge they nto know to help them be effective readers as students.
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