L2+Trautvetter+Jennifer

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT**
 * UNIVERSITY OF MAINE AT FARMINGTON

Teacher’s Name: Ms. Trautvetter Date of Lesson: Lesson Two Grade Level: 9-Diploma Topic: Vocabulary

Objectives Student will understand that a strong vocabulary is essential to communicate effectively and efficiently. Student will know proper spelling, use, and definition of age-appropriate vocabulary. Student will be able to do illustrate appropriate use of new vocabulary words. Product: Students will be creating a blog bank.

Maine Learning Results Alignment Maine Learning Results: English Language Arts A. Reading A1: Interconnected Elements: Comprehension, vocabulary, alphabetics, fluency. Grades 9-Diploma: Speak by Laurie Halse Anderson Students read and evaluate texts within a grade appropriate span of text complexity, by applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency. b: Demonstrate ownership of appropriate vocabulary effectively using a word in different contexts and for different purposes.

Rationale: This lesson will help students relate new vocabulary to their life, and aid in allowing students to make their own connections to vocabulary next time they come across it.

Assessment

Formative (Assessment for Learning)

Students will be assessed on their graphic organizers. Students will be assessed on their participation in class discussion.

Summative (Assessment of Learning)

Students will be assessed on their alliteration project.

Integration

Internet - Students will be using the internet to look up new vocabulary words and define them. This will be used in addition to text dictionaries in order to compare and contrast definitions. New vocabulary will range across many different concentrations.

Blogger - Students will be creating their first (or adding a new) blog. This blog will be used through not only this unit, but every unit this year. Students will use the blog as a digital space to add vocabulary words and definitions. They will also be linking good sites with definitions and/of lists of appropriate vocab words.

This lesson will include other content areas such as: Music.

Groupings

Students will be placed in groups according to the first letter of their last name. Coincidentally, this will be the first letter they use when they play Scattergories.

Differentiated Instruction Verbal: Students will need to write and sing their own lyrics. Logical: Students will need to find words that begin with the same letter that also work in the song. Students will be playing Scattergories; they will need to quickly think of words that start with specific letters. Kinesthetic: Students will be playing a board game. Visual: Students will be watching a movie. Intrapersonal: Students will work alone on their poems/tongue twisters. Interpersonal: Students will work together when playing Scattergories. Musical: Students will be creating their own song/tongue twisters.

Modifications/Accommodations I will review students IEP, 504, or ELLIDEP and make appropriate modifications and accommodations.

Students who miss this class will need to pick up a word castle organizer and come see me about how to fill it out. They will need to meet with me at some point to go over alliteration.

If they missed the previous class they will need to meet with me before or after class to talk about what a root is, how it works, and what I expect from them in the future concerning roots vocabulary. They will need to meet with me individually to set up a blogger account (if they don't have one yet) and post the required vocabulary. They will need to look up the words at home.

Extensions

This lesson will help students relate new vocabulary to their life, and aid in allowing students to make their own connections to vocabulary next time they come across it. Knowledge of roots can help define unknown words. Learning about alliteration will be useful in future English, creative writing, and poetry classes. Students will eventually learn about alliteration in these classes. By creating their songs, students will be practicing their oral communication skills. These skills will be used through their lives.

Internet - Students will be using the internet to look up new vocabulary words and define them. This will be used in addition to text dictionaries in order to compare and contrast definitions. New vocabulary will range across many different concentrations.

Blogger - Students will be creating their first (or adding a new) blog. This blog will be used through not only this unit, but every unit this year. Students will use the blog as a digital space to add vocabulary words and definitions. They will also be linking good sites with definitions and/of lists of appropriate vocab words.

Materials, Resources and Technology

Scattergories - Board Game Pen/pencil Alpha die Laptops Projector Screen Internet access

Source for Lesson Plan and Research

Self, with inspiration from my teacher, Dan Ryder. He teaches roots in his Freshman classes.

word Castles poem sheet script for video V for Vendetta http://www.youtube.com/watch?v=-OB6EsUP4tU Tongue Twisters http://hubpages.com/hub/try-to-twist-your-tongue-with-tonge-twisters-today Vocabulary chicagomilitaryacademy.org/ourpages/auto/2008/11/21/40838515/ **Speak**%20**Vocabulary**%20Words.doc

Maine Standards for Initial Teacher Certification and Rationale

Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. Rationale: Beach Ball - Students will be able to work in groups with their classmates without constant supervision from the teacher. They will be playing a family board game. (variety of resources, adaptive environment, various manipulative(s), choices of activities, spontaneity, extensions to activities and personal freedom), Clipboard - The syllabus will be posted on the class wiki. (organization, structure, visual directions, clear closure, sequential learning, clear procedures, consistent routines, clear expectations), Microscope - Discussion will revolve around posted comments and blogs and lectures. Students will explore alliteration through their use of Scattergories. (discovery learning, analyzing concepts, deep exploration, discussion, focus on details, ownership), and Puppy – Instruction will be set up to include plenty of time for feedback and re-instruction if needed. I will be available before and after class to answer any questions. (comfortable environment, encouraging atmosphere, supportive grouping, safe climate, respectful colleagues, empathic listeners, sensitive peers)

• Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale:

• exhibit skills in reading text using appropriate pacing, phrasing, intonation, and expression.

This lesson is a precursor for a future lesson where students will need to create a radio show. They will be practicing talking professionally and communicating efficiently. As an example of some fancy footwork or the mouth, as a hook I'm cuing up a video of V from 'V for Vendetta.'

• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: Verbal: Students will need to write and sing their own lyrics. Logical: Students will need to find words that begin with the same letter that also work in the song. Students will be playing Scattergories; they will need to quickly think of words that start with specific letters. Kinesthetic: Students will be playing a board game. Visual: Students will be watching a movie. Naturalist: Students will Intrapersonal: Students will work alone on their poems/tongue twisters. Interpersonal: Students will work together when playing Scattergories. Musical: Students will be creating their own song/tongue twisters.

Internet - Students will be using the internet to look up new vocabulary words and define them. This will be used in addition to text dictionaries in order to compare and contrast definitions. New vocabulary will range across many different concentrations.

Blogger - Students will be creating their first (or adding a new) blog. This blog will be used through not only this unit, but every unit this year. Students will use the blog as a digital space to add vocabulary words and definitions. They will also be linking good sites with definitions and/of lists of appropriate vocab words.

• Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: Formative (Assessment for Learning)

Students will be assessed on their graphic organizers. Students will be assessed on their participation in class discussion.

Summative (Assessment of Learning)

Students will be assessed on their alliteration project. Teaching and Learning Sequence:

Day One PrimeTime ~ 10 Logging ~ 5 Introduction to Alliteration ~ 10 Tongue Twisters ~ 5 Scattegories ~ 25 Discussion about words ~ 5 Fill in the blank poem ~10 Introduce project ~ 5

Day Two PrimeTime 10 Logging 5 Work on Project The Rest Of Class

Day Three Primetime ~10 Logging ~5 Finish Project Half-Full Class

In this lesson, students will add to their vocabulary lists, and in addition, will be practicing their speaking skills. They will be given a sheet of commonly used roots and words that incorporate those roots. After spending a class learning out roots and playing Scattergories to helping get the definitions down, students will be creating their own song using words from their roots list of any other word they find that has a root. This lesson is a precursor for a future lesson where students will need to create a radio show. They will be practicing talking professionally and communicating efficiently. As an example of some fancy footwork or the mouth, as a hook I'm cuing up a video of V from 'V for Vendetta.' This should appeal to students because they will have the words right in front of them, be able to watch the video of it in class and see how V performs the scene to act out the intensity of the script.

(Where, Why, What, Hook, Tailor: Verbal, Musical, Visual, Logical, Interpersonal)

Students will use a Word Castles organizer to help learn vocabulary definition. Word Castles is a great organizer to use for vocabulary because it makes real life connections for the student, allows them to draw, think of antonyms and synonyms. It's really like a mini lesson in itself. In addition to the Word Castles, we will be playing Scattergories, a game that will make students think fast about words that begin with the same letter. This is helpful for their projects and also lines up with their MLR, needing to use vocab in different contexts and for different purposes. (Equip, Explore, Rethink, Tailors: Verbal, Visual, Interpersonal,)

I will be pacing the room, making sure all of my students are on task when they play Scattergories, and also that they are making the connection between this and alliteration. Also, I will be checking their Word Castles for comprehension as well as completion. This will be done in class so the students can take them home to study with.

(Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal, Intrapersonal, Interpersonal, Logical, Musical)

I will be pacing the room, making sure all of my students are on task when they play Scattergories, and also that they are making the connection between this and alliteration. Also, I will be checking their Word Castles for comprehension as well as completion. This will be done in class so the students can take them home to study with.

(Evaluate, Tailors: Intrapersonal, Verbal)

Content Notes Speak: Vocabulary Words

Post-traumatic stress disorder 7

Inconspicuous 7 Vermilion 78 Voila 11 Oriented 80 Pseudo 22 Demented 84 Wan 20 Conundrum 98 Burrow 24 Vague(ly) 27 Imbecile(s) 103 Simultaneous(ly) 30 Vespiary 104 Mayhem 30 Asylum 117 Blathers 33 Vulnerable 127 Interim 35 Momentum 150 Suffragette 154 Degrading 41 Delinquency 163 Battered 43 Indoctrination 172 Wombats 50 Harried 57 Symmetrical 196 Xenophobic 56 Obligation 58 Imperial 69

Script for script for video "Voilà! In view, a humble vaudevillian veteran, cast vicariously as both victim and villain by the vicissitudes of Fate. This visage, no mere veneer of vanity, is it vestige of the vox populi, now vacant, vanished, as the once vital voice of the verisimilitude now venerates what they once vilified. However, this valorous visitation of a bygone vexation stands vivified, and has vowed to vanquish these venal and virulent vermin vanguarding vice and vouchsafing the violently vicious and voracious violation of volition. The only verdict is vengeance; a vendetta held as a votive, not in vain, for the value and veracity of such shall one day vindicate the vigilant and the virtuous. Verily, this vichyssoise of verbiage veers most verbose vis-à-vis an introduction, and so it is my very good honor to meet you and you may call me V."

Handouts Word castles