L3+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 Three
 * Grade Level:** 9-Diploma **Topic:** Speak Vocabulary

__**Objectives**__

 * Student will understand that** looking up unknown words can enhance your understanding of a reading.
 * Student will know** different techniques on how to remember word definitions.
 * Student will** demonstrate ownership of appropriate vocabulary effectively using a word in different contexts and for different purposes.

__**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.
 * Establish Goals:** **(G)**


 * 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)**

In this lesson, students will have approximately 15 minutes to complete the desired reading for the class, which is 13 pages. Depending on the completion of reading for each student, I will be able to judge their reading-comprehension rates. This will give me a starting point for future assignments and/or classwork that involves reading.

Students will participate in a vocabulary bingo game using the vocabulary that they individually chose from the reading. Based on the number of words they picked out, and the "difficulty" of each word, I will be able to judge not only their reading comprehension skills, but also their prior knowledge of vocabulary.

Students will fill in their Word Castle worksheets. I will go around and check these to make sure that they understand what I'm expecting, and also that they understand the required vocabulary for the lesson/unit/project.


 * Summative (Assessment of Learning)**

Students will create iMovie dictionary pages. This will be testing their knowledge of the vocabulary, not just a surface knowledge, but an understanding that allows them to use the word in different contexts and in different situations.

Students will have a cursory knowledge of the application iMovie. This will be described later in the lesson.

__**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 because vocabulary is just cool in that way. (Social Studies, Geography, Philosophy, Theater(re), and Dentistry)

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.

Students will be using iMovie to create dictionary pages of their Speak vocabulary words. iMovie is a wonderful tool to utilize for classroom projects and to begin learning about different reading strategies. This application could be used in any content area.

Art - This lesson involves to creation of a movie. Theater - Students will be playing charades.

__Groupings__
Students will be put into 2 teams based on their chosen iMovie word from the day before. They will have 3 minutes to come up with a team name. Team 1 - Glare, Factions, Humble, Bizarre, Demerit, Destiny, Indoctrination and Fascist. Team 2 - Savant, Thespian, Orthodontia, Suburbia, Terminal, Testament, Inconspicuous, and Reconstituted.

__**Differentiated Instruction**__

 * Verbal:** Students will need to communicate effectively in order to pose their people sculptures. Communication also be important for group/class discussions.
 * Logical:** Students will need to think of ways to act out the definitions to their vocabulary words.
 * Kinesthetic:** Students will be working with laptops. Students will be doing people sculptures.
 * Visual:** Students will be drawing illustrations of age-appropriate vocabulary. Students will be watching people sculptures.
 * Intrapersonal:** Students will complete the graphic organizers by themselves.
 * Interpersonal:** Students will be working in groups for their people sculptures.
 * Musical:** Students can add music to their iMovies.
 * Naturalist:** We might go outside to work on our iMovies.

( //**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**//)
 * Modifications/Accommodations**

Students who are absent will need to meet with me individually to set up a blogger account and post the required vocabulary. They will need to pick up the word castle worksheet from the "You're Alive!" folder. On an individual basis, I will explain what went on in class to see if they should meet with me after school.

__Technology - Type I__ 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.
 * Extensions**

__Technology - Type II__ 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. Blogger allows for students to create their own online journals with text, photos, files, or links. Blogger also lets others comment on blogs. This is a great way to give/receive feedback for students and teachers.

Students will be using iMovie to create dictionary pages of their Speak vocabulary words. iMovie is a wonderful tool to utilize for classroom projects and to begin learning about different reading strategies. iMovie gives students a chance to express themselves visually by text, photo, video, or audio.

__Extensions Into Their Lives__ This class focuses on reading techniques which will be useful for all students through their academic career. Strategies for reading are important no matter what your age. Learning how to interpret and criticize readings is invaluable. Students will know that coming across unknown words is a chance for learning, not a chance for feeling like you don't know anything. Prior vocabulary knowledge is great, but for students who don't know, this is a time add to their list.

__**Materials, Resources and Technology**__
Word Castle Worksheet Bingo Sheets Laptops (loaded with iMovie) Pen/Pencils Projector Screen Speak book Post Its

__Source for Lesson Plan and Research__
This lesson was inspired by internet research and personal creativity. :) The word castles came from Dan Ryder.

Charades Rules http://englishsummertown.blogspot.com/2006/02/how-to-play-charades.html Grid Maker http://www.pivari.com/grid-maker.html Dictionary Online http://www.merriam-webster.com/ iMovie Tutorial http://www.ischool.utexas.edu/technology/tutorials/graphics/imovie/1create.html Vocabulary From 'Speak' pages 1-13 Bushisms http://www.youtube.com/watch?v=uv15qCMSXpE

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Beach Ball - Students will be able to work in groups with their classmates without constant supervision from the teacher. Students will be performing in people sculptures (fun), and will be playing Vocab Bing (fun). Students will be filling out Word Castles, giving them a fair amount of freedom in ways to get an A. There is a good chance they will be able to work on their iMovies outside, given that it's the right season, the weather is fair, we have permission, and the laptops have enough battery life.
 * //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.//

Clipboard - The syllabus will be posted on the class wiki. The students will have graphic organizers and Word Castles to fill out.

Microscope - Students will need to analyze text for unclear passages, words or themes. We will have a discussion about unknown words. Students will have their own vocab word for their iMovie. Students will create their own iMovies.

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. Students will be in large groups to avoid mismatched pairs or small groups. Puppies like the outdoors.

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

a word in different contexts and for different purposes.**
 * (b) demonstrate ownership of appropriate vocabulary by effectively using

This lesson is primary based around vocabulary and the addition of it to each students previous repertoire. Students will need to find words that are unknown to them and define them. Students will need to relate these words to different situations and use them in different contexts for their iMovies. This lesson provides a pre-assessment for their speaking skills and how they will do with presentations in general.

Rationale:**
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Verbal:** Students will need to communicate effectively in order to pose their people sculptures. Communication also be important for group/class discussions.
 * Logical:** Students will need to think of ways to act out the definitions to their vocabulary words.
 * Kinesthetic:** Students will be working with laptops. Students will be doing people sculptures.
 * Visual:** Students will be drawing illustrations of age-appropriate vocabulary. Students will be watching people sculptures.
 * Intrapersonal:** Students will complete the graphic organizers by themselves.
 * Interpersonal:** Students will be working in groups for their people sculptures.
 * Musical:** Students can add music to their iMovies.
 * Naturalist:** We might go outside to work on our iMovies.

__Technology - Type I__ 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.

__Technology - Type II__ 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. Blogger allows for students to create their own online journals with text, photos, files, or links. Blogger also lets others comment on blogs. This is a great way to give/receive feedback for students and teachers.

Students will be using iMovie to create dictionary pages of their Speak vocabulary words. iMovie is a wonderful tool to utilize for classroom projects and to begin learning about different reading strategies. iMovie gives students a chance to express themselves visually by text, photo, video, or audio.

Rationale:**
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//


 * Formative (Assessment for Learning)**

In this lesson, students will have approximately 15 minutes to complete the desired reading for the class, which is 13 pages. Depending on the completion of reading for each student, I will be able to judge their reading-comprehension rates. This will give me a starting point for future assignments and/or classwork that involves reading.

Students will participate in a vocabulary bingo game using the vocabulary that they individually chose from the reading. Based on the number of words they picked out, and the "difficulty" of each word, I will be able to judge not only their reading comprehension skills, but also their prior knowledge of vocabulary.

Students will fill in their Word Castle worksheets. I will go around and check these while they're working to make sure that they understand what I'm expecting, and also that they understand the required vocabulary for the lesson/unit/project. These will not be graded because they are basically study guides.


 * Summative (Assessment of Learning)**

Students will create iMovie dictionary pages. This will be testing their knowledge of the vocabulary, not just a surface knowledge, but an understanding that allows them to use the word in different contexts and in different situations.

Students will have a cursory knowledge of the application iMovie. This knowledge will show itself in their dictionary page.

__Teaching and Learning Sequence__
Desks will be arranged in a horseshoe style to allow for intimate class discussion, but at the same time, allows all students to see the front of the class for when we play Vocab Bing.

DAY ONE -Students should read as much as they can within the 15 minutes, but should try to get through pages 1-13 -Students should know that we will discuss the summary of the chapter. -Students should be picking out unknown vocab while reading - post its give them -Students should add any that they missed
 * Primetime with Speak(and blogging) **10-20 Minutes**
 * Hook - Video **5 Minutes**
 * Go over their list of vocab words **5 Minutes**
 * Play Vocab Bing? **30 Minutes**
 * Word Castles **The Rest Of Class**

Desks will be arranged in a horseshoe style to allow for intimate class discussion. They will then be moved to the side of the classroom because we will be playing charades and desks are unnecessary.

DAY TWO -Students should read as much as they can within the 15 minutes, but should try to get through pages 13-26 -Students should know that we will discuss the summary of the chapter. -Students should be picking out unknown vocab while reading - post its give them -Students should add any that they missed
 * Primetime with Speak(and blogging) **10-20 Minutes**
 * Go over their list of vocab words **5 Minutes**
 * People Sculptures **30 Minutes**
 * iMovie Tutorial + Trial and Error + Sample **The Rest Of Class**

The desks will be put in groups of four around the room. This will allow for each student to have their own space, but still be around others in case of iMovie mishaps and inquiries.

DAY THREE -Students should read as much as they can within the 15 minutes, but should try to get through pages 13-26 -Students should know that we will discuss the summary of the chapter. -Students should be picking out unknown vocab while reading - post its give them
 * Primetime with Speak(and blogging) **10-20 Minutes**
 * iMovies **The Rest Of Class**

For day one, desks will be arranged in a horseshoe style to allow for intimate class discussion, but at the same time, allows all students to see the front of the class for when we play Vocab Bing. For day two, desks will be arranged in a horseshoe style to allow for intimate class discussion. They will then be moved to the side of the classroom because we will be playing charades and desks are unnecessary. For day three, the desks will be put in groups of four around the room. This will allow for each student to have their own space, but still be around others in case of iMovie mishaps and inquiries.

Students will go right into Primetime. Primetime is a 10-20 minute chuck of time where students will read quietly at their desks. Sometimes, they will be reading classroom texts, and sometimes they will be reading outside texts. I will give all students a chance to finish the textbook in class. If students decide to read the chapters at home instead, they are free to bring in their own books. After reading, we will watch a video (hook) on Bushisms and quickly discuss how a rudimentary knowledge of vocbulary could have helped out Mr. Bush. We will then go over the vocabulary words from the book as a class, and any students who missed words can add them, these are their vocabulary words for this lesson. We will quickly summarize as a class what happened in the reading, just the basic plot points. We will then play Vocab Bing, and then students will complete their Word Castles.

** Where, What, Why, Hook, Tailor: Intrapersonal, Visual, Interpersonal, Kinesthetic **
In this lesson specifically, students will acquire their vocabulary words through their reading. I think that it's the perfect way to start the ball rolling on vocabulary because they will be able to connect the word instantly with actual circumstance. This will be reinforced in the next lesson when they reread the first 'chapter' after spending this lesson defining the words. Because most of the lesson is tailored around group work, the students should be involved because they will have roles and expectations within their group. Students will know vocabulary; Know proper spelling, use, and definition of age-appropriate vocabulary because we don't focus on anything in this lesson except for vocabulary. This won't be true for following lessons though. This lesson is designed to show students the many different ways that words can be used and learned.

Because I don't assign reading for homework, all students will complete their reading in class. I realize that not all students read at the same pace or can concentrate as well in a classroom setting to read. This is why after every Primetime, we go over the plot points of the reading. This is time for students to contribute to discussion or bring up any questions they had about the text.

Vocab Bing (attached) is more of an introduction to the definitions, and a way for the students to have the definitions without having to go through the old 'look em up and write em down' process. I am more interested in their Word Castles(attached). I will walk around the room and examine their sheets while they are working on them. I am checking for understanding of the process. My hope is that eventually, students will come across a new word, or an old one, and automatically think about the antonym, synonym, real life connection etc. without needing this sheet.

Equip, Explore, Rethink, Tailors: Visual, Logical. Kinesthetic, Verbal, Musical, Interpersonal, Intrapersonal.
In day three of this lesson. Students will be playing vocabulary charades, or People Sculptures. This gives the students the freedom to use previous word definitions or to think of their own. It will be interesting to see how many students make up their own. The goal of this lesson is to get students comfortable enough with their vocabulary that they don't need the cheat sheet anymore. We've pick out the words from the book. We've defined the words in Bingo. We've explored the words in the Word Castles. We've played charades using the words. These kids are gonna know these words and hopefully not just for a day, or week, or month.

Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal, Kinesthetic, Visual, Musical, Interpersonal, Logical.
Students will self-assess when they are creating their iMovies. The kids who got it will have a million ideas for what they want to do, none of which are in the dictionary, and the kids who didn't quite get it, will just have your average definition recitation, probably reading a sentence that they don't even know the meaning of. I really feel like thee have been ample opportunities in this lesson for my students to pick up what I'm laying down. I want them out of the box, and they should know that.

Depending on how well this time scheduling works, I might add an extra day onto the lesson, that allows students time to finish up their movies and then we can present them in class.

Homework is to be kept to a minimum. There shouldn't be any homework for this lesson. Students are allowed to work on their projects outside of school if they wish. This lesson will lead into the next lesson where we talk about the first couple chapters of the text book again. Students will need to pick out vocb from now on, so this was a way of starting them off on the right foot.

** Evaluate, Tailors: Visual, Verbal, Logical, Musical, Kinesthetic, Interpersonal. **

 * Content Notes**

How to Play Charades
Playing charades in English class is a fun way to get students to spontaneously practice English vocabulary and pronunciation as well as reinforcing non-verbal communication techniques. How to Play Charades Charades, believed to have originated in 18th-century France, is a classic party game that's fun for all ages. You'll need at least six people to play. The Game Steps: 1.Divide the group into two teams of at least three people each. Decide on a time limit - between 3 and 5 minutes - for each round. 2.Have each team write titles of books, TV shows or movies, or other phrases (see Tips), on individual scraps of paper, then fold them to hide the writing. Each team then places its scraps in a separate bowl. 3.When it's your turn, close your eyes and pick a piece of paper from the other team's bowl. Read its contents to yourself. 4.Without speaking, help your team try to guess the title by giving signals using appropriate gestures (see the following section). 5.Stop when your team guesses the title or time runs out. 6.Sit down and watch the other team draw a title and act it out. 7. When it's your team's turn again, watch as one of your teammates draws a new title out of the bowl; now it's your turn to try to guess what your teammate is acting out. 8. Record how many clues it takes each team to guess correct titles (or add up the number of correct guesses per team) to determine the winner. //posted by English Summer Town @ [|Friday, February 24, 2006]//

vocabulary from speak pages 1- glare 1 - 1 a: to shine with a harsh uncomfortably brilliant light b: stand out, obtrude2: to stare angrily or fiercelytransitive verb1: to express (as hostility) by staring angrily2archaic : to cause to be sharply reflected groups page 4 savant - one with detailed knowledge in some specialized field fascist - a political philosophy, movement, or regime (as that of the Fascisti) that exalts nation and often race above the individual thespian - An actor or actress. factions 4 - a party or group (as within a government) that is often contentious or self-seeking : clique orthodontia 5 - a branch of dentistry dealing with irregularities of the teeth (as malocclusion) and their correction (as by means of braces) indoctrination page 5 - to instruct especially in fundamentals or rudiments humble 7 - reflecting, expressing, or offered in a spirit of deference or submission testament 7 - a tangible proof or tribute b: an expression of conviction : creed suburbia 7 - an outlying part of a city or town terminal 7 - of or relating to an end, extremity, boundary inconspicuous 7 - not readily noticeable reconstituted 8 - to constitute again or anew bizarre 8 - strikingly out of the ordinary demerit 9 - a mark usually entailing a loss of privilege given to an offender destiny 12 - a predetermined course of events often held to be an irresistible power or agency

vocab part two exaggerated 13 discourage 15 demented 15 dryad 17 errant 17 clan 18 pseudo-friend 22 solemnly 24


 * Handouts**