Design for Learning

Instructor: Emily Lavender Grade Level/Cooperating Teacher: 2/ Houston Lesson Title: Chesters Way Date: November 12, 2013 Curriculum Area: Reading/ Language Arts Estimated Time: 40 minutes Standards Connection: Determine the meaning of words and phrases in a text relevant to a Grade 2 topic or subject area. [Rl.2.4] Learning Objective(s): When given an exit slip, students will be able to accurately match the correct definition to the correct vocabulary words. Learning Objective(s) stated in kid-friendly language: Today, boys and girls we are going to learn two new vocabulary words from the book, Chesters Way. Evaluation of Learning Objective(s): The teacher will use an exit slip to assess the students on the new vocabulary words. This exit slip will consist of two columns: the left column will have the four new vocabulary words, and in the left column the definitions of all four vocabulary words will be mixed up. The students will match the correct definition to the correct vocabulary word. They will do this for all four vocabulary words. The teacher will give students enough time to complete this exit slip. When students are finished, the teacher will collect the exit slips. Engagement: The teacher will read the book, Chesters Way by Kevin Henkes to get students engaged and excited about this lesson. The teacher will ask questions throughout the book to keep students engaged and listening. Alright, I need table one and two to please come to the carpet quietly. (wait for appropriate response) Now, table three and four make your way over here. (wait for appropriate response) Great job! Today, I am going to read a book called Chesters Way by Kevin Henkes. I want you all to be listening very carefully. When I am finished reading, we are going to talk about some new words that we heard in this book. Got it, get it, good?! (wait for appropriate response) Awesome! The teacher will then read the book and ask several questions throughout the book to keep students engaged. Learning Design: I. Teaching: The teacher will introduce the vocabulary words to the students. Alright, so lets look in the book, Chesters Way. The teacher will read page 7 aloud, emphasizing the word miniature. MINIATURE. Lets all say that word together. (students will say the word miniature all together) Miniature! Lets say the first part of that word. Mini. Great. Alright, now the second part. Ature. Perfect. Put the two together. Mini-a-ture. Super! Awesome. The teacher will write the word miniature on chart paper. I am going to write it and spell it for you. M-i-ni-a-t-u-r-e. Miniature means very small Something that is miniature is smaller than the usual size. Look at the picture in the book. Chester has his hand in his pocket. Do you remember what is in his pocket? (wait for appropriate response) He has his first-aid kit in his pocket. A first-aid kit is usually too big to fit in a pocket, but Chesters miniature first-aid kit is much smaller than the usual kit, so it fits in his pocket. Lets think of some things that are miniature. At this time, the teacher will

have a bag filled with miniature items in the bag. She will pull items out of the bag to show the students for a visual aid. I have a bag here full of miniature things! You want to see what is in the bag? Teacher pulls out first item. A miniature shampoo bottle! When you take a bath or shower do you use a miniature shampoo bottle or a regular size shampoo bottle? (wait for appropriate response) When do you use a miniature size shampoo bottle? (wait for appropriate response) Thats right! Maybe on a trip or at camp. Alright, lets pull out the second item. A miniature candy bar! Yum! We all love candy, dont we?! Somedays I could eat an entire candy bar, but some days, Im not too hungry, but want a little sweet treat, and mini candy bar is just enough! The teacher will pull out the last two items from the bag and then go into Think-Pair-Share time. Did you know that I have a dog? (wait for appropriate response) I do! He is so cute!!! When I was 10 years old, my family got a dog. You know what kind of dog he is? (wait for appropriate response) He his a MINIATURE dachshund! His name is Willy and he is oh so cute! The teacher will show a picture of her dog. Now, I want you to think of a time when you have seen something miniature. Why would you describe it as miniature? I want you to turn and talk to your think-pair-share partner now and talk about it. Allow students time to pair-share with their partner. 5-4-3-2-1. Turn back to me, please. (wait until all eyes are on teacher) Thank you. I want to hear what some you all talked about. When have you seen something miniature? The teacher will call on a few students to share their responses. Great job! Chester carries the miniature fist-aid kit in his pocket. The kit will come in handy if Chester or his friend is hurt. I want you all to close your eyes for a second. Imagine that you had the power to make anything in the world miniature in size. What would it be? What object would you make miniature and carry in your pocket? Why would you make that object miniature? You may open your eyes. I would make my refrigerator miniature and carry it around in my pocket. That way I could have a snack whenever I wanted!!! What you all make miniature. I want a few friends to share. The teacher will call on a few students to share their thinking. Super! Those are awesome. Lets move to our second vocabulary word. Our next word is the word, rarely. Lets say that all together. (the students will say the word rarely all together and the teacher will write the word rarely on chart paper) Great! Now, lets go back to Chesters Way. The teacher will read page 9 aloud. Chester and his best friend, Wilson are exactly alike! Chester and Wilson RARELY, or hardly ever, eat between meals. I rarely or hardly ever get to see my brother because he lives in New York....so far away!! What is something you like to do but rarely get to do? Think about that and then turn and talk to your pair-share partner. Allow students time to pair-share with their partner. 5-4-3-2-1 eyes on me! Thank you. Ok, I want to hear what some of you like to do, but rarely get the chance to do. The teacher will call on a few volunteers to share their thinking. I love all of the thinking going on!!! Our next word is duplicate. On the count of three, I want us to say the word duplicate together. 1-2-3...DUPLICATE. Great job. The teacher will write the word on the chart paper. The teacher will read page 10 of Chesters Way. I have the sentence from the book written on our piece of chart paper. Chester duplicated his Christmas list every year and gave a copy to Wilson, because they wanted the same things anyway. Thinking only, not speaking, what do you think the word duplicate means? I am going to highlight some clues in the sentence. The teacher will highlight clues in the sentence to help students figure out the meaning of the word duplicate. Sometimes we can figure out meanings of words by reading the sentence that includes the word, and the sentence before and after, looking for clues. I highlighted gave a copy and the same things. Raise your hand if you think you may know what the word duplicate might mean.(wait for appropriate response) Would someone like to share? Teacher will call on a student to share their thinking. Awesome! The word duplicate means copy. Duplicate and copy

are synonyms, words that mean the same thing or almost the same thing. What clues in the sentence helped you figure out that duplicate means copy? (wait for appropriate response) Great! Ok, now I need one helper. Teacher will call on one student. Come stand by me. I am going to do something, and I want you to duplicate me. Ok, I need everyone else to be watching.Teacher will put her finger on her nose. Student will copy. Teacher will pat her head two times. Student will copy. Teacher will clap. Student will copy. Awesome job! Thank you so much for helping. Now, We are all going to do it! I am going to do something and I want everyone to copy me. Lets do this without talking!!!! Ok? Teacher will pat on her lap. Students will copy. Teacher will move arms. Students will copy. Super job duplicating me!! Alright, lets move to our next word. The teacher will read pages 16-17. Our next word is disguise. Lets say it all together on the count of three. 1-2-3....DISGUISE. Perfect! The teacher will pull out a funky hat and sunglasses. Disguise is something that changes or hides how you look. Teacher will put on hat and sunglasses. For example, a costume is a disguise. Ta-da!!!! You like my hat and sunglasses? If I was walking in the hallway, would you maybe have to ask yourself, Who is that?! Maybe! Well, lets look at Lily. She is wearing a cat costume. She is disguised to change the way that she looks. I have a few pictures. I will show you the picture. I want you to think: is what the person is wearing a disguise or not a disguise. Teacher will show a picture. Pictures include: a baby with a diaper, a man with a fake wig and fake beard on, a woman in a business suit, and a child wearing a halloween costume. Ok, does everyone see. Are you thinking? Now, I want you to turn and talk to your pair-share partner and discuss what you think. Is what they are wearing a disguise or not a disguise? Go! Teacher will allow students to think-pair-share. The teacher will repeat with all pictures. II. Opportunity for Practice: The teacher will have a graphic organizer for each table group. Each table will have one of the new vocabulary words that were taught. The teacher will give students enough time to work in their table groups to complete the graphic organizer. When all graphic organizers are completed each table group will share their model with the class. Alright friends, lets keep going. Its your turn to practice!!! In just a moment, I am going to dismiss you by table groups to go back to your desk. I have a graphic organizer on each table. Each table has a word card also. The word card is your tables vocabulary word! I want you to work as a table group to complete this graphic organizer. I have a place for our new word, the definition, a synonym, and an antonym. Work together to complete this task. Remember what all we have talked about today. Think about the things that I showed you to help you understand the new word, think about the examples that all of our friends shared. Alright table one and two may go back to their table. (wait for appropriate action) Table three and table four, you may now go back to your table. The teacher will allow time for table groups to complete their graphic organizer. III. Assessment: The teacher will assess the students by using an exit slip (See attached). The exit slip will have the four vocabulary words with their definitions (not in order). The students will have to match the correct definition to the correct word. You all have done fantastic today. Now, we are going to go back to our tables. I am going to pass out a sheet of paper. I want to see how much you know! The vocabulary words that we learned today will be on one side of the paper and the definitions will be on the other side. You will match the word to its correct definition. Pretty easy, right? I will be walking around if you need help or do not understand something. Lets see how quiet we can be while working on this. When you are finished, raise your hand, and I will come around and collect it.

IV. Closure: Great job today! I now have all of your papers, right? (wait for appropriate response) Awesome! Ok, before we move onto to what we need to do next, lets add our new words to our word wall. I need our table captains this week to help me. Will you four please write our words on our handwriting paper. Write the word that your table had for our graphic organizers. Ok, now, I want you all to take a turn to add our word. When they add our new word, we will say the word altogether. Sound like a plan? Great! The four students will then each take a turn placing a new vocabulary word in the correct spot on the word wall. When a word is placed on the word wall, the class will say the word altogether. Super, fantastic, outstanding, amazing job!!!! I love looking at our word wall and all of the words that we know!!! Lets go ahead and put away our things and line up for PE.

Materials and Resources: Chesters Way by Kevin Henkes Chart Paper Marker Travel size shampoo Shampoo Travel size hand sanitizer Hand sanitizer Miniature candy bar Candy bar Picture of teachers dog Exit slip Graphic Organizer Vocabulary Flashcards (used only if needed for extra practice-not part of lesson)

Differentiation Strategies (including plans for individual learners): High- Write a story using all four vocabulary words. Low- Have students practice with the vocabulary flashcards Data Analysis: This lesson was not taught.

Reflection: This lesson was not taught.

Assessment: Example