Teacher Candidate: Title of Lesson: Grade Level: Subject Area:

Michael Sykes Nile River 6th Social Studies

Location of the lesson: Affective Needs Room Grouping: Small group or 1:1

1. Lesson Topic: Nile River vocabulary 2. What are your learning targets for the lesson: Students will be able to take vocabulary words and accurately complete the Frayer Model and have a better understanding of the vocabulary words and how it relates to them. 3. What Content Standards or EEOs will the lesson address: Content Area: Reading, Writing, and Communicating Standard: 2. Reading for All Purposes Prepared Graduates: Interpret how the structure of written English contributes to the pronunciation and meaning of complex vocabulary Grade Level Expectation: Sixth Grade Concepts and skills students master: Word meanings are determined by how they are designed and how they are used in context Students can: a. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. (CCSS: L.6.4) i. Use context (e.g., the overall meaning of a sentence or paragraph; a words position or function in a sentence) as a clue to the meaning of a word or phrase. (CCSS: L.6.4a) 4. Goals: By 02/05/2014 Student will increase his reading fluency from 123 words per minute at the 4th grade level to 150 words per minute at the 6th grade level given/during/ in special education setting as measured by a special educator using an oral fluency curriculum based measure. 5. Describe Specific Strategies to be taught/modeled during the lesson: Teacher will present Geo-terms (vocabulary) and model to the students how to use the Frayer Model for vocabulary words. Teachers will choose a vocabulary word and explain the parts of the Frayer Model as he models how to feel them out. Teacher will present clear examples of all

4 parts of the Frayer Model. The teacher will show example of past model of other students to help students plan. 6. What background (prior) knowledge do the students need to have to be successful? Students need to be able to look up and find definitions using technology or dictionary. Students will also have to summarize definitions, and be able to put definitions in their own words. Students will also need to be able to compare and contrast once they figure out the definition, because students will need to be able to say what the vocabulary word is, and what the vocabulary word isnt. Student must be able to recognize symbols (picture) or words that represent a specific vocabulary word. 7. How will you address classroom and behavior management/grouping issues during the lesson? Redirection, Priming, Ignoring rules, Routine, Interrupting, Rewards, Praise, Prompting, Speak and Spin, Hurdle Help 8. Materials and Resources (What do you need? How/where will you get it?) Note book, Dictionary, Copies of Frayer Model, projector

Teaching the Lesson 1. Anticipatory Set- I will talk to the students why vocabulary is important. I will then show a video of a basketball coach talking the Xs and Os of basketball using a lot of coach jargon. Once Im done with the video I will put a passage with 20 percent of the words missing and have them read the passage and offer a ten dollar reward to anybody that can tell me the main idea of the passage. 2. Teaching- I will start of by giving all the students a KWL sheet so I can assess what they know, what they want to know, and what they want to learned. I will model how to use the Frayer Model. I have will have the students help me fill out a Frayer Model. I will have the student feel out an Frayer Model. 3. Scaffolding, accommodation, modification- After modeling I students will have two example of Frayer models they can reference. They will have one that I modeled and one that we did together as a class. Checking For Understanding A. Asking questions such as what graphic organizer can help with vocabulary? B. How is the Frayer Model different from traditional vocabulary, and why should we use it? 4. Re-TeachingI will chunk what the student doesnt know and re-teach individual the specific sections they might have questions about. I will also find out where the student is fall apart at, so I can teach the specific skill the student needs to access the content. 5. How/where will students integrate (generalize) this learning into future lessons/activities? I will talk to the students about using the Frayer Model in different classrooms. We will also be using the Frayer model for all future vocabulary words. I will mention that we have vocabulary all areas; especially in Math when vocabulary is content rich, and we need to be able to understand the content in order to assess the content and what teacher is saying when they use specific vocabulary. We need to be able to make connection to the content and the Frayer Model can help with connections. 6. Closure- I will ask the question: How does the use of the Frayer model help us learn about the Nile River? Than the Exit Card draw or label the parts of the Frayer Model would be next. I would then have they give me an example of an word and have them walk me through the Frayer model process. 7. Independent PracticeStudents will finish the rest of the vocabulary words using the Frayer Model for homework. 8.

9. EvaluationAsking questions, thumbs up/down/side, look at the students Frayer Models. I will also pass out their KWL sheets that they filled out at the beginning of the lesson and assess what they have learned.