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Lesson Plan
Objective:
Given a worksheet with the weekly vocabulary words, students
are expected to find the correct definition and pronunciation in
the provided dictionary 8 out of 10 trials provided.
TEKS:
4.2.E
(2) Reading/Vocabulary Development. Students
understand new vocabulary and use it when reading and
writing. Students are expected to:
(E) Use a dictionary or glossary to determine the
meanings, syllabication, and pronunciation of
unknown words.
Modifications (Victor)
Modifications (Edna)
N/A
N/A
Background Information:
Students will be expected to read grade-level text with
fluency and comprehension.
Students will be expected to know how to use a dictionary
index to find unknown words.
Materials:
Dictionary
Poster Board
Markers
Tape
Pictionary Worksheet
Extension Worksheet
Elaboration Worksheet
N/A
N/A
Equipment:
Whiteboard/Chalkboard
N/A
N/A
Classroom Management/Environment:
Students will sit in pre-assigned groups of three.
Students will already be aware of their weekly role,
whether it is Recorder, Reporter or Materials Manager.
Students will be able to call out answers, unless they are
specifically told to raise their hands.
Engagement/Focus:
Greeting:
Good Morning!
N/A
Engagement:
N/A
1. (Research paper)
ii. Edna, can you tell me one time that you
have had to use a dictionary, whether it be
inside or outside of school?
iii. Victor, do you know if you have a
dictionary at your house?
iv. Awesome! Who can tell me when they
would use a dictionary at home?
1. (IPad, iPhone died, on a road trip,
playing a board game)
2. Lets quickly review how to use a dictionary before we
begin our lesson.
i. The dictionary is alphabetic and at the top
of every page it tells you the first word and
the last word.
ii. The dictionary provides you with the
correct pronunciation.
b. So on the board I have pictures of a few of weekly
vocabulary and I want some volunteers to tell me
what they are.
3. After we figure out what each picture is, I need you to get
in your groups to find the word in the dictionary.
a. (Grape, Shine, Cloud, Spray)
b. Each group will be assigned one word that they
need to find in the dictionary.
i. The recorder needs to write down the
correct spelling and the definition in your
own words.
c. I will give you all three minutes to find the
pictures on the board in the dictionary.
i. Great job class! Lets have our reporters
N/A
N/A
N/A
Assessment:
Students will use the provided worksheet to record the correct
definition and pronunciation on the provided worksheet, getting 8
out of 10 correct.
Resources:
Kemper, D., Sebranek, P. (2012) Texas Write Source: Teacher
Edition Grade 4. Orlando, Florida: Houghton Mifflin
Harcourt. 694-726.
Anderson, J., Gallagher, K. (2012) Texas Writing Coach: Writing
& Grammar for the 21st Century, 4h grade. Boston,
Massachusetts: Pearson Education, Inc. T273-275.
N/A
Explained TEKS,
rationale for
modifications
Engagement linked to
prior knowledge
Lesson used
cooperative learning
Lesson used
questions throughout
Followed a clear
learning plan
Lesson was
interactive
Modifications
appropriate for cases
Explanation of
additional
modification clear
Teacher and teaching
were professional
Overall teaching
Case 1: Victor
Victor is in the grade that you are teaching. He has been identified as having low vision, and is reading about 1 to 2 grade levels
below his peers. (Note: If your are teaching K or 1 grade, he does know some letters, but not all, and a couple of sight words such as
his name, yes and no) His math skills are generally at grade level. He goes to resource room only as needed, and the resource teacher
will help blow up materials and help you obtain special equipment as needed. He has the following modifications:
Provide preferential seating.
Extended time on testing that requires reading.
All materials must be at a 24 or greater font.
Extended time on activities that require writing.
Case 2: Edna
Edna is in your grade and generally in a self-contained classroom for some of the day. She has been identified as having a form of
autism called Aspergers Syndrome. Her math skills and reading skills are about 3 grade levels above her peers, but her social skills
and verbal skills are very poor. She tends to be a perfectionist, and takes a long time to do any writing (including math) because she
wants to form each letter or number perfectly. She becomes very upset with any changes in routine. She has the following
modifications:
Provide opportunities for structured peer interaction.
Provide opportunities for structured verbal responses by letting her know specific questions ahead of time.
Allow extra time for written expression.
Prepare her for changes in the routine.