Teacher Candidate: Bethany Lambertson

LESSON PREPARATION
Topic: A Flower Mystery- reading comprehension
and vocabulary lesson
Subject: Reading
State Standard:

Concept: Reading, Defininig, and

Understanding
Grade: Third

Reading3.4e.Discuss meanings of words and develop vocabulary by listening and reading a

variety of texts. (The student will expand vocabulary when reading.
Primary Objective
Given a list of ten vocabulary words from class readings, each student will have to use five of the
words correctly to write a sentence.
Classroom Diversity and Differentiated Instruction
This lesson is being prepared for a third grade class of 20 students. They are of various learning
styles and reading levels. This class contains the three main learning styles of auditory, visual,
and kinesthetic learning.
There are four students with classified learning disabilities and six students who struggle with
reading comprehension. The class will be broken into five small groups of four students during
various reading activities. Each group will have a diversity of learners and learning styles so that
the students can help each other strengthen their weaker areas.
The classroom reading will be A Flower Mystery: Is It a Bulb or a Corm? By Colleen Messina.
The teacher will read the book aloud to the entire class before separating the class into reading
groups. There will be a short discussion after the reading to discussion what the text was about
and to discuss any confusing words the students may have read. This will appeal to the auditory
learners in the class.
The class will then be divided into five groups of four students each. Each student will get their
own copy of the story. Each student in the group will be assigned a role for the group. There will
be a vocabulary enricher (identifies unfamiliar words in the reading and in vocabulary list), a
literary luminary (relates the new words to context clues in the text and providing definitions
through dictionaries or other media sources), a connector (makes connections between meaning
of the words in the context and prior knowledge), and a summarizer (records and reports groups
work to the classs). Giving each student a different role allows for each student to use their own
strengths and learning styles to complete their task.
Each group will have to define these words found in the text: corm,happylooking,indented,
outer,part,crocus,teardrop,pointy,between,difference,matter.Theywillbeallowedto
usetheclassroomdictionaryortheywillbeallowedtousetheclassroomcomputertouse
dictionary.com.
When each group finishes the summarizer of each group will present their findings and
defintions of their group to the class. The teacher will create a chart on the board to record each
groups findings that the summarizer presents.

At the end of the lesson each student will be asked to use five of the ten words they researched
and defined to write five sentences.
Materials/Equipment
Chalkboard or dry erase board, paper, pencils, dicitonaries, computer, Internet, and the text A
Flower Mystery: Is It a Bulb or a Corm? by Colleen Messina
Messina, C. (n.d.). A Flower Mystery: Is It a Bulb or a Corm?
Technology Integration
Website to look up definintions in groups
www.dicitonary.com
Character Principle
Cooperativeness: The recognition of our mutual interdependence upon our fellow human beings
which causes us to treat them politely, to respect their utterances and wishes, and to work jointly
with them for our common good. Innovation, spontaneous creativity, critical judgment, and
dissent are all complementary and essential outgrowths of the attribute.
Do all things without murmurings and disputings. (Philippians 2:14)
LESSON PRESENTATION [during the lesson] The following steps are designed to prepare
students to be successful in the summative evaluation at the end of the lesson.
Set:
The class will remain in their seats while the book A Flower Mystery: Is It a Buld or a Corm? is
read to them. After reading the short story the class will briefly discuss the story and any
confusing words they may have heard during the story. After the discussion the class will be
distributed into groups of four each getting assigned their own role in the group.
Teacher Instruction:
The goal of the lesson if the have students use context clues and outside resources to properly
define vocabulary words assigned. The ultimate objective of the lesson is to have each students
be able to use at least five of the words correctly in a sentence of their own. Reading the story
aloud to the class and allowing the students to work in small groups allows for them to work
independently and interdenpendtly to understand and define words in a text.
Teacher Modeling:
The teacher will assign each student to their specified group and each student will be given their
own copy of the text A Flower Mystery: Is It a Bulb or a Corm? by Colleen Messina. Assigned
each student their own role of a vocabulary enricher, a literary luminary, a connector, or a
summarizer allows for the students to be used and needed in the group. Having a specified role in
the group makes the student feel needed and helps them develop their reading strategies.

* Optional - Childrens Literature Selection

Selection: A Flower Mystery: Is It a Bulb or a Corm? by Colleen Messina
Lesson Concept: provide new words and terms and using context clues and outside media
sources to define them and use them correctly in a sentence
Character Principle: cooperativeness, hardwork, and tolerance
Messina, C. (n.d.). A Flower Mystery: Is It a Bulb or a Corm?
Guided Student Practice
Each group will be composed of four students. The teacher will select each group and assign
each student a specific role in the group.
The groups will be given ten terms that were used in the text they read and each group will have
to define them. The four roles in the group will be: a vocabulary enricher, a literary luminary, a
connector, and a summarizer.
The vocabulary enricher will identified the new words seen in the text and lead the group
discussion about the words. The literary luminary will relate the words in the list back to the text
using context clues, a dictionary, or other media sources. The connector will make a connection
from the words meanings and definitions back to the context of the story and any prior
knowledge they have of the words. The summarizer will record the information the group has
and report it to the class.
When the summarizer presents their groups findings to the class the teacher will make a chart on
the board to record each groups findings and discuss them with the class as a whole.
Independent Student Practice
Once split into groups each student will be instructed reread the story silently to themselves.
Although each student is put in one of five groups, each student is assigned their own role in the
group. In each role the student is expected to complete their roles tasks by themselves.
Closure
The class will reread the short story A Flower Mystery: Is It a Bulb or a Corm? by Colleen
Messina. The teacher will choose one student to read each page. After reading the story the
teacher will review each of the ten vocabulary words choosing ten students to define each of the
ten words.
Summative Assessment
Each student will be given a blank sheet of lined paper. All ten vocabulary words from the story
will be written out on the board for them to see. Each student will have write five sentences using
at least five of the ten vocabulary words correctly. The sentences do not have to relate to the story
they read, but the words must be used correctly in the sentence.

LESSON REFLECTION
I would anticipate each student to work hard, cooperate, and encourage each other throughout
this lesson. I anticipate full participation.
I would anticipate at least 14 of my students to be able to correctly use five of the vocabulary
words in a sentence they write.
This lesson could also be taught as readers theather. Each student could be assigned a role and
create props and act out the story and vocabulary words assigned.
This lesson should be followed up by a reading lesson on using word references and resources
such as glossaries, dictionaries, and thesauruses.