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NEVADASTATECOLLEGE TEACHERPREPARATIONPROGRAM FROMSEEDTOPLANT(LESSON#211/3031)

Description of Classroom:
2nd Grade, Ages 7-8, 13 girls, 8 boys, 3 IEP students, bilingual

Background:
Students are in the acquisition stage of learning. This is the first lesson on the given story and the first time being introduced to this vocabulary. This lesson will be taught two consecutive days.

Content Objective(s):
Students will be learning new vocabulary through the introduction of a new story. Students will be able to identify an adjective and connect it to an object.

Language Objective(s):
Students will be able to write five adjectives describing themselves. Students will listen to a story being read and read along. Students will speak about what adjectives describe a given noun.

Nevada Standards:
L.2.5a Identify real life connections between words and their use.

Key Vocabulary:
Beautiful Nutrition Protects Ripens Streams *Adjective*

Best Practices: (put an X next to those that you address in your lesson)
Preparation Adaptation of content Links to background Links to past learning Strategies incorporated Integration of Processes Listening Speaking Reading Writing Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement Grouping Options Whole Class Small groups Partners Independent Assessment Individual Group Written Oral

Teaching Strategies:
Cooperative learning, Diagram, Pictures

Warm Up Activity:
-Introduce the book -Explain to the students that we will review the new vocabulary words first. Ask students to remind you what needs to be done when you come across a vocabulary word (shake or move around). -Have students take out their books. -Read Vocabulary Power on pages 312-313 of the student handbook. -Say, I know you and Ms. Hampton usually act the vocabulary words out but since these are a bit more challenging to act out, we are going to do something different. -Show pictures of the vocabulary words and have the students guess which ones they are.

Lesson Sequence:
1. 2. 3. 4. 5. Read the story title again. Have students make predictions about what the story will be about. Go over the author and type of text. (have students point to each one) Remind students what should be done whenever a vocabulary word is read. Tell the students to look out for adjectives in the story. Ask students if they know what an adjective is (review what it means to describe and what a noun is). Write definition on the board. 6. Read the story and have the students follow along with their fingers. Have a student walk around to check that students are doing this. Notes* pg. 316- Can anyone name another flower? Pg317- review flower parts Pg. 319- Explain how a bee pollinates a flower. Pg. 323- give anecdote about dandelions 7. Have students discuss in their groups one way that a flower is pollinated. Have one student from each group share with the rest of the class. 8. Review any adjectives the students might have heard in the story. 9. Call tables, one at a time, to the front of the room. 10. Say to students, Now that we learned all about how a seed becomes a plant, we are going to describe a flower using adjectives. 11. Fill out adjective worksheet using a flower as an example. Do this as a class by having the students give different adjectives to describe the flowers. 12. Explain to the students that they will now work on it alone but that they will be describing themselves. Explain assignment to students. 13. Have the paper passer stand up first and help you pass out the worksheets while you have the rest of the class tell the star student one adjective in order to go back to their seats. 14. Students will work on their adjectives for the remainder of the period. 15. Closer: 1, 2, 3 Freeze. Have each student tell their shoulder partner one new vocabulary word and an adjective. Once they do that have them put their books away and turn in their worksheets. Unfreeze.

Accommodations:
Since this is an introduction to the story and to adjectives, I will work one on one with students who need extra help with the concepts. *3 students with IEP will be given fewer questions. (3 instead of 5)

Supplementary Materials:
Story- From Seed to Plant Drawings of vocabulary words Adjectives worksheet Drawing utensils Pencils

Review/Assessment:
Students will be graded on their adjectives worksheet. Students are to have five adjectives describing themselves and a drawing that goes with it.

Reflection:

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