Micro Teach Learning Plan #1

Title: Dictionary Detective

Name: Corinne Martin
Subject/Grade: LA/R Date Taught: February 21, 2017
Type of Instruction: Direct Instruction- Small Group
Lesson Plan
Objective:
Given a vocabulary worksheet and dictionary (for double checking their answers), the students will be able to correctly define 9 out of
10 vocabulary pairs as demonstrated by writing out the definition of each word on the worksheet.
TEKS:
Fifth Grade Language Arts/Reading
LA/R 5.2 E
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. The students are
expected to:
(E) use a dictionary, a glossary, or thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations,
alternate word choices, and parts of speech of words.
Background Information:
Students understand new vocabulary and use it when reading and writing.

Materials:
Copies of pages from the dictionary
Thesaurus, glossary
Worksheet
Envelopes

Equipment:
A computer to allow students to have words, that they do not know how to pronounce, read aloud correctly; or use for definitions.

Classroom Management/Environment:
I put one finger up that means voices off and eyes on me, Small groups- signal me over if you have a question, raise hand to be called
on.

Engagement/Focus:
1. Good Morning/Afternoon- greeting
2. Engage attention: you are familiar with the game of clue, stick along and learn how to be a dictionary detective.
3. Pre-correction: If my hand is up raise your hand when you would like to speak, wait patiently to be called on.
4. Why learning: When you need to know the meaning behind a word, it is important to know how to use a dictionary.
5. Learn by the end: You will be masters at using a dictionary just as a detective would in any case.

Explanation/Procedures: (I do. We do. You do. keep this in mind)

1. Lets define our mystery word! Look at our list of mystery words. I do example: The 1st word is representative.
a. What do you think this word means, without looking up the definition?
b. First the word representative is a noun that can be defined as a person acting or speaking for others. I write the
definition, and a sentence to go along with the mystery word on the chalkboard.
c. Look at the definition of the word representative on the dictionary page, notice that it has two definitions; one being a
noun and the other is adjective. We have an adjective definition of the word representative, which can be defined as
enough like others to stand in. I write the definition, and a sentence to go along with the mystery word. Read
sentence on the chalkboard
d. We need to detect the definition of each of the mystery words because it helps provide an understanding behind words
we do not know the meaning of.
e. Now that I know the definition of the word, illustrate a picture that sums up the definition of the picture.
f. How can I remember to search up the definition of the word? Remember to use the glossary and index to find the word
when using the textbook or go to the first letter of the word in the dictionary and use finger to spot the word. Call on
students
2. Now that I have shown you what is expected of you, lets do the next mystery word together. The next mystery word is frost.
a. What do you think this word means, without looking up the definition? Write down the definition you think goes to
the word frost on a piece of paper.
b. First the word frost is a noun that can be defined as a deposit of small white ice crystals formed on the ground or other
surfaces when the temperature falls below freezing. Lets think of a sentence together for the word frost. The trees are
glistening with frost.
c. Now that we have put together a noun definition and sentence with the mystery word, frost. It is now time to find the
 verb definition of frost. The verb definition of the word frost can be defined as cover (something) with or as if with
small ice crystals; freeze. Lets create a sentence using frost as a verb. The car windshield is frosted with ice on top
of the window.
d. We need to detect the definition of each of the mystery words because it helps provide an understanding behind words
that we do not know the meaning of.
e. Now that we have the definition of frost, we can illustrate the meaning behind the word frost.
f. How can we remember to search up the definitions of the word, frost? Remember to use the glossary and index to find
the word when using the textbook or go to the first letter of the word in the dictionary and use finger to spot the word
you are searching for.
3. Look in the back of the dictionary for the glossary, search for the word you are looking for.
4. Now look up the definition of the word you pick from the vocabulary worksheet.
5. After writing down the definition you will grab a thesaurus to find synonyms.

Extension/Elaboration: Give lists of space words on the worksheet to help students understand how to use the dictionary in effective
ways that help the student find the definition of the words.
Extension: Use the definition to write out a sentence using the vocabulary words from the worksheet. Then as a group share your
sentences with one another. Find words that are animals that are nouns and verbs. EX: badger, bear, etc.
Elaboration: Use a story from the textbook that goes along with the vocabulary worksheet; demonstrate how to look up the word in
the glossary and dictionary; use context clues to determine the right definition, where there are multiple listed under one word, to the
word; color code in the dictionary. Demonstrate on the SMART board

Closure:
Review: Vocabulary worksheet; What is the definition of this word; what is the noun, what is the other part of speech for this word;
where is the word in the glossary.
Praise: You nailed your task of being a dictionary detective to show how you can look up definitions to words all on your own.
Anticipation: How can multiple words together create a different multiple meanings that sound the same and use context clues, we
will learn this next.

Assessment:
A vocabulary worksheet will be given to the students. On the worksheet, I will use it as an assessment, students will use a dictionary
to correctly define 9 out of the 10 vocabulary word pairs provided as demonstrated by writing out the definition of each word on the
worksheet.

Resources: Afflerbach, P., & Pearson/Scott Foresman. (2011). Scott Foresman Reading Street. Grade
5 / (Texas ed.). Glenview, Ill.: Pear. Page 446