Lesson Plan

Subject: English Language Arts Grade: 2nd Lesson Topic: Vocabulary

Comprehension

Candidate Name: Jason Stewart ID:

Site Supervisor: Lori Covach NU Supervisor: Rod Hust
Date: November 16, 2017
As this is a second-grade class, their attention span is very limited, I will anticipate having a
brain break, where I will have them stretch and move out of their seats, so they can get
refocused when this quick break is over.
Introduction: This lesson will be focused on comprehending various vocabulary words from a
reading selection, Around the Pond: Who’s Been Here?, from the Reading California textbook.
As we have read this text already for other purposes, this activity will be used to develop their
vocabulary literacy and ability to define the words accurately and compose questions that can
be answered from the text.
Standard: 2.RI.4: Determine the meaning of words and phrases in a text relevant to a grade 2
topic or subject area and 2.RI.1: Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in a text.
Prior to Lesson: Since the students will be coming in from recess, I will instruct them as they
come in to grab their orange reading textbooks from their desks and to come sit on the carpet. I
will have the compact disc of the story queued up for them to listen to.

Direct Instruction: (15 Minutes)

Once students are seated on the carpet, I will explain to the students that they will be working
on defining vocabulary words from the story and thinking of questions that they could ask that
can be answered from the text. I will provide the students with the vocabulary words that will
be assigned. I will play the audio story and ask the students to follow along as it is narrated for
them. I will model the worksheet that students will work together with a partner with. The
worksheet will have boxes for students to fill in: Vocabulary word, definition/meaning, picture,
synonym, sentence from text, and their own sentence with the word. I will ask students to
write three questions on the back of the worksheet that can be answered from the text.
Partner Work: (30 Minutes)
Students will be partnered off and assigned a vocabulary word to complete the worksheet with.
I will have the model that I completed for them on the overhead projector so they can refer to
it as an example. Students will work together to complete their assigned vocabulary word and
come up with questions that can be answered from the text.
During this time, I will be walk around the room and check in with various students, I will
ensure they are understanding the vocabulary and filling the worksheet out accurately. I will
provide input of their work and help them elaborate their understanding. Ensure they ask
questions that can be answered by reading the text.
Partners Share: (10 minutes)
Students will be called on to share with worksheet in from the class. Students will read their
definition and have the other students guess which word it is and then asked to share a
question they came up with and see if students can answer it.
Closure: (5 minutes) I will review the importance of vocabulary and how understanding words
in a text can provide you with better meaning and comprehension of the text.