Robust Vocabulary Lesson Planning Sheet



Robust Vocabulary Lesson Planning Sheet

Name: Monica Frank, Jennifer Guerrero Grade Level: Second grade teachers/ Title 1

Traci Ledesma, Linda Rasmussen

Story: Bats in the Band Date Oct. 20, 2014

As always, make adaptations to the words selected to meet the needs of your diverse students.

|Tier 2 Words Selected: weary, approaches, soar, inspired, huddled |

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|Other Tier 2 Words Considered: improvise, musical feast, conductor, theater |

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|Tier 3 Words: |

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|Planning for instruction/ Resources needed- Copy of book: |

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|Bats in the Band Vocabulary Log Signs of Words |

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|Day 1- Read aloud Bats in the Band briefly clarifying the following words as needed to aid in comprehension: improvise, musical feast, |

|conductor, theater |

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|Day 2- Introduce Tier 2 Vocabulary Words using the following steps: |

|Say the word and show the written word on a card or write it on the board. |

|Tell the students the word in the context of the story. “In the story…” |

|Provide a student-friendly definition |

|Provide an additional context beyond the one used in the story. |

|Give students opportunities to interact with the word. (Partners discuss, hand gestures, act out, etc. as appropriate) |

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|Inspired- In the story one bat played many instruments and inspired the rest of the bats. |

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|Inspired means to make others feel hopeful. It also means to encourage others by making them feel confident and eager to do something. |

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|Some examples are: |

|The teacher inspired the students to work hard on their math facts. |

|The coach inspired the players to practice. |

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|Gesture/motions for inspired- hold hands in high five high above the head |

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|Weary- In the story the bats had played a long while and gave a weary cheer |

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|Weary means to feel tired after a long hard day. |

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|Some examples are: |

|The farmer was weary after working in the field all day. |

|The janitor was wear after cleaning the lunchroom. |

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|Gesture/motion for weary- sway back and forth, back and forth |

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|Huddled- In the story the bats were huddled together during the winter. |

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|Huddled means to gather close in a group. |

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|Some examples of huddle are: |

|The penguins huddled in a group to stay warm. |

|The football players huddled to plan their next play. |

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|Gesture/motion for huddled- gather together holding arms around another’s back |

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|Soar- In the story as day came the music soared just before it ended. |

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|Soar means to fly high. It also means to rise swiftly. |

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|Some examples of soar are: |

|The bat will soar through the night sky. |

|The airplane soared past the runway. |

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|Gesture/motions for soar- put arms out toward the side and sway in a swooping motion |

|Another consideration – share an audio recording of music soaring. |

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|Approaches- In the story the bat approaches the dark house to find bugs. The conductor approaches the band to start the concert. |

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|Approaches means to get near someone or something. |

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|Some examples of approaches are: |

|The dog will bark as the stranger approaches. |

|The teacher approaches the new student to welcome her into the class. |

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|Gestures/motions for approaches- walk forward in slow motion. |

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|We will now play a “Bag It” game- You will find each of these words in a bag. Each student will take turns drawing a word from the bag. Have |

|the students go around twice. When a student comes to a word she must act out the word using the motion. |

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|When are other times you might feel this way or use these words--- |

|Weary- basketball, football, after a test |

|Inspired- church, listening to a coach |

|Huddled- on your moms lap, to tell a secret, soccer game |

|Soar- an airplane, pretending to fly like a bird |

|Approaches- someone coming up to you |

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|What did you learn new? How can you remember ______? |

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|Day 3- Practice with words: |

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|Students should have an opportunity to write and discuss the words with classmates. |

|Teacher shows pictures of vocabulary words to students. They write the words on white boards. |

|Divide the students into six groups, and assign each group a word. |

|The group will write the word and the definition on chart paper. |

|Each group will use their word in a sentence appropriately, & write it on chart paper. |

|Write one example of the word in real-life experience. For example, has anyone in the group ever felt , etc.? If no one in the group has had |

|the experience, the group should think of a possible scenario using their vocabulary word. |

|Groups will take turns sharing with the class the definition, the sentence, and the real-life experience. |

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|Students will divide in groups of four- |

|Students will draw the following word cards out of a bag |

|Weary |

|Approached |

|Soar |

|Inspired |

|Huddled |

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|Students will give a definition in their own words. The other children will agree or disagree by standing up if they agree or sitting down if |

|they disagree. If they sit down they must COACH the student and tell them a better definition and together they will stand and recite a |

|correct definition |

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|Day 4- Draw and write words: |

|(See Attached Vocabulary Log) |

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|Students will write the six Tier 2 words in their Vocabulary Log. They will write the word, write the definition, & draw a picture of the |

|word. |

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|Teacher can give the following clues- |

|The music teacher encouraged me to practice the piano so I could do well in the winter recital…(inspired) |

|The runner was almost ready to collapse after they ran 26 miles…(weary) |

|The football team grouped together after the game (huddled) |

|The bat flew high into the sky…(soar) |

|I came up to the new student to ask her name ...(approaches) |

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|Day 5-Assessment Informal assessment of Tier 2 words |

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|Bats at the Band cut and paste quiz |

|(See attached quiz) |

Vocabulary Log

|Word |Definition |Picture |

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Bats In The Band Quiz

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|inspired |to crowd together or gather in a close group |

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|weary |to come near |

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|huddled |to make others feel hopeful |

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|soar |to fly upward like a bird or to rise swiftly |

|approaches |feeling tired especially after working hard |

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