Two-Day Vocabulary Lesson Plan



|Drexel University |

|Two-Day Vocabulary Lesson Plan |

|EDUC 529: Early Literacy |

| |

|Elizabeth Kelley |

|11/20/2013 |

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Lesson Plan Format: TWO DAY VOCABULARY LESSON ON TIER-2 WORDS

Teacher: Elizabeth Kelley Grade Level: 2nd Grade

I. Content and Standards:

• CC.1.2.2.F: Determine the meaning of words and phrases as they are used in grade level text including multiple-meaning words.

• CC.1.2.2.K: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade level reading and content, choosing from a range of strategies and tools.

• CC.1.5.2.E: Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

II. Prerequisites: Prior to this lesson, students will have experience listening to a story and identifying new/unknown vocabulary. Prior to this lesson students will have experience with identifying an example and non-example definition of a new vocabulary word.

III. Instructional Objective:

• After listening to the book One Cool Friend read aloud, students will be able to identify and recall three new tier-2 vocabulary words—proper, discovered, and inconvenience.

• Given opportunities to learn about the syntax, semantics, and morphology of each word, students will be able to state a definition identify examples and non-examples of each vocabulary word.

• When provided with alternative contexts and definitions of each word, students will be able to write and/or say a complete sentence containing the new tier-2 words (1 sentence for each word).

IV. Instructional Procedures:

LESSON 1

Before: Students will be introduced to three new tier-2 vocabulary words

• Explain to students that I am going to read a book, One Cool Friend by Toni Buzzeo, and that their job while I am reading it is to pay attention for three special words: proper, discovered, and inconvenience.

• I will write or post these words on a small board so the students can see them. I will repeat them again before I begin reading.

During: Read-aloud and vocabulary activities

• Read the book One Cool Friend by Toni Buzzeo.

• After reading, ask students if they recall hearing the three words they were shown at the beginning of the lesson. Review these words.

• Engage students in a primary introduction to the word proper based on the work of Linda Kancun in the article What is Most Important in Learning Vocabulary:

o Give context for the word, referring to the pages in the story where it is used: “Elliot was a very proper young man.” And “In their tidy black feather tuxedos with their proper posture, they reminded Elliot of himself.” In the story, Elliot is a really polite and well-dressed young man. He sees that the penguins also look like they’re well-dressed and well-behaved because they have good posture.

o Ask students to repeat the word and clap the syllables.

o Ask students how they would define the word and how they know that.

o Provide students with a child-friendly definition of the word: Having very good manners and behaving correctly.

o Ask students if they can think of another way the word is used.

o Provide students with an alternative context for the word: A proper person is someone who always says please, thank you, and you’re welcome. They want to make sure they are polite, dressed neatly, and treat others with respect.

• Engage students in a vocabulary activity based on the word proper. If I say the description of something that is “proper,” hold up a penguin cut-out; otherwise don’t do anything.

o The boys and girls lined up quietly and stood facing straight ahead. They walked quietly in the hall, keeping to the right-hand side.

o At a restaurant, a kid threw food on the floor, blew bubbles in his milk, and burped loudly after every bite.

o When riding on a bus, a young man gave his seat up to an elderly woman with a cane.

• Move on to the word discovered. Again, follow the work of Kancun:

o Ask students if they remember where in the story they heard the word. Refer to those pages and give context: : “At the end of the hall, he discovered…PENGUINS!” In the book, Elliot feels like most of the aquarium is too crowded. So he walked away from the other kids and discovered or found before anyone else the penguins display.

o Ask students to repeat the word and clap the syllables.

o Ask students to define the word and how they know that.

o Provide a kid-friendly definition of the word: To find or see something before anyone else.

o Ask students if they can think of any other way the word is used.

o Provide an alternative context: A leak in the pipes was discovered when the janitor went into the basement. He saw the leak before anyone else and learned about it through his discovery.

o Provide students with an example of the related word undiscovered. Ask students to define the word and how they know that. Explain that the prefix “un” can mean “not.”

• Engage students in a vocabulary activity based on the word discovered.

o Ask students if they have ever discovered something. Ask them to turn and talk to their partner to discuss how they felt. If they haven’t discovered something, ask them how someone who is a discoverer might feel. Ask a student to write the recurring words on the whiteboard (ex/ excited, happy, curious).

o Have students write the ending to this sentence stem: “The curious detective discovered…”

• Move on to the word inconvenience. Again, follow the work of Kancun:

o Ask students if they remember where they heard the word in the story. Refer to the page and give context: “ ‘Forgive the inconvenience,’ he said as he passed his father’s office.” When Elliot is trying to get the garden hose to his room, he doesn’t want to bother or cause trouble for his father, who is working in his study. Elliot does not want to inconvenience his father by making a mess or being noisy.

o Ask students to repeat the word and clap the syllables. Have half of the students clap/chant while the other half count the syllables. Switch and repeat.

o Ask students to define the word and how they knew that.

o Provide a kid-friendly definition of the word: Causing extra trouble or problems for someone.

o Ask students if they can think of any other way the word is used.

o Provide an alternative context: Playing around in the bathroom causes an inconvenience for people who are waiting to go in and use it. They have to wait longer and may be uncomfortable.

o Provide students with an example of a related word, convenience. Cover up the “in” and point out that this word is part of inconvenience. Explain that sometimes the prefix “in” can “flip” the meaning of the word or make it the opposite. Ask students what they think “inactive” might mean and why.

• Engage students in a vocabulary activity based on the word inconvenience. Ask students to raise their penguin if they think I am giving an example of something that is an inconvenience:

o Having to wait in the hallway to use the stairs because kids are not paying attention.

o Being able to get off the bus without any trouble and make your stop.

o Having to squeeze past a ton of people on the bus and miss your stop.

o Being able to use the stairs easily and get to science on time.

o Mrs. Kelley walked out her front down and only had to walk to the corner of her block to get a gallon of milk at the store.

o Ms. Summers got in her car, drove 30 minutes, had to sit in a traffic jam, and then wait in a long line at the grocery store to buy a gallon of milk.

After: Review the three new tier-2 vocabulary words

• Have students point to each word and say it aloud. Have students spell the word in the air as it is placed on the Word Wall.

LESSON 2

Before: Students will be re-introduced to three tier-2 vocabulary words.

• Display the words proper, discovered, and inconvenienced. Ask students to say each word aloud.

• Ask students if they remember the book that was read which contained these words. Display the book. Ask a student to quickly re-tell the plot. Ask students if they remember when each word was used. Review these pages in the book.

During: Vocabulary activities

• Engage students in an activity related to the word proper. Repeat the word and clap the syllables.

o Ask students to turn and talk and tell their partner what the word means.

o Ask students to write an ending to this sentence: “I knew Daria was a proper young lady because…” Share these sentences with the group. Ask a student to write some of the key descriptive words on the board (ex/kind, polite, neat).

• Engage students in an activity related to the word discovered. Repeat the word and clap the syllables.

o Ask students to define the word and why they think that.

o Ask students to turn to their partner and show them what their face would look like if they just discovered something. Have students share why they made those expressions.

o Facilitate students in playing a version of the game “memory” using synonyms and antonyms for “discovered.” When students make a word pair match they must put it in a “synonyms” or “antonyms” pile.

• Engage students in an activity related to the word inconvenience.

o Ask students to define the word and why they think that.

o Ask students to write an ending to this sentence stem: “An inconvenience can happen when…”

o Ask students to describe a time they experienced an inconvenience. Get them to act one or two of these out together.

After: Students review their new tier-2 vocabulary words

• Engage students in playing “meaning exchange” using all three words

o Provide two decks of cards—one of sentences with the Tier 2 word in the sentence and another deck of synonyms and non-related words for each Tier 2 word. Have students pull a sentence card and ask them to replace the vocab word with another word that fits. For example: “My brother’s nightly snoring is an inconvenience to me, since we share a room.” Could be replaced by “bother”, “not a problem”, or “great for” Repeat with several sentences for each word.

• Ask students to give a definition for each word as they point to it and spell it in the air.

V. Materials and Equipment

• One Cool Friend by Toni Buzzeo for read-aloud

• Sentence strips and markers

• Small whiteboards and markers/erasers

• Writing paper/pencils for students

• Chips from math center to cover up descriptive words

• Penguin cut-outs for students to signal with

• Memory Game set for the word “discovered”

• Meaning Exchange game sentence strips and replacement words

VI. Assessment/Evaluation: I will use informal assessments such as observations of student responses to requests for word definitions. I will use students’ sentence stem completions to determine their understandings of the new words. Students will turn-and-talk with a partner to reiterate the definitions of words.

VII. Differentiation: Individualized Activities: Students may say sentences verbally, rather than written. Students can draw a picture to complete the sentences. Students can write several sentences rather than just one. Students can trace the letters of each word. Each word can be written on a card in a textured medium (such as dried glue) for students to trace with their finger.

VIII. Technology: All whiteboard activities can be completed on the class SmartBoard. The story can be audio-recorded and put in the literacy center for later listening.

IX. Self-Assessment: Are students able to remember the definitions of each word learned from lesson 1 when lesson 2 comes around? Do students have alternative definitions of each word, suggesting a more robust understanding? What activities worked well and which need improvement?

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