5E Student Lesson Planning Template
|Teacher: Cailey Dowell |
|Date: 11/19/2014 |
|Subject / grade level: Vocabulary/ 2nd Grade |
|Materials Needed: |
|Book “Dear, Deer”; Words/Pictures for Interactive Word Wall; Homophone Picture Match Game; Homophone Bingo; Homophone Sentence Strips and words; Graphic |
|Organizer; Pair of Pears |
|Common Core Standard: |
|CCSS.ELA-LITERACY.L.2.4 |
|Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of |
|strategies. |
|Lesson objective(s): |
|To determine the meaning of a word with multiple meanings |
|Be able to identify a homophone match |
|Use a pair of homophones and write sentences and draw illustrations that demonstrate understanding of the different meanings of the words. |
|ENGAGEMENT |
|To introduce the lesson on Homophones, I will read the book “Dear, Deer”. This is a great introduction to homophones and getting students thinking about |
|homophones what they are and how/why we use them. |
|Accommodations: For students with high energy I will provide them a non-distracting object (squeeze ball) to manipulate while I’m reading the story to the |
|class. For students with vocabulary barriers, I will make sure to show them pictures in the book and clarify any major vocabulary and link that vocabulary to |
|another representation. To help students with comprehension barriers, I will make sure to highlight the key points of the book after reading the page or |
|probing questions to allow students to answer what happened and why as well as predict what will happen next. |
|After reading the book, I will help the class determine a definition of a homophone based on the book we read. After making predictions of what a homophone is|
|then we will discuss the definition of a homophone is a words that sound the same but have multiple meanings. Together as a class, we can create our own |
|interactive word wall to allow students to refer to our word wall while doing their activities. The word wall will include a written version of the homophone |
|pair and an illustration of each word. |
|EXPLORATION |
|As students explore the lesson on homophones, they will go through stations set up around the room. They will be grouped based on their reading vocabulary |
|level (emergent, beginning, fluent). At each station they will complete tasks together. |
|Homophone Picture Match- Students will play a matching game with pictures and homophone pairs. They will have to appropriately match the word to the matching |
|picture. |
|Homophone Bingo- Students will be given bingo cards that have sentences on them. There are cards with homophone words on them. A student will flip over a word|
|and then each student will discuss the meaning of the word and then the students will read the sentences on their bingo cards to see if the word is |
|represented on their bingo card. If the student finds a sentence where the word fits, the student can cover that box on their bingo card. |
|Students will be given sentences on sentence strips; they will have a black space to allow students to put the appropriate homophone in the space to complete |
|the sentence. The students will need to work together as a team to complete the sentences with the appropriate homophone. |
|Accommodations: |
|Foster Collaboration and communication: putting students in cooperative learning groups to encourage peer interaction and support with the tasks. Vary methods|
|for response and navigation: alternatives physically responding using assistive technology to have students physically interacting with materials (big |
|sentence strips, matching game, bingo). |
|EXPLANATION |
|We will come back together as a class and discuss what conclusions we have found about homophones. Whether it be a more descriptive definition of what a |
|homophone is, what they found in an activity about homophones. We will add to our interactive word wall any words we have found fit our definition and then |
|discuss our next group job. |
|Accommodations: Clarify Vocabulary and symbols: having vocabulary in multiple representations of the word (picture and word). Highlight patterns, critical |
|features, big ideas and relationships: Highlight important points and highlight previously learned skills. |
|EXTENTION |
|To extend on the lesson of homophones, students will be using all the skills that they have learned so far to define pairs of homophones. Each student will |
|choose a pair of homophones. They will then fill out their graphic organizer with the words. Then they will write a sentence using each homophone. Then they |
|will draw a picture illustrating each homophone. Then with a person in their group they will check each other’s work and then make any changes needed. |
|Accommodations: Facilitate managing information and resources: provide students with graphic organizers to prompt categorizing and checklists for information,|
|help with comprehension. Clarify Vocabulary and Symbols: Make sure all vocabulary is linked to another representation of it’s meaning. Use multiple media of |
|communication: illustrations, text. Foster collaboration and communication: Cooperative learning groups encourage peer interaction and support. |
|Modifications: You can modify this activity based on the students writing and vocabulary level. You can challenge your high level students by having them |
|write more descriptive sentences or for your top students, write one compound sentence including both homophones in the same sentence. |
| |
|EVALUATION |
|Students will be evaluated by choosing a different pair of homophones and write a sentence using each homophone and draw a picture to illustrate each word. |
|This time they will be writing their information on a pear to put on our pair of pears wall instead of the graphic organizer. |
|Accommodations: Clarify Vocabulary and Symbols: Make sure all vocabulary is linked to another representation of it’s meaning. Use multiple media of |
|communication: illustrations, text. Foster collaboration and communication: Cooperative learning groups encourage peer interaction and support. |
|Modifications: You can modify this activity based on the students writing and vocabulary level. You can challenge you mid level students by having them write |
|more descriptive sentences or for your top students write one compound sentence including both homophones in the same sentence. |
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