Robust Vocabulary Lesson Planning Sheet



Robust Vocabulary Lesson Planning SheetName: Susannah Hooper-Howe/Cherry Adams Grade Level: ELL & Title 1 teachers 2nd Grade Pull-Out Group Story: The Name Jar Date October 17, 2014 As always, make adaptations to the words selected to meet the needs of your diverse students. Tier 2 Words Selected: scrunching, announced, identity, familiar, introduceOther Tier 2 Words Considered: pouch, relieved, nickname, souvenirTier 3 Words:Planning for instruction/ Resources needed- Copy of book: The Name JarDay 1- Read aloud The Name Jar, briefly clarifying the following words as needed to aid in comprehension: pouch, relieved, nickname, souvenir, nodded, graceful, applaudedDay 2- Introduce Tier 2 Vocabulary Words using the following steps:Say the word and show the written word on a card or record it on the board.Tell the students the word in the context of the story. “In the story…”Provide a student-friendly definitionProvide 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)Day 2 (continued)- Scrunching- In the story a girl scrunched her face because she didn’t know how to pronounce Unhei’s name.Scrunching would be the twisting up or pressing together something, ie. the face when you don’t understand something or are confused. Scrunching is a facial expression people make when they are confused, don’t know the answer, or don’t like something. The girl was scrunching her face when her dog was barking at the window.Opportunity for practice: If I say something that sounds like a person who may be confused, try scrunching your face. If not, don’t do anything. Students will be asked why they responded like they did. A girl is crying because she is sad.The teacher asked the student a question he didn’t know how to answer.The children listened to someone speak a language they didn’t understand.Announced- In the story a boy announced Unhei as a new girl to the class in a loud voice.Announce means to say something loudly in front of people so that all can hear and will notice.The teacher announced to her class that they would go on a field trip.Opportunity for practice: Turn to your partner and share something you think might be announced during the school day. (Teacher will share out examples from students’ conversations,clarifying as needed.)Identity- In the story a boy said that Unhei might have robbed a bank and needs a new identity.Identity means who you are, and all the things that make you you; especially your name. For example, I am Mrs. _______, a teacher, wife, mother, daughter, sister, aunt, and friend. These are the things that make up my identify.Opportunity for practice: Share with your partner three or four things that make up your identify. Start with your name. (Teacher clarify as needed. Ie. name, grade level, gender, student, son, daughter, grandson, granddaughter, etc.)Familiar- In the story, Unhei felt that almost nothing was familiar in her new neighborhood.Familiar- means to know something well, or to be comfortable with it.Opportunity for practice: Which would be familiar: Give me a “thumbs up” for familiar, and “thumbs down” if it would not be familiar.*I walk into my house and smell the chicken my mom cooks every Monday.*Jose found his favorite shirt in the laundry.*Marty had never been to this store before. (unfamiliar) * Donna thought her new school was a little scary. (unfamiliar) Introduce- In the story, Unhei said she was ready to introduce herself.Introduce- To make someone known to others by name. Let me introduce myself. Hello. My name is Ms. ________. I am very happy to meet you. I am very happy to meet you, Ms.___________. My name is Mrs. _____________.Opportunity for practice: Think of a time when you had to introduce yourself or someone else. Now turn to your partner and pretend that you are meeting each other for the first time. Take turns introducing yourself.Day 3- Practice with words:Students should have an opportunity to write and discuss the words with classmates. Teacher shows pictures that illustrate vocabulary words to students. They write the corresponding words on white boards.Students will work in pairs. They will receive a two page vocabulary task to complete as a team. They will look at the pictures and write the correct vocabulary word next to the picture it represents. They must also be prepared to tell why.We will discuss in two small groups, one with each teacher, the correct picture and vocabulary match and why.We will return to seats and whole group for closing.Day 4- Vocabulary LogUsing the Marzano Vocabulary Log, each student will write the words, define the words, and illustrate each with a picture that will help them to remember the meanings. Day 5-Assessment-Informal assessment of Tier 2 wordsComplete the sentences using the words below : familiar announced scrunched identify introduceWhen she heard they were having peas for dinner, the girl __________________ up her face.I was asked to _______________________ my best friend to everyone at the party. The teacher ___________________________ to the class that they had won the school wide contest.We had to find the _________________________ of the person wholost the jacket. Nothing seemed ___________________________ to me at my newhouse.Pick one of the vocabulary words and draw a picture to represent its meaning. ................
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