You are on page 1of 3

Design for Learning

Instructor: Emily Lavender Grade Level/Cooperating Teacher: 2/ Houston Lesson Title: Chesters Way Date: November 12, 2013 Curriculum Area: Reading/ Language Arts Estimated Time: 30 minutes Standards Connection: Determine the meaning of words and phrases in a text relevant to a Grade 2 topic or subject area. [Rl.2.4] Learning Objective(s): When given an exit slip, students will be able to accurately match the correct definition to the correct vocabulary words. Learning Objective(s) stated in kid-friendly language: Today, boys and girls we are going to learn two new vocabulary words from the book, Chesters Way. Evaluation of Learning Objective(s): Engagement: The teacher will ask the students about their friends, having students pull on prior knowledge to re-introduce the book, Chesters Way. Friends, I want you to close your eyes and think of some of your friends. What do you like to do with your friends? Do you and your friends do the same things and like the same things? Do your friends sometimes do things that are silly? Open your eyes. Can someone remember which book that you all read last week about two friends who were a lot of like? (wait for appropriate response) Thats right! Chesters Way, by Kevin Henkes. Learning Design: I. Teaching: The teacher will introduce the vocabulary words to the students. Alright, so lets look in the book, Chesters Way. The teacher will read page 7 aloud, emphasizing the word miniature. Miniature. Lets all say that word together. (students will say the word miniature all together) Miniature! Awesome. The teacher will write the word miniature on chart paper. Miniature means very small Something that is miniature is smaller than the usual size. Look at the picture in the book. Chester has his hand in his pocket. He has his first-aid kit in his pocket. A first-aid kit is usually too big to fit in a pocket, but Chesters miniature first-aid kit is much smaller than the usual kit, so it fits in his pocket. Lets think of some things that are miniature. At this time, the teacher will have a bag filled with miniature items in the bag. She will pull items out of the bag to show the students for a visual aid. I have a bag here full of miniature things! You want to see what is in the bag? Teacher pulls out first item. A miniature shampoo bottle! When you take a bath or shower do you use a miniature shampoo bottle or a regular size shampoo bottle? (wait for appropriate response) When do you use a miniature size shampoo bottle? (wait for appropriate response) Thats right! Maybe on a trip or at camp. Alright, lets pull out the second item. A miniature candy bar! Yum! We all love candy, dont we?! Somedays I could eat an entire candy bar, but some days, Im not too hungry, but want a little sweet treat, and mini candy bar is just enough! The teacher will pull out the last two items from the bag and then go into Think-Pair-Share time. Did you know that I have a dog? (wait for appropriate response) I do! He is so cute!!! When I was 10 years old, my family got a dog. You know what kind of dog he is? (wait for appropriate response) He his a

MINIATURE dachshund! His name is Willy and he is oh so cute! The teacher will show a picture of her dog. Now, I want you to think of a time when you have seen something miniature. Why would you describe it as miniature? I want you to turn and talk to your think-pair-share partner now and talk about it. Allow students time to pair-share with their partner. 5-4-3-2-1 eyes on me! (wait until all eyes are on teacher) Thank you. I want to hear what some you all talked about. When have you seen something miniature? The teacher will call on a few students to share their responses. Great job! Chester carries the miniature fist-aid kit in his pocket. The kit will come in handy if Chester or his friend is hurt. I want you all to close your eyes for a second. Imagine that you had the power to make anything in the world miniature in size. What would it be? What object would you make miniature and carry in your pocket? Why would you make that object miniature? You may open your eyes. I would make my refrigerator miniature and carry it around in my pocket. That way I could have a snack whenever I wanted!!! What you all make miniature. I want a few friends to share. The teacher will call on a few students to share their thinking. Super! Those are awesome. Lets move to our second vocabulary word. Our next word is the word, rarely. Lets say that all together. (the students will say the word rarely all together and the teacher will write the word rarely on chart paper) Great! Now, lets go back to Chesters Way. The teacher will read page 9 aloud. Chester and his best friend, Wilson are exactly alike! Chester and Wilson rarely, or hardly ever, eat between meals. I rarely or hardly ever get to see my brother because he lives in New York....so far away!! What is something you like to do but rarely get to do? Think about that and then turn and talk to your pair-share partner. Allow students time to pair-share with their partner. 5-4-3-2-1 eyes on me! Thank you. Ok, I want to hear what some of you like to do, but rarely get the chance to do. The teacher will call on a few volunteers to share their thinking. I love all of the thinking going on!!! II. Opportunity for Practice: The teacher will have a Frayer Model on chart paper. The teacher will ask several students to help the teacher complete the Frayer Model. Alright friends, all eyes on me. I am going to need some help on this next part. I want you to look at the chart paper. I have a place for our new word, the definition, a synonym, and an antonym. I need some friends to help me out. The teacher will call on four students to help fill out the first Frayer Model for the word miniature. So, our first word is miniature. You all did fantastic! Now, we are going to do the same thing, but for our second word. Raise your hand if you remember what our second word was? (wait for appropriate response) Thats right! Rarely. The teacher will call on four students to help fill out the Frayer Model for the word rarely. Oh my! You all are so smart. Both of these look great. III. Assessment: The teacher will assess the students by using an exit slip. The exit slip will have the two vocabulary words with six different definitions. The students will have to match the correct definition to the correct word. You all have done fantastic today. Now, we are going to go back to our tables. I am going to pass out a sheet of paper. I want to see how much you know! The vocabulary words that we learned today will be on one side of the paper and some definitions will be on the other side. You will match the word to its correct definition. Pretty easy, right? I will be walking around if you need help or do not understand something. Lets see how quiet we can be while working on this. When you are finished, raise your hand, and then you may get your snack. IV. Closure: Great job today! I now have all of your papers, right? (wait for appropriate response) Awesome! You may eat your snack and wait for further instructions.

Materials and Resources: Chesters Way by Kevin Henkes Chart Paper Marker Travel size shampoo Shampoo Travel size hand sanitizer Hand sanitizer Miniature candy bar Candy bar Picture of teachers dog Exit slip

Differentiation Strategies (including plans for individual learners):

Data Analysis:

Reflection:

You might also like