AUSL/NLU Lesson Plan Template

Name: Keisha Allison Time: 9-9:30 am

Subject/Topic: Social Studies Content:
Worms
Date: March 25, 2014

Objective
RI.K.4 With prompting and support, ask and answer questions about unknown words in a text.
RI.K.1 With prompting and support, ask and answer questions about key details in a text.
Objective (SWBAT):

SWBAT use text clues and picture clues to understand unknown vocabulary words.


Assessment / Exit Ticket: Class discussion and anchor chart. Immediately after this content lesson, students will be able to use newly learned words in a written
sentence.
Vocabulary/Key Concepts/Word Wall:
Close read
Burrow
Worm casting
Cocoon
Gizzard
Segments


Materials / Technology: Wiggling Worms at Work by Wendy Pfeffer; pictures and text from the book; anchor chart; and Promethean board.
Modifications / Accommodations: Low students will have questions scaffolded for them and given two options as well as gestures to help answer questions.
Durrell
Nyerra
Janayla
Jaden
Shanya
Jaylin
April
Durrell will be seated close to the teacher to be redirected. Tavion and Kobe will be sent back to seat before given a color change to promote success. Due to
behavior issues Korey sits in a chair separated from the rest of his peers. Kamari will be given more attention than the average student and depending on his
behavior may be asked to help me throughout the lesson. He will also have an individual behavior plan in use during this lesson. We will also use visuals from
text for all students. Higher performing students will be asked Why? about other students explanations.


Do Now (1 minute)
Silent, short, pen to paper, complete w/out teacher direction, preview or review

Boys and girls yesterday we learned about what kind of slimy creature? Yes worms! Right now we are going to do a Think Pair Share about one thing we learned yesterday during content. What are
we thinking about? Ss: One thing we learned yesterday about worms. I will narrate students I see thinking. Now we are going to turn to our TPS partner in 5 4 3 2 1. Narrate. Boys remember if you
are with a girl she goes first. I will come around to the rest of you and tell you who is going first. Show me what level we are on. Yes a whisper because our friends are sitting right next to us. Boys
and girls worms.



Opening (4 minutes)
The Hook, Preview Objective, Connection to Prior Knowledge.

Yesterday we a read a book called Wiggling Worms at Work but we have to remember strong readers just dont read to read, strong readers also ask what? Ss: Questions. Good readers also dive
deeper into texts. This is called a close read. Strong readers like you and me will read books more than once so we can understand it better. When have done this before? We did a close read with
Mrs. Leonard and Ms. Standiford on the Rainforest too. So yesterday we just read the book while we asked and answers some questions. Today, we are going to really focus on vocabulary. That
means the words inside the text. Kindergarten what are we focusing on today? Ss: Vocabulary. Can someone raise a silent hand and tell me why it is important to focus on vocabulary or the words
in a text. Ss: If we dont understand what words me we might not understand what the author is trying to tell us.




Middle (IWY)
I Do Direct Instruction (5 minute limit)
We Do - Guided Practice
You Do Independent Application by students


I will have an anchor chart titled: Words/ Text evidence/ Meaning.
I will add the text clues they gave me as well as the meaning and pictures to the anchor chart.

Teacher will provide enlarged pictures of the text to help support students in understanding the vocabulary. During the close read I will be cold calling students.


Prompts:
Gestures. Thumbs up and thumbs down,
Building off of background knowledge.
Relating to students.
Asking another student then going back to the original student.
Rereading.
Giving two options.






Teacher will . . . Student will . . . CFU
I do (5 minutes):

Teacher will explain directions.
I do (board=paper):

TPS
Asking
questions
We do (10 minutes):

Teacher will read story.

Plow; Listen to me and how I figure out what words mean. Hmmm, how can I use my text evidence to
find out what the word plow means. I see the words loosen soil. I also see in the picture a farmer on
some type of machine that is dragging through the dirt. I am going to use my picture clues and my text
clues to figure out what the word plow means. I think it means to move dirt or soil around. Pg. 6

Gizzard; worms digest the food they eat just like how we digest a salad. Pg. 10
What do you think the word gizzard means?
What are your text evidence?
Picture a worm wiggling through the dirt eating the dirt. It goes down its mouth and to its what?

Segments; call and response. What are segments? Pg. 15

Burrow; I will read burrow from different pages.
They select dead and decaying plants to drag back to their burrows. Pg.18
Worms eat at the entrance of their burrows; Pg.21

Thumbs up and thumbs down if you agree? Why?.


Cocoon;
A cocoon inches forward on a worms body just as a ring on your finger would move. Pg. 24
How do you put on a ring?
So a cocoon a material that goes over a...





We do (guided practice):

Students will answer questions on story.





It goes into our mouth then down our throat then into our
stomachs.
Students might say soil.


Rings on their bodies!



Holes in the ground that the worms digs and lives in.






It is ring-like.
A ring goes over your finger.
Worm!



Asking student
what I should do.

You do (@ Bats/Exit Ticket) (5 minutes)

Teacher will provide the anchor chart with words and definitions for children to use in their sentence.

You do (@ Bats/Exit Ticket):

Students will use vocabulary in a sentence.
Asking all students
what they should
be doing.

End (5 minutes)
Summarize & review content. Preview next days lesson. Homework

Kindergarten quick quick quick lets review the words we have dived into today.
I say you say. I say Gizzard. You say, Ss: Gizzard. Raise a silent hand what is a Gizzard?
I will continue this trend for all our vocabulary words.


Follow up lesson students will use one of the new vocabulary word in a sentence for writing.