Teacher Candidate: Hillary Enyert Title of Lesson: Reading, Writing, and Communicating: Vocabulary Grade Level: Seventh Grade
Subject Area: Reading, Writing, and Communicating
Lesson Topic (What is the big idea?): The students will be able to learn new vocabulary relating to creating bar graphs in Mathematics.
What standard(s) and/or IEP goal(s) will it address? http://www.cde.state.co.us/sites/default/files/documents/coextendedeo/document s/rwc_with_eeos.pdf
Prepared graduates: Collaborate effectively as group members or leaders who listen actively and respectfully pose thoughtful questions, acknowledge the ideas of others, and contribute ideas to further the groups attainment of an objective.
Content area: Reading, Writing, and Communicating Standard 1: Oral Expression and Listening 2. Small and large group discussions rely on active listening and the effective contributions of all participants EEO.I. Ask questions to gain information to solve a problem.
Main Objective of Instruction (What do you want the student(s) to learn?): The students will learn new vocabulary words in relation to creating bar graphs with 90% accuracy as measured by a teacher made checklist 1 time a week for 8 weeks.
Supporting Objectives: 1. The students will be able to relate the new vocabulary words to future lessons in Mathematics. 2. The students will be able to recall the definition for each word with a new list of vocabulary words.
Specific Strategies to be taught/modeled: 1. The students will be taught the new vocabulary words. 2. The students will be taught how to apply new vocabulary words on a bar graph.
Planning for individual differences (mediated scaffolding): What are the accommodations/modifications you need to prepare? Simplified definitions of basic words associated with bar graphs. Graph sheets with designated lines to help with learning where the new vocabulary words apply on the actual graph.
What background knowledge do the students have? How will you assess students learning pre, during and post? The students have learned about line graphs, but not the specific vocabulary associated with graphing. Pre: asking students to tell me what this word means? mark on academic checklist what words the student knows and what words he or she did not know. During: observation of students learning of the new vocabulary words. Post: have students fill in a bar graph with designated lines for new vocabulary words.
What management/grouping issues do you need to consider? The students will be taught in a small group setting in the SSN room at the kidney table.
Materials and Resources: New vocabulary words, bar graph
How/where will students be able to integrate (generalize) this learning? The students will be directly applying their learning of the new vocabulary words onto a bar graph to help with integrating of the new words.
How will you evaluate the lesson (judicious review)? A teacher made academic checklist will be used for progress monitoring. Simple observation of the students being able to apply their new words will also be used to determine if the lesson was effective.
Lesson Title: Reading, Writing, and Communicating: Vocabulary
Main Objective of this lesson: The students will learn new vocabulary words in relation to creating bar graphs with 90% accuracy as measured by a teacher made checklist 1 time a week for 8 weeks.
(CONTENT-PROCESS) Opening: (SET How will you get the student(s) attention?) Relate lesson to prior learning. Communicate the objective of the lesson. The students have learned how to plot points on a line graph. Tell the children that we are going to learn the specific vocabulary that is associated with graphing.
Procedure: (Is this an informal presentation, direct instruction, or structured discovery?) Direct instruction
Strategies (I Do): The teacher will begin by looking through and reading the new words and each definition out loud. A bar graph with designated lines for each word will be available. Once the teacher has gone through all of the words and definitions, the bar graph labels will be completed. The teacher will read the word and definition, then find the appropriate placement for the word on the bar graph. Self-talk will be used throughout this part of the lesson.
The graph title helps us know what information we can find on the graph. The graph title is usually found at the top of the graph. Our sample bar graph's title is Favorite Candy. The vertical axis runs goes from top to bottom. The horizontal axis runs along the bottom of the graph. The axes labels tell us what information is presented on each axis. In our sample graph, one axis is Type of Candy. The other is Number of Votes.
Check for Understanding- What will you ask? Ask students where each word is placed on the graph. For example, where does the graph title go?
Differentiation: The new words and definitions will be read aloud. Each student will also receive a list of the words and definitions to help throughout the lesson. The students may use this list during the guided practice. If necessary, they may refer back to it during the independent practice.
(PRODUCT) Guided Practice (We Do): The teacher and students will complete another bar graph together. The students will have a list of the new words and definitions in front of them so they can refer back to it if needed. If students need to refer back to the list, they will read the word and definition out loud. The teacher and students will work as a team to fill out the graph.
Closure: Student(s) summarize, demonstrate learning of lesson. Independent Practice (You Do). The students will fill out a bar graph independently.
Formally END the lesson. Once the students have finished their work, they will receive verbal praise and free time. They may choose to do whatever they like. While students are doing free time, complete the grading for the graphs and record on the academic checklist.