Assignment #3: Collaborative Planning

Submitted By: Karen Berrios

EDRL 442: Teaching Literacy 1 Nevada State College - Fall 2013 Instructor: Karen Powell

Lesson Title: Word Study: Semantic Feature Analysis Trophies Teacher Edition: Changing Patterns-Theme 3 (3-1) Trophies Story: Sayings We Shares; Proverbs and Fables

Submitted By: Karen Berrios T.Ed Pages: 407I CCSS: L.2.5b

A. Summary of the Lesson Plan: The students will learn different meanings about certain vocabulary words and determine the meaning of each one by using animals that represent the words. The students will also use the new vocabulary words in narrative paragraphs. The lesson is an activity for the Trophies story Sayings We Share; Proverbs and Fables and it should take about 15-30 minutes to complete. B. Student Population: Grade Level: 3rd Grade Skill Level: All learning levels Groupings: Partners and independent C. Materials: Trophies T Ed 3-1 (Changing Patterns) Page 407I- Semantic Feature Analysis Reading journals Construction paper Example of activity (Bottom of page) Paper Pencils/color pencils D. Objectives: Common Core State Standard L.2.5b: Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

Learning Targets Knowledge Targets: Vocabulary Describe/descriptive Intensity Verb Students must understand that words can express feelings of varying intensity. Students must understand that words can express different levels of strength.

Student-Friendly Learning Targets Student Knowledge Targets: I know that words can express feelings of varying intensity. I know that words can express different levels of strength.
EDRL 442 - Fall 2013 Assignment #3Page 2

Lesson Title: Word Study: Semantic Feature Analysis Trophies Teacher Edition: Changing Patterns-Theme 3 (3-1) Trophies Story: Sayings We Shares; Proverbs and Fables

Submitted By: Karen Berrios T.Ed Pages: 407I CCSS: L.2.5b

Student-Friendly Vocabulary Lumber Sprint Lope

E. Procedure: 1. In the beginning of the class, the students will review and be asked to define three words in their readings journal. These words are from The Hare and the Tortoise fable; the students will be familiarized with the words. Lumber: To move clumsily Sprint: To run very fast Lope: To run slowly and easily. 2. The students will then be given construction paper to create their charts that will list animals that lumber, lope and sprint. (Look at the bottom of page for example). On their chart the students will fold the paper hot dog style. The left side will have the name of the vocabulary words and the right side will have the names of the animals of their choosing. The students will be shown an example of what their chart should look like. 3. After the students finish with their charts, they will be asked to use movement words from their charts to write narrative paragraphs. This will help the students comprehension about semantic words as well as understanding the meaning of words or symbols. Students will work with partners when creating their charts and independent for the narrative paragraphs. 4. At the end of activity/lesson the students will be asked to share their charts or narrative paragraphs with the class. The students will be asked questions such as What did you like about the activity? Were there parts that were difficult to understand? 5. As a ticket out the door, the students will write on a piece of scratch paper the name of an animal that represents either lumber, sprint, or lope; the student must write his/her name on the paper. Three baskets will be set up. Each group will have the opportunity to throw their paper ball in the correct basket. F. Closure: The teacher will sum up the lesson and ask the students to share as well as do a ticket out the door. To make the closure fun the students will crumble their ticket out the door and throw it in the corresponding basket; this will help determine which students were able to comprehend the lesson.
EDRL 442 - Fall 2013 Assignment #3Page 3

Lesson Title: Word Study: Semantic Feature Analysis Trophies Teacher Edition: Changing Patterns-Theme 3 (3-1) Trophies Story: Sayings We Shares; Proverbs and Fables

Submitted By: Karen Berrios T.Ed Pages: 407I CCSS: L.2.5b

G. Assessment: Assessment Tool The students will turn in their journals, charts, and narrative paragraphs. The students will also be informally assessed when they share their charts or narrative paragraphs. I will also check the baskets on which students were able to understand the concept of the lesson. What Is Being Assessed? By the students reading, writing, and discussing/sharing their work with the class, this will inform me on how the students were able to comprehend the lesson and if they were able to understand semantic words and their meanings. H. Reflection& Thoughts: Which part of the lesson do you think will be the easiest to teach? I think the easiest part of the lesson would be the actual activity because the students will do all the work; I will only be supervising and helping those students who are struggling. Which part of the lesson do you think will be the most challenging to teach? I dont think this lesson has a challenging part to teach. What lesson or concept should be taught prior to this lesson? I think word structure groups, root words, or decoding should be taught prior to this lesson because it will ease the students comprehension of the activity and the assignments. How will you follow up or extend this lesson? I would follow up this lesson with the same concept, but a variety of different words just to challenge the students and motivate their thinking. What will you do for students who dont grasp the concepts? If I had students that were struggling with grasping the concept of the lesson, I will show them visuals, examples, demonstrations, guidance, and models that can at least give them an idea of what the lesson is about and what they need to do. Which part of the lesson, if any, do you think might need to change? I wouldnt change anything from this lesson, I would only like to add more to the lesson and for the students to have more time with the activity because I believe that the more they spend time on something, the students are more likely to understand it. When you were writing this lesson plan, what was the most difficult part? When I was writing this lesson, the only difficult part was to start it. I wasnt sure what I needed to write or do. The example of the lesson plan that Ms. Powell provided was a big help because it guided me in a step-by-step process and I felt less worried about the lesson.

EDRL 442 - Fall 2013

Assignment #3Page 4

Lesson Title: Word Study: Semantic Feature Analysis Trophies Teacher Edition: Changing Patterns-Theme 3 (3-1) Trophies Story: Sayings We Shares; Proverbs and Fables

Submitted By: Karen Berrios T.Ed Pages: 407I CCSS: L.2.5b

Example of the activity.

EDRL 442 - Fall 2013

Assignment #3Page 5