Goal-directed Instructional Design Plan - Language Arts: Vocabulary Development Author - Jenna Ewend A problem or a need there must

t be a problem of practice or an educational need that should be addressed during the lesson. Students who are deaf and hard of hearing are typically behind their peers in the area of vocabulary development. Some students are only a year behind their peers while others are as many as seven years behind their same age peers. Because of this, all of my students currently have vocabulary goals written into their IEPs. The current problem is that students dont know how to figure out the definition and implications of a particular vocabulary word without asking an adult to explain it to them. Students also often have difficulty realizing that they dont know what a word means. My students will read through an entire passage and not realize that they werent understanding some of the key words. 1. A real-world performance how the learning objective fit into a real-world activity or need. Students will come across new words outside of the classroom. They need to know how to identify that they dont know a word or their comprehension of both spoken and written ideas will greatly suffer. I will not always be there to explain the new vocabulary terms to them, so they need to know how to figure out what a word means by themselves and put whatever definition they come up with into terms that make sense to them. 2. An instructional objective the objectives are based on the final outcome, activity or test. These objectives will each be different for the four types of knowledge; performing skills, recalling facts, identifying examples of concepts, and applying principles. a. Objective: Students will use tools such as written dictionaries, google images, picture dictionaries, sign language dictionaries, google, etc. to explain the meaning of an unknown word. b. Objective: Students will be able to identify words that they dont understand when they are reading a text. c. Objective: Students will be able to demonstrate their understanding of a word in one or more of the following ways: giving a definition of that word, explaining examples and non-examples, giving synonyms and antonyms, using that word in a sentence, etc. 4. A set of essential content the basic ideas and skills that will allow the learner to complete the task or understand the content. - Identify words that are unfamiliar as they come up in daily context. - Know how to use a written dictionary, sign sign language dictionary, picture dictionary, google search, google images, etc. - Understand that words may have more than one meaning. - Put definitions into your own words - Expand upon a definition by giving examples and non examples, using vocabulary words in sentences, etc. 3.

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An evaluation consisting of a test or observation an assessment, observation or product showing that the objectives can be accomplished in the real-world setting. Students will be able to teach the signs for vocabulary words that they are learning to their peers. This means that they need to be ready to explain the vocabulary words to their classmates if their peers are not familiar with those words. I will also be documenting whether students are using the vocabulary that they are exploring within this lesson in spontaneous conversation. Finally, students will be using the web to create visual representations of their vocabulary words. They will be able to look at other students, from different grade levels, visual representations of their vocabulary words as well. I will be documenting whether students are going back to these resources if they forget one of the vocabulary words that they have already learned. I will also be documenting how often students are using each others pages to learn and utilize new vocabulary words. These observations will be documented via anecdotal records. 5. 6. A method to help participants learn the method to deliver the content; a lesson. Lesson Plan is viewable at: http://www.scribd.com/doc/99740652 Motivation: Meaningfullness content and activities must have meaning for the learner Students choose to research words that they dont understand but want to learn about. For my fourth grade student, this could be any word that he comes across in his general education classroom that he wants to learn more about. My first and fifth graders will be choosing words that they want to learn more about from the books that they read. Thus, the content will be meaningful for the student because they will be choosing it themselves based upon what they are interested in learning more about. Pleasant consequences the effects that achieving the goal will have on the learner Students will increase their vocabulary which will in turn help them to communicate with their peers and adults much more effectively. Sometimes my students have communication barriers when trying to explain their ideas to others because they dont always have the vocabulary to explain what they want to say or to understand what someone else is saying to them. This causes frustration. By doing this vocabulary study lesson on a regular bases, students will be able to alleviate some of their communication frustrations as their vocabulary increases. Novelty an attention-getting, humorous or curious manner that relates to the useful information in your lesson My students are very excited about using technology. This lesson will allow students to use Internet programs such as Wordle, Photovisi, and Popplet. This will be an exciting and different way to approach vocabulary learning since students are used to the teacher giving them a list of vocabulary words each week and they are expected to use them in a sentence, draw pictures, and play some games with their vocabulary words. As students become comfortable with creating representations using these tools, I can add new types of technology that students are allowed to use to create representations of their vocabulary words so that this assignment is still attention-getting and different from their usual mundane vocabulary learning expectations.

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 Socialization - a strong motivator for student learning Students will be able to teach the sign language vocabulary that they are learning to their grade level peers in each of their general education classrooms. Students will also each have their own page on our classroom vocabulary website where they can share the words that they are learning and other students in class can see how various words are being used at different grade levels. Audience For what audience are you designing this lesson? Consider the following: Age: 1st, 4th, and 5th grade Skill level (including technology skills): Students have a wide range of vocabulary skills. The fourth grade student is about one year behind his peers in vocabulary learning and needs additional vocabulary support. The first grader is about two and a half years behind his grade level peers and needs more explicit vocabulary instruction, as does the 5th grader whose vocabulary is about seven years behind her grade level peers. All three students are very comfortable with technology, and at the point when this lesson was delivered, they would have all been taught how to search for information on the Internet, find credible sources and use the technologies listed below. Prerequisite knowledge (including technology background) Know how to use: Written and Picture Dictionaries Know how to use the following technologies: Google Search, Google Images, ASL Dictionary (ASLpro.com), Popplet, Wordle, and Photovisi Technology Needs the computers, software, programs (such as Angel or other CMSs) printers, equipment, Internet access, time in the computer lab will be needed to successfully complete your technology-rich lesson. Computers with Internet access and access to our classroom vocabulary website

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