Lesson Plan
Teacher: Elena Linch
Date: 03/13/2014
Grade and Subject: Grade 2, Russian Language
Length of Lesson: 50 minutes
Unit Objectives:
The name of the unit is “Weather and Seasons”. The objectives for
the unit are the following:
- I can describe weather and seasons.
- I can say what weather is like in different seasons.
- I can say what weather and seasons I like/don’t like and why.
Lesson Objectives:
1. Behavior: I can explain how words are arranged in the
dictionary. I can create my own bilingual dictionary for the
unit vocabulary using a spreadsheet in Microsoft Excel.
2. Criteria: To master the objectives the students will create a
spreadsheet in Microsoft Excel listing the vocabulary of the
unit in alphabetical order using the sort tool. The students
will demonstrate their understanding of what the bilingual
dictionary is by creating their own dictionary from the unit
vocabulary and explaining how words are arranged in the
dictionary. The students will have mastered the objective if
they meet the grading criteria listed in the Assessment
Rubric.
3. Conditions: The students will create their own dictionary
using Microsoft Excel and visual aids. The students will use
all the words from the unit vocabulary displayed on the
board. The students will be able to explain how and why
they arranged words in their dictionaries.
Problem Statement:
You are part of a group developing a website to support language
learning in your school. You are preparing easy to use reference
materials to help students translate new Russian words from unit
“Weather and Seasons”. Use Microsoft Excel to create a bilingual
dictionary listing the new vocabulary students are going to learn,
provide translation of the vocabulary, and explain how to use the
dictionary.
Standards Addressed:
Common Core Standards
English Language Arts
Language:
- CCSS.ELA-Literacy.L.2.2e Consult reference materials,
including beginning dictionaries, as needed to check and
correct spellings.
- CCSS.ELA-Literacy.L.2.2d Generalize learned spelling
patterns when writing words.
- CCSS.ELA-Literacy.L.2.4 Determine or clarify the meaning
of unknown and multiple-meaning words and phrases based
on grade 2 reading and content, choosing flexibly from an
array of strategies.
- CCSS.ELA-Literacy.L.2.4e Use glossaries and beginning
dictionaries, both print and digital, to determine or clarify
the meaning of words and phrases.
Speaking and Listening:
- CCSS.ELA-Literacy.SL.2.1 Participate in collaborative
conversations with diverse partners about grade 2 topics and
texts with peers and adults in small and larger groups.
- CCSS.ELA-Literacy.SL.2.4 Tell a story or recount an
experience with appropriate facts and relevant, descriptive
details, speaking audibly in coherent sentences.
Tennessee K-12 Curriculum Standards for Modern Languages
Standard 1 – Communicate in a language other than English
Standard 3 – Connect with other disciplines and acquire
information
Standard 4 – Develop insight into the nature of language and
culture
NETS-S Standards
Creativity and Innovation (1) – Students demonstrate creative
thinking, construct knowledge, and develop innovative products
Communication and Collaboration (2) – Students use digital
media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and
contribute to the learning of others
Critical Thinking, Problem Solving, and Decision Making (4) –
Students use critical thinking skills to plan and conduct research,
manage projects, solve problems, and make informed decisions
using appropriate digital tools and resources.
Materials:
1. Computer
2. Projector
3. Whiteboard
4. Power Point Presentation
5. Vocabulary pictures
6. Think Sheet
7. Directions handout
8. Microsoft Excel
9. Grading Rubric
10.
Pencil
Background and Rationale:
- This lesson focuses on developing critical skills for language
learners, such as, being able to use and create reference
materials.
- During the lesson the students will learn to integrate and
use technology in the process of language learning. The
students will improve and apply their knowledge of
Microsoft Excel while solving a practical problem (creating a
bilingual dictionary).
- The students will use the skills they acquire in this class to
support their education in all subjects in school and in
college when working with reference materials.
- The lesson is based on Common Core Standards, Tennessee
Curriculum standards and NETS for Students.
Technology Integration:
Students will use technology in class to do the following:
- Watch a presentation about the structure of a bilingual
dictionary; use Think Sheets to discuss the presentation
with a partner and the class.
- Create their own bilingual dictionaries in Microsoft Excel:
create, type, format, name and save the Excel document on
the computer.
Objective with Associated Computer Applications and Functions,
and Data Manipulation
Objective
Computer
Computer
Data Manipulation
Application
Function
I can create a Microsoft Excel Create a new
- Create a new
bilingual
document
document
in
dictionary for
Type
Microsoft Excel
the
unit
Format cells
- Type and format
vocabulary
Change
font
headings,
type
using
size and style
words and their
Microsoft
Change table
translation
in
Excel.
style
the
Sort
corresponding
Save
cells
Print
- Format
cell
width
and
height,
align
headings
and
words
- Change
font
style and size for
headings
and
words
if
necessary
- Change
table
style if necessary
- Use the sorting
tool to put the
words in the
dictionary
in
alphabetical
order
- Name and save
the document on
the computer
- Print out the
document
Procedures and Timeline:
Beginning 12 minutes
- The students and the teacher will greet each other.
- The teacher will introduce the objective and the agenda. The
objective and the agenda will be projected on the whiteboard
for the students to follow.
- The students will watch a presentation about the bilingual
dictionary.
- The students will raise their hands to ask questions and
clarify the concept and the structure of the bilingual
dictionary.
- The students will participate in a class discussion and
answer the teacher’s questions about how to use a dictionary
and about the importance of dictionaries in learning
languages.
- The teacher will display the task (creating a bilingual
dictionary) on the board and explain what the students are
going to do.
- The students will receive handouts with detailed directions
for their independent work.
Independent work 35 minutes
Before the Computer 10 minutes
Procedures
Teacher procedures:
1. The teacher will make
sure every student has
received a handout with
directions. The teacher
will go through directions
and model the task on her
computer
using
the
projector
and
the
whiteboard so that the
students can follow.
2. The teacher will ask
questions to check for
understanding and make
sure that the students
know what they are going
to work on.
3. The teacher will ask the
students to go to the
computers
and
start
working.
Student procedures:
1. The students will look at
their handouts and at the
whiteboard, and listen to
the teacher attentively.
The students will follow
all the steps demonstrated
by the teacher on the
whiteboard.
2. The students will ask
questions to clarify the
task and the procedures if
necessary.
3. The students will quietly
and orderly walk to the
computers, sit down, and
start working.
At the Computer 15 minutes
Procedures
Teacher procedures:
1. The teacher will display
pictures of the unit
vocabulary
on
the
whiteboard. The teacher
Student procedures:
1. The students will look at
vocabulary pictures on the
board and read their
directions handouts.
will ask students to use
the
handouts
with
directions
and
start
working
on
their
dictionary.
2. The teacher will set the
timer and let the students
know how much time they
have to complete the task.
3. The teacher will walk
around,
monitor
the
students’
work,
and
answer
individual
questions of the students
who need additional help.
4. When the time is up the
teacher will ask the
students to stop working
on their project, save it on
the desktop, and print it
out.
2. The students will take
note of the timer as they
start working on their
project.
3. The students will open a
new
Microsoft
Excel
document.
4. The students will type in
the headings and the unit
vocabulary words.
5. The students will change
the language on their
computers and type in
translation of the words in
the corresponding cells.
6. The students will format
the font (size and style),
the cells (width and
height), and align the text
if necessary.
7. The students will use the
sorting tool to put the
words in their dictionary
in alphabetical order.
8. When the time is up the
students will hear the
timer, stop working and
direct their attention to
the teacher.
9. The students will listen to
the teacher’s directions,
name and save their
projects on the desktop,
and then print them out.
After the Computer 10 minutes
Procedures
Teacher procedures:
1. The teacher will ask the
students to go back to
their seats quietly and
orderly.
2. The teacher will pick up
the students’ papers from
the printer.
3. The teacher will give
Think Sheets to the
students and ask the
students to work with
their partners to respond
to the questions in the
Think Sheet.
4. The teacher will ask the
students to share their
responses with the class
and
discuss
their
experience of working on
the project in Microsoft
Excel.
Student procedures:
1. The students will go back
to their seats quietly and
orderly.
2. The students will receive
Think
Sheets,
start
discussing questions with
their partners, and check
if they can respond to all
the questions, or if they
need help.
3. The students will raise
their hands and share
their responses with the
class, and then discuss
their
experience
of
working on creating a
bilingual dictionary.
Closure 3 minutes
At the end of the class the students will work together, raise their
hands and discuss what they have learned and whether they have
achieved the objective of the lesson. The students will be able to
explain what a bilingual dictionary is, what the structure of the
dictionary looks like, and how the dictionary should be used.
Think Sheet
The students will discuss the following questions with their
partners and check, whether they know how to do/explain what is
required in the questions, or whether they need extra help.
Questions
Do I know what a bilingual dictionary
is?
Can I explain why it is important to be
able to use a dictionary?
Can I explain what alphabetical order
is and how I used Microsoft Excel to
put the words in my dictionary in
alphabetical order?
Can I explain how to find and translate
a word using my bilingual dictionary?
Can I explain how my dictionary will
help other students in learning the
language?
Yes
Need help
Directions handout (Independent work)
This is a handout for students to help guide them through the
“Independent work” part of the lesson.
1. Open a new document in Microsoft Excel.
2. Start with cells 1A and 1B, and type the headings for your
dictionary.
3. Look at the vocabulary pictures displayed on the whiteboard
and type the words described by the pictures in column A.
Use one cell for each word.
4. Change the language and type corresponding translation of
the words in column B.
5. Format the size and style of the font(s) you used if necessary.
6. Format the cell width and height and the text alignment if
necessary.
7. Go to “Table” menu and choose a table style if necessary.
8. Go to the “Data” menu, select the words in column A (do not
include the heading), use the sorting tool and put the words
in your dictionary in the alphabetical order (experiment with
ascending and descending sorting). Notice what happened to
the translation in column B.
9. Go to “File” and “Save as”, name your project, and save it on
the desktop.
10.
Find the “Print” sign and print your dictionary out.
Assessment Rubric:
Grading Criteria
Criteria
Below
Expectations
Meets
Expectations
Above
Expectations
Words from the
unit vocabulary
and
their
translation
are
represented.
Not all the words
from
the
unit
vocabulary
are
represented.
There are many
spelling mistakes
or more than one
mistake
in
translation.
The words are not
in
the
All the words
from the unit
vocabulary
are
represented.
There are minor
spelling mistakes
or one mistake in
translation.
The words are in
alphabetical
order.
All the words from
the unit vocabulary
are
represented.
There are no spelling
mistakes or mistakes
in translation.
The words are in
alphabetical order.
alphabetical
order.
The dictionary is Font of the same
well
formatted style or size was
and easy to use.
used
for
the
headings and for
the
vocabulary.
No table style was
selected.
Cell
height and width
were not adjusted
to the text. The
dictionary
is
difficult to use:
words were not
sorted or were
sorted incorrectly.
Words and their
translation do not
correspond.
Font of a different
style or size was
used to highlight
the headings. No
table style was
selected.
Cell
height and width
were adjusted to
the
text.
The
dictionary is easy
to use: words
were
sorted
correctly. It is
easy to find the
corresponding
translation.
Font of a different
style or size was used
to
highlight
the
headings. A table
style was selected to
make the dictionary
easy to read. Cell
height and width
were adjusted to the
text. The dictionary
is well formatted:
words were sorted
correctly;
the
corresponding
translation is easy to
find.
Modifications:
In this lesson modifications will be given to the students who have
difficulties typing, translating or using the computer. During the
“Independent work” part of the lesson the students will raise their
hands and the teacher will come to them and help them
individually with typing, translating or using Microsoft Excel.
Sample Student Spreadsheet:
Word
clouds
cold
Translation
облака
холодно
fall
hot
rain
snow
spring
summer
sun
warm
wind
winter
осень
жарко
дождь
снег
весна
лето
солнце
тепло
ветер
зима