Lesson #1 Vocabulary Sort
Student Teacher: Mariana Cabrera
Grade Level: Third Grade
Date: 11/15/02
Estimated total lesson time: 40
minutes
Subject: Language Arts/ Personal hygiene
Content Standards/ Frameworks/ District Curriculum Standards:
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
1.7 Use a dictionary to learn the meaning and other features of unknown
words.
Specific Lesson Objectives:
1. The students will work in a group and glue all 8-vocabulary words in any
order they choose.
2. The students will use the dictionary to look up the definition of each
word.
3. The students will predict what they think “Wash, scrub, brush!” will be
about based on the vocabulary words reviewed.
Procedure:
The students will work in groups of four. Each group will get a copy of the
vocabulary words and then they will cut them apart. They will glue the words
in any order they choose on another sheet of paper. The students will write a
reason for the order on the back of the paper. Then they will write the
definition next to each word. They also will predict what the story is going to
be about. At the end they will share their order of words and predictions.
Key Vocabulary:
Glands
Parasites
Plaque
Territory
Pinworms
hygiene
Bacteria
Dandruff.
Anticipatory set/ Motivational Strategy:
The teacher will have a poster with a boy brushing his teeth hang up in front of
the white board. The teacher will have a brush, toothpaste, and shampoo and
will ask the students:
What is this?
What do we use this for?
Why should you brush your teeth everyday?
Do you wash your hand after you go to the restroom? Before eating?
Input:
The teacher will give the students a sheet with the all the vocabulary words they
need and a dictionary.
Modeling:
The teacher will show the students a vocabulary sort that she did with the same
vocabulary words that they have.
Guided Practice:
The teacher will show the steps on how to do the vocabulary sort step by step.
First, the teacher will cut the vocabulary word. Then she is going to glue them
in another piece of paper. They will hear/see/do.
Checking For understanding:
The teacher will walk around to check if all the students understand what to do.
The teacher will observe for performance and completion.
Independent Practice:
The students will finish their vocabulary sort and definitions on their own.
Closure:
The students will share their vocabulary sort, definitions, and predictions with
the class.
Assessment:
The teacher will listen to what each group says of their vocabulary sort and will
check their finished work.
Material:
Vocabulary sheet
Scissors
Glue
Pencil
Dictionary
Technology Integration:
The students could use a word-processor to type their vocabulary words,
definitions and their prediction.
Rationale: By using a word-processor the student would be reading and
writing the vocabulary words /definitions and this could help the student better
understand the vocabulary and commit them to memory.
Adaptation for ESL/LD/ GATE Student:
ESL/LD students will look up the Spanish word of all vocabulary words.
Then they will make a little book illustrating each word and writing the
definition. The GATE students would get a cloze activity to check if they
understand the terms.
Learning Modalities:
Auditory: Listening to instructions, working in their groups and sharing their
finished work.
Visual: they will see the teacher’s finish product
Kinesthetic: The students will be cutting and pasting the vocabulary words.