Lesson Number 3 – Vocabulary
Student Teacher: Anne Dulcich
School: Park View Center School
Subject: Language Arts
Grade: 5th
C.S.T.P. Engaging and Supporting All Students in Learning
1-1 Connecting students’ prior knowledge, life experience, and interest with
learning goals.
RICA Domain 3,4,5,6 – Teaches skills and strategies on context.
Language Arts Standard: Spelling
1.5 Spell roots, suffixes, prefixes, contractions, and syllable constructions correctly.
Specific Lesson Objective:
For all students to write ten sentences using three words from the dictionary that begin
with a certain letter. For example, “I have a feeling this awesome ailment will cause me
great agony soon.”
Anticipatory set:
To show the book Miss Alaineus A Vocabulary Disaster and to lead a discussion about
the book.
Input/Modeling:
The teacher will show and read some examples of sentences using different words from
the dictionary. In the book Miss Alaineus A Vocabulary Disaster the author has written
on each page a different sentence using the dictionary and working through the alphabet.
Some examples include: What did I tell you? This berserk bacteria has bulldozed me
badly. Help!
I am defective and delirious, and soon I will dwindle away.
Guided Practice:
The students should write about their daily activities such as what they are doing,
thinking, and feeling. The teacher will ask a few students to get a dictionary and the class
will write some sentences together using the dictionary and new words.
Independent Practice:
The students will return to their desks and work independently using the dictionary. The
students will need to come up with at least ten sentences using three new words from the
dictionary.
Closure:
The teacher will have the students return to the carpet and ask them to read some of their
sentences. The teacher will write some of the new words used on the white board so that
students can see how effective the dictionary is in learning new words.
Classroom management:
The students will come quietly to the rug. All students will listen and actively participate
in the discussion about the book and new vocabulary. There will be a five-minute quiet
writing time when the students return to their desks so that they can work independently
on the project.
Adaptations:
The students that finish early can either write a few more sentences or try and write
sentences using four or five words rather than three. The full inclusion student will write
at least 5 sentences and will actively participate in the discussion.
Assessment:
The teacher will circulate the class and assess the progress that each student is making.
The teacher will give more ideas for topics to write about and help any students that need
help in starting the project. The teacher will also assess the sentences when the students
turn them in at the end of the lesson.
Follow-up activities:
Some follow up activities might be: drawing out one of the sentences, writing a story
similar to Miss Alaineus A Vocabulary Disaster while having the student use
himself/herself as the main character, and then create a book with pictures.