EDRL442 Fall2013 KarenBerrios Assignment 3 Skills and Strategies Day 4

8/13/2019 EDRL442 Fall2013 KarenBerrios Assignment 3 Skills and Strategies Day 4

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Assignment #3: Collaborative Planning

Submitted By: Karen Berrios

EDRL 442: Teaching Literacy 1

Nevada State College - Fall 2013

Instructor: Karen Powell


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Lesson Title: Word Relationships Submitted By: Karen Berrios

TrophiesTeacher Edition: Changing Patterns-Theme 3 (3-1) T.Ed Pages: 407B

TrophiesStory: Sayings We Share; Proverbs and Fables CCSS: L.2.5a

EDRL 442 - Fall 2013 Assignment #3Page 2

A. Summary of the Lesson Plan:The students will re-read the story of The Hare and the Tortoise. The students will be asked

to pay attention to the way words are related to help them understand what they read; the

students will be asked to find similar words and identify if one word could have more than one

meaning. 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: 3rdGrade Skill Level: All learning levels Groupings: Partners and independent

C. Materials: Trophies T Ed 3-1 (Changing Patterns)Page 407B- Word Relationships Journal Paper Pencils

D. Objectives:Common Core State Standard

L.2.5a - Identify real-life connections between words and their use (e.g.,describe foods that are spicy or juicy).

Learning Targets

Knowledge Targets:

Students must identify descriptive words. Students must know that adjectives describe nouns or pronouns.

Vocabulary

Adjective Describe/descriptive Noun Verb

Student-Friendly Learning Targets

Student Knowledge Targets:

I can identify descriptive words. I know adjectives describe nouns or pronouns.

Student-Friendly Vocabulary

Aged
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Cried Piece Loped

E. Procedure:1. The class will begin with a warm up to remind them about word relationships. They will

be asked to open their book to page 397 and focus on the word ran. The students

goal is to find a word thats similar to ran, but also a word that has the opposite

meaning.

Students will write their answers on their journals.2. After the warm up, the students will be modeled an example of ran and sprinted;

the students will also be shown pictures to ease their comprehension. Afterwards, the

teacher will explain why lumbered is an antonym and its meaning; a visual will also

be presented.

3. The students will then conduct an activity that will enhance their understanding onword relationships and clarifying the meanings.

The students will work with partners.On page 398 the students will find an antonym for young,a synonym for

shouted. On page 400 the students will find a homophone for peace. On page

401 the students will try to find a more specific word for ran.

Students will write their answers in their journal.The students will also be asked to determine if the vocabulary words given are

adjective, noun, or verb.

4. When the students finish the activity, they will be asked to identify which words havemore than one meaning; when the activity is completed, the students will be shown

examples of the assignment to check if they were correct.

Most students should answer that the word cried had more than one meaning.5. As a ticket out the door, a couple of students will volunteer to summarize the

importance of understanding word relationships and share their drawings that

represents one of the words that they worked on such as young, shouted, peace, or

ran.

This will make the ticket out the door fun and engaging.The students will complete this activity on a separate piece of paper.The students will also be asked about what part of the activity they enjoyed the

most.

F. Closure:The teacher will sum up the lesson and elaborate on what the students shared about word

relationships and clarifying meanings. The ticket out the door makes the closure fun and

engaging because theyre able to express what they learned with visuals. The teacher will

also question the students about what part of the activity they enjoyed the most.


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G. Assessment:Assessment Tool

The students will turn in their journal and their ticket out the door. The students will also be

informally assessed by how they participate, complete, and answer the questions that the

teacher asks; this will inform the teacher about the students who are and are not grasping the

concept.

What Is Being Assessed?

By the students, reading, writing, and answering the questions about word relationship and

their meaning, it will inform the teacher on how the students were able to comprehend the

lesson.

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 activity because the students will be

working with partners on the activity. I will monitor the students and aid as well as guide

those students who are struggling or have questions.

Which part of the lesson do you think will be the most challenging to teach?

I dont think this lesson has any challenging parts. The only thing that would take sometime

to prepare would be finding the pictures that represent the words the students will be using.

What lesson or concept should be taught prior to this lesson?

I think the understanding of word choices would need to be taught prior to this lesson inorder to ease the students understanding of the activity.

How will you follow up or extend this lesson?

I would extend this lesson by having the students color as well as cut out Hare and Tortoise

pictures. The students will then write a sentence or two on the back of each picture using words

such a slowpoke, challenged, forward, lighting, jiffy, and stretched.This activity would be fun and

engaging towards the students, but it will also help them understand other words that were

included in the book; the more the students practice the more likely they will understand the

concept of the lesson.

What will you do for students who dont grasp the concepts?

If I had students that were struggling with the lesson, I would guide them and give them

examples of what they are required to do. I would also have model some completed

assignments, this way the students have an idea of what needs to be done, but more

importantly, what they need to learn.

Which part of the lesson, if any, do you think might need to change?

I think this lesson is good as it is.


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When you were writing this lesson plan, what was the most difficult part?

The only thing that was hard to complete was finding the correct standard because all

the ones I had previously chosen didnt connect to the lesson at all. Then I realized this lesson

consisted of a review because the students had already been taught how to relate words toothers. When creating the actual lesson, surprisingly, it wasnt hard to complete because the

lesson had a steady flow to it. The book provided the lesson; I only had to tweak a couple of

things to make the lesson more creative and fun.

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EDRL442 Fall2013 KarenBerrios Assignment 3 Skills and Strategies Day 4