Benchmark Lesson Plans/Rationale

Felicea Barr

Grand Canyon University

SPD 330/ Instructor: Betty Swaney

01/20/2018

Page 1 of 21

Rationale

The K9 Lesson Plan Unit is comprised of the Common Core ELA Standard CCSS.ELA-

LITERACY.L.4.4: Determine or clarify the meaning of unknown and multiple-meaning words and

phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. The

learning target: By the end of this Unit with prompting and support, students will determine or

clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading

and content, choosing flexibly from a range of strategies with 80% accuracy, aligns with this

standard. Students will incorporate previous knowledge related to vocabulary acquisition and use.

These lessons provide multiple opportunities to participate in tasks and activities related to these

learning targets.

Academic discussion, exercises, games, and activities, along with assignments related to the

word identification, clarification, and definition are provided. Modeling and the use of these

technologies are supported, along with the various attributes of the applications and websites.

“Turning now to deficits in vocabulary, while dictionary definitions are often only a mouse click

away, a more carefully tailored device might provide in-context definitions.” (Beals, Fink, &

Linebarger, 2015, p. 109)

The differentiation portions of these lesson plans were augmented using technology,

multiple grouping methods, and various instructional strategies. “One of the advantages of

technology is that learning environments can be tailored individually to the needs of the user, such

as controlling the rate of presentation or reviewing previously learned information as often as

needed for mastery.” (Wendt, 2014, p. 297) Assignments, tasks, and assessments are also

differentiated through modification, the use of Augmentative and Assistive technologies, as well as

through various adapted tasks and materials. Formative assessments reiterate and emphasize the

Page 2 of 21

learning targets through the application and administration of various tasks and operations. The

summative assessment attempts to address the academic vocabulary related to the unit and works to

measure concept, skill, and targets related to the academic standard.

Most of the materials in this lesson plan are differentiated and supplemented with adapted

elements (pictures), as well as with the provision of assistive technology. (iPad supplied with a

visual word bank) “Some people also need pictures to support understanding of spoken language.

By using communicative aids, many people are able to live a more independent life.” (Encarnação,

2013, p. 312) Differentiated materials and instruction are scaffolded through a variety of strategies

that include lists of key vocabulary and definitions.

The IEP Goal and various modifications, accommodations, and components, attempt to

provide April with skills and strategies related to semantics disorders, by incorporating both

technological and graphic supports: Given a picture and four fill-in-the-blank sentences with the

last word omitted, and with the support of an iPad equipped with a word bank containing four

picture/word choices, April will copy the correct responses within the given boundaries with 80%

accuracy by the end of this unit. April will also be granted more time to complete assignments and

assessments, and a Vocabulary Definition Anchor Chart will be provided during the summative

assessment with strategies developed through the initial lesson in this unit.

Page 3 of 21

References

Beals, K., Dahl, D., Fink, R., & Linebarger, M. (2015). Speech and language technology for

language disorders. Retrieved from https://ebookcentral-proquest-com.lopes.idm.oclc.org

Encarnação, P., Azevedo, L., & Gelderblom, G. (Eds.). (2013). Assistive technology: from research

to practice. Retrieved from https://ebookcentral-proquest-com.lopes.idm.oclc.org

Wendt, O. (2014). Assistive technology: principles and applications for communication disorders

and special education. Retrieved from https://ebookcentral-proquest-com.lopes.idm.oclc.org

Page 4 of 21

GCU College of Education LESSON PLAN TEMPLATE

03/2014

Teacher Candidate:Grade Level:Date:Unit/Subject:Instructional Plan Title

Felicea Barr4th Grade1/19/2018Literacy: Vocabulary Acquisition and UseK9

I. PLANNINGLesson summary and focus:

By the end of this Unit with prompting and support, students will determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies with 80% accuracy. Students will have opportunities to work and learn in collaborative groups, have opportunities to participate in tasks and activities related to the topic, and produce materials relative to what they have learned.

Classroom and student factors:

1. Over 90% of students in the class are low to mid socio-economic status, and may have limited access to technology and supports outside of the classroom.

2. Approximately 50% of the class is at grade level in reading, which suggests that more supports and accommodations are required in this area.

3. 6 students are on an IEP which means accommodations and modifications are necessitated as a result, especially with the use of assistive technology, abbreviated assignments, and further instruction.

4. Four students are ELLs and would benefit from the use of GLAD strategies and SIOP principles.

5. There are 8 students in Tier 2 or Tier 3 reading performance areas, which means these students may require additional support in this domain.

National / State Learning Standards:

National/State Learning Standard: CCSS.ELA-LITERACY.L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

Specific learning target(s) / objectives:By the end of this unit with prompting and supports, students will determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies with 80% accuracy.

IEP Goal: Given a picture and four fill-in-the-blank sentences with the last word omitted, and with the support of an iPad equipped with a word bank containing four picture/word choices, April will copy the

Teaching notes:DAY ONE OF FIVE

DOK Questions:1. After looking at the cover, what do you think

this text will be about?2. After skimming the book, what did you notice

about the pictures?3. Do the graphics and titles give you information

regarding the book’s topic?4. Do the pictures tell you where this event took

place?5. Do the pictures indicate who the main

Page 5 of 21

correct responses within the given boundaries with 80% accuracy by the end of this unit.

characters might be?6. Is this a true or fictional story? How can you

tell?7. Do the captions and labels help describe the

events in this story?8. Why do you think there are maps in this text?9. Is certain information highlighted and

emphasized? Why?10. What do you think the author wants the reader

to know?

DOK Student Responses:

1. I think this book might be about a dog and a Marine doing something impressive.

2. I noticed that there were lots of pictures, and it looks like the people were in a far-off country.

3. The graphics and titles help describe what happened in this text.

4. The pictures tell me that this event took place somewhere in a cold climate with lots of sand.

5. The pictures indicate that the main characters are probably a dog and a Marine.

6. The first way I could tell that this was a true story was by reading the title.

7. The captions and labels help me understand the chain of events.

8. I think there are maps in this text to help the reader know where the main characters are.

9. I think certain information is highlighted to help the reader clearly see what is going on.

10. I think the author wanted the reader to know an amazing story about a man and his dog.

Agenda:Opening:

The teacher will introduce the text and use DOK Questions to discuss elements related to examining the text. (approximately 10 minutes)

Learning and Teaching Activities: The teacher will read the text with

the students. The teacher will introduce the poster

paper Anchor Chart and discuss

Formative assessment:The Depth of Knowledge questions and Academic Language Frames, as well as the Vocabulary Definition Anchor Chart Activity, The Vocabulary List Task, and the Anchor Chart Exit Ticket, will all be used to measure student understanding regarding the topic of “Nubs”.

Page 6 of 21

strategies related to vocabulary definition.

The teacher will hand out the student copies of the Anchor Chart and ask questions related to the strategies with the students.

The teacher will divide the students up to work on the Vocabulary List Activity Worksheet using their Anchor Charts, the text, and a Chromebook.

The Students will clean up and return to their desks at the end of this activity.

Closure: Students will fill out their Anchor

Chart Exit Tickets upon completion. (allow approximately 5 minutes for this task).

Academic Language:

Key vocabulary:

Arranged Flyers Humvee Passport Pawed Shimmering Treacherous Trekked Wolfed

Throughout the Phonics and Word Recognition lesson, students will use and apply these key vocabulary terms.

Function: Inquiry/Information SeekingStudents will have opportunities to work in a large group and in pairs. Students will use printed materials, technology, and an informational text when participating in tasks and activities. Students will produce materials relative to what they have learned.

Form: Students will answer DOK questions, complete an Anchor Chart with the teacher, participate in a Vocabulary Word Definition task, and complete an Anchor Chart Exit Ticket to demonstrate understanding regarding this topic.Differentiated materials are provided for students who require these accommodations and modifications.

Instructional Materials, Equipment and Technology:

Copies of the Nubs informational text for every student and the teacher, the Dog House Word Sort graphic organizer, Vocabulary Relay Word Cards, Vocabulary Relay Definition Cards, copies of the Vocabulary Relay Exit Ticket for every student, Copies of the vocabulary relay crossword homework for every student, Copies of Vocabulary Words and Definitions for students who require this accommodation, pencils, index cards, glue sticks. Copies of the Vocabulary Quiz (pre-assessment) and Rubric for every student. Copies of the Differentiated

Page 7 of 21

Vocabulary Quiz/Rubric (pre-assessment) for students who require this modification.

Grouping: The teacher will provide purposeful grouping to promote academic diversity. Students will have opportunities to practice in large and small group settings. Students should be placed in heterogeneous groups so that students of varying proficiency levels are able to collaborate. Differentiation, accommodations, and modifications will be provided along with the use of visuals, manipulatives, and augmentative and assistive technologies. Students who require extra support due to impairment, disability, or language acquisition (ELL’s), will be provided with lists of key academic vocabulary, partially filled in graphic organizers, and abbreviated assessments.

II. INSTRUCTION

A. OpeningPrior knowledge connection:

Students will use their previous experience with animals, people, and places when making connections with the text, as well as incorporate previously learned skills and knowledge relevant to clarifying the meaning of unfamiliar words, phrases, and multiple meaning words.

Anticipatory set: This lesson is valuable to students lives as it provides opportunities to learn and recognize new vocabulary through the implementation and application of various strategies. Students will have opportunities to practice skills and tasks related to word identification and analysis. These are concepts and practices that students will encounter in and outside of their academic life, which will assist them with the acquisition of further literacy, fluency, and comprehension knowledge, as well as with the procurement of new information. These applications will also assist students as they progress through language arts, when acquiring information from other academic domains, and when making connections with words and literature in everyday life.

B. Learning and Teaching Activities (Teaching and Guided Practice):

I Do Students Do Differentiation

Opening: 1. The teacher will begin by

introducing the text: Nubs: The True Story of a Mutt, a Marine, & a Miracle.

2. The teacher will ask DOK

Opening: 1. The students will watch and

listen as the teacher introduces the text.

2. The students will listen and answer DOK questions related

1. Accommodations and modifications will be used for students who require these strategies with the use of abbreviated

Page 8 of 21

questions related to the casual observation and examination of the book’s cover, graphics, title, and other cursory information. DOK Questions might include: “After looking at the cover, what do you think this text will be about?”

Learning and Teacher Activities:

The Collaborative Learning strategy will be used during the learning and teacher activities for this section of the K9 Unit

1. The teacher calls on a few students to pass out the text: Nubs: The True Story of a Mutt, a Marine, & a Miracle to every student.

2. The teacher reads the text with the class, randomly calling on students to read with her.

3. The teacher will next introduce the Vocabulary Definition Anchor Chart on a large piece of poster paper.

4. The teacher will discuss and model using each of the strategies included on the chart. The teacher will randomly choose a few vocab. words with the students, and ask the students questions relative to using these methods. (Allow 20 minutes for this activity)

5. The teacher asks a few students to pass out the student copy of the Vocabulary Definition Anchor Chart and the Vocabulary List Worksheet for this lesson.

6. The teacher will divide up the class into pairs.

7. The teacher will ask the students to work in pairs to define the words on the Vocabulary List

to the casual observation and examination of the book’s cover, graphics, title, and other cursory information.

Learning and Teacher Activities:

The Collaborative Learning strategy will be used during the learning and teacher activities for this section of the K9 Unit

3. The students help pass out the text: Nubs: The True Story of a Mutt, a Marine, & a Miracle to every student.

4. The students read the text with the teacher.

5. The students will watch and listen as the teacher introduces the Vocabulary Definition Anchor Chart on a large piece of poster paper.

6. The students will watch, listen, and participate as the teacher discusses and models the strategies listed on the anchor chart.

7. The students will help pass out the student copy of the Vocabulary Definition Anchor Chart and the Vocabulary List Worksheet for this lesson.

8. The students divide up into pairs.

9. The students will follow directions and complete the activities and tasks using the printed materials and a Chromebook for looking up words.

10. The students will ask and answer questions from the teacher as needed.

11. The students will report to the class one vocabulary word and its corresponding

assignments, differentiated tasks, and assessments.

2. Opportunities for breaks and movement will be given to students who have attention and focus issues.

3. Students who have difficulties with vision or hearing will be seated in the front or near the board or teacher.

4. Students will be placed in purposeful groupings to accommodate varying proficiency levels.

5. For students who have impairments, disabilities, or for students in lower reading Tier levels, lists of key academic vocabulary will be provided, as well as increased time to complete assignments and assessments.

6. Assistive Technology will be utilized for students who require this accommodation.

7. Students who finish early will be given a blank piece of paper and asked to draw a picture of Nubs or their favorite animal, and then write a sentence about their picture.

Page 9 of 21

Worksheet using the student copy of the Vocabulary Anchor Chart, as well as a Chromebook that utilizes an online Dictionary/Thesaurus.

8. The teacher will circulate the room asking questions related to defining the vocabulary words.

(Allow approximately 30 minutes for this activity.)

9. Next, the teacher will call on random pairs of students to report to the class one vocabulary word and its corresponding definition.

10. The teacher will have students turn in their Chromebooks and reading materials, and return to their seats.

11. The teacher will pass out the K9 Vocabulary Quiz and Rubric. Differentiated Quizzes and Rubrics will be used for students who require these accommodations and modifications, along with Assistive Technologies and materials. (Allow approximately 30 minutes for this activity)

Closure: The teacher will pass out the

Anchor Chart Exit Tickets. The teacher will explain to

the class that they can use their student Anchor Chart worksheet to fill out information on the Exit Ticket.

definition when called upon.12. The students will turn in their

Chromebooks and reading materials, and return to their seats.

13. The students will complete the K9 Vocabulary Quiz Pre-Assessment. Students who require accommodations and modifications will use assistive technologies and materials to help complete the assignment.

Closure: The students will fill out and

complete the Anchor Chart Exit Ticket.

Academic Language Frames:

1. I don’t quite agree. In my opinion…

2. I can see your point of view but…. _____

3. I agree with _____ ‘s point of you that ____.

4. My opinion is different than ____ _’s. I think…

5. After reading this text, it appears that….

III. ASSESSMENT

Summative Assessment:

Students will be given the K-9 Vocabulary Quiz pre-assessment as the summative assessment for this section of the unit. Rubrics and differentiated assessments are available for students who require these accommodations and modifications. Augmentative and Assistive materials and technologies should be incorporated for students who qualify for these types of supports.

Differentiation:Differentiated suggestions, assessments, and homework are provided within the lesson plan.These modifications and accommodations

Page 10 of 21

. incorporate abbreviated and partially filled-in tasks. Students should be in heterogeneous groups of varying proficiency levels. Efforts should be made so students with vision, hearing, or language difficulties are near the teacher and whiteboard when applicable. The teacher should also incorporate modeling of performing tasks, along with the provision of visual examples. Assistive and augmentative technologies and communication should also be included for students who require this modification. Allowance for breaks and stretching is recommended, especially for students with attention and focus issues.

Closure: The teacher asks the students questions related to the Anchor Chart and where to look for more information. A few possible questions to pose might include: “Can anyone give an example of a word and a synonym?”, and “What is an M & M word?” Students will be able to transfer the learning target objectives outside of the classroom by incorporating the vocabulary words and definitions into their academics and daily lives, as well as gaining skills related to using technology and working with a partner. The teacher will hand out the Anchor Chart Exit Ticket at the end of this lesson.

Homework: The Vocabulary Definition Match worksheet will be used as homework for this section of the K9 Unit. A differentiated worksheet is provided for students who require this modification.

Student Copy Below

(use the same format on poster paper with sticky notes when introducing this chart to the class)

Vocabulary Definition Anchor ChartPage 11 of 21

Wonder what a word means?

Read the Word

“A-p-p-l-e”

Consider the context…(Read Around the Word)

The apple fell off the tree.

What are the features of the text? Apple Bold? Large, Colorful???

Consider the parts of the word: Ap/ple

Consult a dictionary.

Apple: the round fruit of a tree in the rose family.

Look for Synonyms(find a similar word)

Apple:Round fruit, Earth,Metropolis

Is it an M&M word?(Multiple Meanings)Apple: Fruit? Sphere?Large City?

Look for Picture Clues:

Analogy Clues(consider words that have similar sounds: pan, ran, fan)

Name: _________________________ Date: __________________

Page 12 of 21

Directions: Use your Vocabulary Definition Anchor Chart Worksheet to find the answers, then circle the letter that best matches the question.

Anchor Chart Exit Ticket

One strategy I could use to define a word is:

a. Consult a dictionary

b. Eat a cupcake

c. Make a guess

d.Watch T.V.

Consider the Context

means:

a. Look at the pictures.

b. Look for the author.

c. Identify the title of the

book.

d. Read around the word.

The word synonym

means:

a. Find the opposite.

b. Find a similar word.

c. Capitalize a word.

d. Extremely soft.

M & M Words are words that have:

a. Many Muscles

b. Mini Marshmallows

c. Multiple Meanings

d. Magnificent Marks

Page 13 of 21

Name: ________________ Date: ___________

Vocabulary Definition MatchInstructions: Draw a line from each item on the left to the matching item on the right. An example has been provided.

Arranged

Flyers

Humvee

Passport

Pawed

Shimmering

Treacherous

Trekked

Wolfed

an identity document

to scrape with a paw

a small brochure

unreliable, dangerous

to eat very quickly

a long difficult journey

to have made plans

a military vehicle

to sparkle or twinkle

Page 14 of 21

Differentiated

Name: ________________ Date: ___________

Vocabulary Definition MatchInstructions: Draw a line from each item on the left to the matching item on the right. Some examples have been provided.

Arranged

Flyers

Humvee

Passport

Pawed

Shimmering

Treacherous

Trekked

Wolfed

an identity document

to scrape with a paw

small brochures

unreliable, dangerous

to eat very quickly

a long difficult journey

to have made plans

a military vehicle

to sparkle or twinkle

Pre- Assessment

Page 15 of 21

Name: ______________________________ Date: ________________

K9 Vocabulary Quiz

Directions: Fill in the missing word in each sentence using the words from the Word Bank.

1) The word ______________means to walk slow and heavy.

2) A V.W. Bug automobile is a type of ____________.

3) After staying up all night working, Tim was _______________.

4) After four days without water, the flower was __________________.

5) When he arrived at the airport, security checked his _______________.

6) Nubs struggled to follow Brian in the desert, as the sand was cold and ___________.

7) Nubs was ____________ by Brian’s friends at the airport, where crowds of people had

gathered to greet him.

8) Nubs walked a long, cold, and painful ___________ of over 70 miles.

Circle the correct answer:

9) After Nubs arrived in America, he had to wait a few weeks to see Brian

True False

10) Nubs had to return to Iraq after visiting Brian in the U.S.

True False

Pre- Assessment Key/Differentiated Key

Page 16 of 21

Word Bank:

coarse, escorted, journey, vehicle, exhausted, lumbered, passport, drooping

Name: ______________________________ Date: ________________

K9 Vocabulary Quiz

Directions: Fill in the missing word in each sentence using the words from the Word Bank.

1) Nub’s was escorted by Brian’s friends at the airport, where crowds of people had gathered

to greet him.

2) The word lumbered means to walk slow and heavy.

3) After staying up all night working, Tim was exhausted.

4) When he arrived at the airport, security checked his passport.

5) Nubs struggled to follow Brian in the desert, as the sand was cold and coarse.

6) After four days without water, the flower was drooping.

7) A V.W. Bug automobile is a type of vehicle.

8) Nubs walked a long, cold, and painful journey of over 70 miles.

Circle the correct answer:

9) After Nubs arrived in America, he had to wait a few weeks to see Brian

True False

10) Nubs had to return to Iraq after visiting Brian in the U.S.

True False

Differentiated Pre- AssessmentPage 17 of 21

Word Bank:

coarse, escorted, journey, vehicle, exhausted, lumbered, passport, drooping

Name: ______________________________ Date: ________________

K9 Vocabulary Quiz

Directions: Use your iPad Vocabulary Word Bank and the supplied Word Bank and pictures below to fill in the missing word in each sentence.

1) After staying up all night working, Tim was _______________.

2) When he arrived at the airport, security checked his _______________.

3) A V.W. Bug automobile is a type of ____________.

4) After four days without water, the flower was ______________.

K9 Vocabulary Quiz RubricPage 18 of 21

Word Bank:

coarse, escorted, journey, vehicle, exhausted, lumbered, passport, drooping

K9 Analytic RubricCriteria Score of 3 Score of 2 Score of 1 Studen

t Score

Advanced/Exemplary

Proficient/Accomplished Poor/Inadequate

Vocabulary Words

The worksheet is accurate and complete with the vocabulary words in their correct location.

The worksheet is almost complete with most of the vocabulary words in their correct location.

The worksheet is blank, or the answers are mostly inaccurate.

True or False

Questions

Answers are complete and accurate.

One of the answers is accurate.

Both questions were left unanswered, or both questions were circled incorrectly.

Legibility Writing is legible and free from errors.

Writing is mostly legible and easy to read.

The paper is blank, or the writing is illegible.

5)

Page 19 of 21

K9 Vocabulary Quiz Differentiated Rubric

K9 Analytic RubricCriteria Score of 3 Score of 2 Score of 1 Studen

t Score

Advanced/Exemplary

Proficient/Accomplished Poor/Inadequate

Vocabulary Words

The worksheet is accurate and complete with the vocabulary words in their correct location.

The worksheet is almost complete with most of the vocabulary words in their correct location.

The worksheet is blank, or the answers are mostly inaccurate.

Legibility Writing is legible and free from errors.

Writing is mostly legible and easy to read.

The paper is blank, or the writing is illegible.

Page 20 of 21

References

Common Core State Standards. ELA Fourth Grade: Vocabulary Acquisitions and Use.

http://www.corestandards.org/ELA-Literacy/

Page 21 of 21