LESSON PLAN

Name: Shanna Dos Santos

Date:

Grade Level: 1st Grade

1. INTRODUCTION
Purpose of the lesson:
The purpose of this lesson is to help student become familiar with vocabulary terms
that are in the story Thanks Seth grade 1 story town.
Students will be able to recognize, define, and use tier two vocabulary terms
while working with whole group, and partners to create pictures and
sentences pertaining to the tier two words.
Learning Goal written on the board:
I will be able to recognize, and use tier two vocabulary words in a sentence.
(ELL students: I will be able to repeat vocabulary words orally, and match written
forms of the words to a pre-written sentence, and pre-written simplified definition as
well as draw a picture representing the word.)
Language Objective:
Students will be able to orally identify vocabulary terms through role play, and
identification of images related to the term.
Utah State Standards covered:
Language Standard 4
Determine or clarify the meaning of unknown, and multiple-meaning words, and
phrases based on grade 1 reading and content, choosing flexibly from an array of
strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
Speaking and Listening Standard 1
Participate in collaborative conversations with diverse partners about grade 1 topics
and texts with peers and adults in small and larger groups.
Speaking and Listening Standard 5
Add drawings or other visual displays to descriptions when appropriate to clarify
ideas, thoughts, and feelings.
2. EXPLICIT READING STRATEGY
INSTRUCTION FOCUS:

Interesting/appropriate TEXTS for

lesson purpose:

Comprehension pertaining to the use

of vocabulary, and meaning of the
vocabulary terms.

Text the teacher reads aloud to students:

Story Town (Grade 1, level 2)
Thanks Seth
Text the students read with teacher support
or independently:
Story Town Thanks Seth

Teacher MODELING and SCAFFOLDING:

Today were going to talk about vocabulary. Does anyone know what vocabulary
means? Vocabulary means the words we use to talk to, and communicate with
people. Its how we communicate with people, and that makes vocabulary very
important. What would you do if you couldnt talk to someone because you didnt
know any words? How would you ask your mom or dad for help if you didnt have
the words in your brain? How would you ask for your favorite food for dinner, or
breakfast? Vocabulary is very important. As you get older you learn bigger, and
fancier words. Today were going to be fancy with some of our words. (Post the word
Vocabulary for all students to see. Have written translation in Spanish, Urdu, and
Somali for three ELL students. Vocabulary will also have an image of word lists
attached to it)
Today well learned a few new words, practice saying them, well role play them,
and finally well dray a picture of the words, and try using them in sentences.
The words were going to learn today come from our story town story Thanks Seth.
Knowing what these words mean before we read helps us understand or
comprehend our story well. After we finished discussing our new vocabulary words
were going to begin working on our vocabulary dictionary. In our vocabulary diction
we will write the word, its definition, or meaning, draw a picture of the word, and
finally well attempt to us the word in a sentence.
Our first word is Applauded whats the word? Teachers holds up image of
clapping hands. Does anyone have an idea of what applauded or applaud means?
It means to show praise or approval by clapping for someone or something. Once I
went to an assembly where a teacher and his band played really fun music for our
school, and I really liked it a lot. I approved of the music, so I applauded after they
were finished. Id like three people to share with me when they have applauded
someone or something. Teacher will chose one student to help non-verbally role
play the word applauded, then have student say the word again, and role play with a
partner.
Our second word is Chatty Whats the word? Teacher holds up a picture of chatty
students. Does anyone have an idea of what chatty means, or know what chatty
means? Chatty is someone who likes to talk a lot. Sometimes when Ms. Sorenson or
I am up at the smart board teaching, some of you like to be chatty. You like to talk a
lot while were teaching. Can I have three people tell me a time at school, or at
home when they were chatty? Teacher along with two students will non-verbally
role play being chatty, then allow students to say the word and act out a role play
with a partner.
Our third word is Gather. Whats the word? Teacher holds up a picture of gather.
Any ideas about what it means? To gather means to get things from different places
and put them in the same places. For example, when its time to clean your
bedroom, you might pick up all of your toys that are spread out around you room,
and put them all in your toy box. That means you would gather all of your toys and
put them in one place. Another example of gathering is when each of the classes in
our school gathers for an assembly in the cafeteria. All of our classes are in different
part of the school (our own classrooms), and we gather in one place for an assembly.
Can I have three volunteers tell me when they have gathered something, or when
theyve seen others gather something? Teacher silently gathers items around the
room, this is how I gather. Students will say the word, and role play with a partner.

Our fourth word is Duty. Whats the word? Teacher holds up a picture of duty.
Does anyone have an idea of what the word duty means? Duty is like having a job,
or a responsibility. For example, its Ms. Sorensons and my duty to teach you the
things you need to know before going to second grade. Its your duty, or your job to
be good learners, do your homework, and try your hardest in school. Can I have
three volunteers share with me what duties, jobs, or chores they may have?
Teacher plays out duty silently. Next students say the world, and role play with a
partner.
The fifth word is envy. Whats the word? Teacher holds up picture of envy. Any
ideas of the meaning? Envy means to want something someone else has. For
example, you might envy Xander if he has a toy, book, or clothes that you want. You
might also envy his cool hair and want your hair to look like that! I need three
examples of a time when you envied someone. Teacher silently plays out envy with
a student then allows rest of class to say the word, and role play with a partner.
The last word is Resent. Whats the word? Teacher holds up a picture of resent.
Any ideas what resent means? Resent means to be mad about, or annoyed about
something that has happened. For example, once I went to the store but I got a flat
tire on the way. By the time I reached the store it was closed. I was so mad. I
resented having to change my tire, and being too late to get into the store. I need
three volunteers to tell me when they resented something that happened? Teacher
role plays resent, then allows students to say the word, and role play with a partner.

GUIDED PRACTICE: (teacher and students together)

1. Teacher will model writing the first word and its definition on dictionary
template (Template is attached to document).
First we need to write the term we are defining. Remember a definition is
what the word means. Next we write the meaning.
2. Students will copy the word and its definition into their dictionary.
3. Students will then draw a picture of the word, with teacher support.
Next were going to draw a picture of what the term means. For applauded,
Ill draw a simple picture of the assembly where I saw a teacher preform with
his band. Do you remember the band that I applauded for? You can think of a
time you applauded, and draw a picture of that time. Maybe it was when one
of our classmates made it to the STUPENDOUS level on our behavior chat, or
maybe you applauded for your favorite movie.
4. The teacher will then say aloud a sentence using the word, and then write it.
Students will copy the sentence.
Okay, last we will write a sentence using our word. Let me think.my
sentence is, I loved the assembly so much I applauded the performers.
Next lets go through our writing process to write the sentence.
a. Teacher will then model the already established sentence writing process
1. Think of a sentence
2. Count the number of words
3. Write the first word starting with a capital letter.
4. Read the word.
5. Think of second word in the sentence, write down.
6. Read what is written.
7. Repeat process until sentence if finished with punctuation.

INDEPENDENT PRACTICE:
Vocabulary terms will always be reviewed by the teacher before any independent
work is possible, and terms will always be accompanied with a picture/image relating
to the term. However, student will begin writing definitions, drawing pictures, and
writing sentences on their own in a few weeks after several daily guided practices,
and models.
*ELL students will be paired with a more knowledgeable peer to complete the
vocabulary dictionary pages. In addition to the partner work, ELL student will be
given pre-written sentences to match with their vocabulary word, and their more
knowledgeable peer will assist in reading the sentence and matching it with the
vocabulary term.
-Once vocabulary activity is finished, the teacher will read Thanks Seth with
students echo reading it back. Afterward students will be placed in partners to read
the story together. ELL students will echo read with their partner.
Closure:
Today we learned some new vocabulary. We learned the meaning of these words,
role played, made sentences about them, and even drew pictures. We even read a
story that contains these words. Vocabulary is important. It can help you
understand what you read. Give me a thumbs up if learning these words before
reading helped you understand the story, and a thumbs down if it still doesnt make
sense to you. We will practice reading this story at least two more times this week,
so if you didnt understand today, dont worry. Well get some more practice.
3. READING ENGAGEMENT: What engagement principle(s) are you choosing for
this lesson?
________choice, ___X_____collaboration, ________building concepts,
___X___relevance/real world interaction ___X____challenge
This lesson qualifies as relevance/real world interaction in that student are using
terms they have and will come across in their reading, and in real life. They are also
tying their own experiences to the vocabulary terms there by creating a real life
association and use of the word. The role playing portion of the lesson allows for
students to also create a kinesthetic connection to the word. This can be extremely
helpful for students who are at lower levels of language proficiency.
This lesson challenges students to replace current vocabulary with new vocabulary,
and at the same time build on the schema and use the terms. For ELL students they
are challenged to learn and use new words.
It is collaborative in that students work together to role play their vocabulary terms,
and in that select students work directly with the teacher and peers to complete the
assignment.
Briefly describe HOW you will engage your students in this lesson.
I will use sentences with real life indications to grabbed student attention. They will
also share how they have experiences the vocabulary word. Additionally, students
will love having the chance to act out the words.

4. DIFFERENTIATION.
I will provide struggling students, and ELL students with images of each vocabulary
term to keep at their own desk. I will work individually with struggling students to
provide support with writing, and brainstorming sentence ideas. ELL students will
receive assistance from me, and their peer partner. Additionally, the whole class will
work with six vocabulary terms at one time, and ELL students who are level 1 and 2
will be given two sessions to work on three words per session. The four corners
graphic organizer that will be the ELL vocabulary dictionary will also be set up with
simplified sentences, and associated words in advance to allow for lower processing
demand for early stage language learners.
Gifted students will be asked high order questions to help make deeper connections
to terms. For example, they will write two sentences using the vocabulary term on
their own rather than being assisted with writing one sentence, and they will give
one or two words that are related to the term in question.
5. ASSESSMENT:
I will be assessing the classroom discussion to determine student understanding
verbally. The self-assessment at the end of the lesson will also provide information
to the teacher regarding student comfort level. Additionally, I will be using students
vocabulary dictionaries (four corners graphic organizer for ELLs) as artifacts as proof
of their comprehension, and abilities with vocabulary terms. The dictionaries will
also serve as a sort of formative assessment in that it will provide a means for
assessing which students may need more individual assistance with terms in the
future as well as who may need more assistance with writing.
In addition, ELL students will be given a verbal assessment. The image of the word
will be shown, and the ELL student will attempt to say the word that matches the
image. Pronunciation will be difficult for some of the students, but I will be looking
for minor pronunciation similarities in the students attempt. This will not only give
them practice with speech, but will allow for more practice with image term
matching. If student are not able to verbally answer, role play will be allowed.

Four Corners Graphic Organizer

Students will be given sentence strips, and definition strips to place in

the sentence square. As they progress they will be able to complete
the word family portion as well.