LESSON PLAN

Preparation for instruction:

1.
2.

Identify potential Tier 2 words in the text: reluctantly, practically, enormous, collapsed.
Select Tier 2 words for direct vocabulary instruction: reluctantly, practically,
enormous, collapsed.

Name: Miguel Camarena

Date: 11/25/16
Grade Level: 1 st
1. INTRODUCTION
Purpose of the lesson: Students will be able to apply the vocabulary words in the story in their
conversations and their writing.
SWBAT: Apply the tier 2 vocabulary words found in the book to their conversation and writing by
practicing the use of these words as a whole class.
Utah State Standards covered:
Literature Standard 2- Retell stories, including key details, and demonstrate understanding of their
central message or lesson.
2. EXPLICIT READING STRATEGY
INSTRUCTION FOCUS:

Interesting/appropriate TEXTS for lesson

purpose:
Text the teacher reads aloud to students: The Three
Little Pigs and the Somewhat Bad Wolf by Mark
Teague
Text the students read with teacher support or
independently: none

INSTRUCTION:
1: Provide a read aloud of the text with a focus on comprehension.
Introduce the book: Students are you familiar with the story of The Three Little Pigs? Today we will
read The Three Little Pigs and the Somewhat Bad Wolf. This story is a variation of The Three Little Pigs.
As Im reading the story I want you to think about how this book is different from other stories of The
Three Little Pigs you have been read to in the past. I want you to think about the problem of the story
and how the characters solve the problem.
After the first page of the book What happened to the three little pigs? What do you think the pigs
will do with their money? Lets make a prediction
Next page- Were we right with some of our predictions? One of the pigs wants to buy building
supplies. What do you think they will use them for?
Next page- They reluctantly agreed. We know that the first pig bought some straw.
Next Page- The next pig bought sticks, which were practically free. He had a lot of money left over
to buy sody-pop.
Next page- The last pig spent all her money on building materials and built a brick house. What did
she get from the man at the hardware store?
Next 2 pages- After the pigs were done building the straw and stick houses, they had extra time to
relax
Next Page- The third pig took longer building her house. What did the other two pigs do?
Next Page- Why was the third pig happy
Next Page- Why was the pig in such a bad mood
Next 2 Pages The pig got on his scooter and sped away. Where do you think the first pig is going?
Next 2 pages- Im amazed that works, said the wolf. Why was the wolf surprised?
Next 2 pages- The wolf collapsed on the lawn. Why do think this happened? What was the wolf
looking for?
Next Page- What did the pigs do for the wolf? How was the problem resolved?
Next Page- The wolf was hardly ever bad again. What changed the wolfs attitude?
Engage students in an interactive read aloud that focuses on comprehension.
2: Provide explicit vocabulary instruction of the Tier 2 Words.
Target word: Reluctantly

1.

In the story it says that reluctantly the others agreed.

2.

Reluctantly describes that they were not sure about the decision they made, they were
hesitant to agree. The pigs talked about some things they could do with the money. They
talked about buying potato chips and sody-pop, but when the third pig said they should buy
building supplies they agree. They werent sure about spending all their money buying
building supplies, because they wanted to buy other things.

3.

Say the word with me: Reluctantly

4.

The boy reluctantly ate the left over pie. I reluctantly decided to give you homework
everyday.

5.

Provide opportunities for the children to interact with the word or to provide their own
examples of using the word. Can you think of another example.
If children provide an example of the very same way the word was used in the book, ask them
again to use the word in a different way than the author did. Can you think of a different
example different from the book.

6.

Finally, have the children repeat the word to reinforce its phonological representation.
Whats the word weve been talking about? Reluctantly

Target word: Practically

1. Sticks are practically free
2.

3.

Practically means that the sticks were so cheap they were almost free. The second pig
decided to buy sticks to build his house. He had a lot of money left over to buy sody-pop
because the sticks were almost free.
Say the word with me: Practically"

4.

I was practically late to school today. He practically ate all the cookies.

5.

Provide opportunities for the children to interact with the word or to provide their own
examples of using the word. Can you think of another example. Can you use the practically
in a sentence.
If children provide an example of the very same way the word was used in the book, ask them
again to use the word in a different way than the author did. Can you think of a different
example different from the book.

6.

Finally, have the children repeat the word to reinforce its phonological representation.
Whats the word weve been talking about? Practically

Target word: Enormous

1. So the wolf took an enormous breath.
2.

The wolf took an enormous breath and he huffed and he puffed and he blew the house
down. He took a really big breath to blow down the house. He took an enormous breath.

3.

Ask the children to repeat the word so they can create a phonological representation of the
word. Say the word with me: Enormous "

4.

We wanted to have an enormous cake for our party. There is an enormous distance
between us and the moon.

5.

Provide opportunities for the children to interact with the word or to provide their own
examples of using the word. Can you think of another example. Can you use the practically
in a sentence.
If children provide an example of the very same way the word was used in the book, ask them
again to use the word in a different way than the author did. Can you think of a different
example different from the book.

6.

Finally, have the children repeat the word to reinforce its phonological representation.
Whats the word weve been talking about? Enormous

Target word: Collapsed

1.

The three pigs looked through the window and saw the wolf collapsed on the lawn.

2.

The wolf was tired and hungry. He was so tired that he fell on the lawn. One of the pigs says
look at the poor guy, hes exhausted maybe he needs some potato chips. The pigs know that
the wolf is not feeling so well and decide to help him.

3.

Ask the children to repeat the word so they can create a phonological representation of the
word. Say the word with me: Collapsed"

4.

The roof collapsed. The roof fell down. I collapsed on the couch after a long day at work. I
was tired and I just dropped on the couch.

5.

Provide opportunities for the children to interact with the word or to provide their own
examples of using the word. Can you think of another example. Can you use the practically
in a sentence.
If children provide an example of the very same way the word was used in the book, ask them
again to use the word in a different way than the author did. Can you think of a different
example different from the book.

6.

Finally, have the children repeat the word to reinforce its phonological representation.
Whats the word weve been talking about? Collapsed

COMBINE the target words by asking the children make a choice between two of the words:

If you were offered a broccoli soup, would you collapse or would you reluctantly accept it?
If I was two feet away from the door, would I have an enormous distance to the inside of the
building or would I practically be inside
If I wanted to wrap up a car for a Christmas present, would I practically have enough with one
roll or would I need an enormous amount of gift paper?
If you had to run three miles without stopping, would you practically fly through it or would
you nearly collapse?

MAINTAIN all four words by asking the children to give examples or explanations:
Can you explain to me why you picked the one you picked? Can you think of another example of
how we can use the word?
MAINTAIN all four words by helping children add to their networks of related words:

Reluctant is another way you can say unsure

Practically can be used instead of almost
Enormous can be used when you are describing something that is really big
Collapsed is another way you can say fall down

3. READING ENGAGEMENT: What engagement principle(s) are you choosing for this lesson?
____x____choice, _________collaboration, ______x__building concepts, __x___relevance/real world
interaction ____x____challenge
Briefly describe HOW you will engage your students in this lesson.
In my classroom we have issues with classroom management. Especially when we sit on the carpet for
too long. For this story we might not get through the whole entire lesson. It will depend on how they
are engaged. I plan to engage my students by having them think-pair-share before they share their
examples. This will give my students an opportunity to get an example different from their own. The
examples that I provide them will be relevant to their lives. I also have to use cultural relevant
examples for my ELL students. They will be building on their existing knowledge by providing examples
of words that can be replaced by these new vocabulary words. The words that I picked are not words

they commonly use, but are words that can easily understand.

4.DIFFERENTIATION. How will you simplify or provide challenge for students who need it?
For this activity students will not be doing an activity. They are going to be given the definition of the
words along with examples. Students will apply their background knowledge to apply the words to their
own examples. I can simplify the lesson by providing many examples that are relevant to my students.
I am also providing examples and non-examples of the application of the word. I give my students
multiple opportunities to reflect on how they are applying the word on their own. At the end of my
lesson I give them examples of words that can be replaced by this new words. I will challenge my
students by having them write the sentences. I will only expect a few students to be able to write. I will
write the words on the board in order for them to see how the words are spelled. I can also challenge
students by thinking of words they use that can be replaced by these words.
5. WRITING/ASSESSMENT TOOL: How will you know that your students understand the target
words? What will students be doing to demonstrate their learning? (Assessment tool).
Students will be assessed through the comprehension and application of the vocabulary words.
Students will listen to the examples I provide them, and will think of some examples of their own. If
they are able to apply the word correctly to a sentence that will tell me that they understand. Students
also will think of words to replace some more common words they use in their every day life with these
new vocabulary words. If students start using the words in their conversations with their peers it will
mean that my lesson was successful.