Dalton Bycraft // Week 5

ULS Lesson: Joe is in Europe

Core Vocab: Help

Topic:
- The topic of this lesson is based on geography. The students will travel alongside Joe as
he takes an adventure to Europe.
- Students will learn about mountains, boats, the Eiffel Tower, chocolate, etc.
- After the lesson, students will work on core vocabulary where they will focus on the
word, Help

Duration:
- This lesson will take approximately 20-30 minutes

Purpose:
- The purpose of this lesson is for students to understand where Joe is, Europe. As we
focus on the places he is visiting, students will work to identify different areas in Europe.
- The purpose of this lesson is for students to apply the core vocabulary word, Help into
their everyday lives by saying, doing, acting, or using it in any form possible.

Materials:
- Smartboard
- Youtube
- Pointer for students in wheelchair

Common Core State Standard // Essential Elements:

- EERI.9-10.5 - Locate sentences that support an authors central idea or claim
- EEL.9-10.3 - Use language to achieve desired outcomes when communicating
- EEL.9-10.4 - Determine or clarify the meaning of unknown and multiple-meaning words
- EEL.9-10.4a - Demonstrate knowledge of word meanings

Objective:
- The students will work to comprehend information by completing answers on the
smartboard as a class. They will use information learned from the story to guide them
into the right answer choice.
- The students will work toward understanding the word Help by hearing it, saying it,
signing it, doing it, and finding it.

Assessment of Objective:
 - The students will be completing questions together on the smartboard, students will be
called at random to answer a question.
- The students will complete the hearing, speaking, signing, doing, and finding portion of
the core vocabulary individually as an Exit ticket into their next assigned task of the
day.

Input = What and How:

- The students will start this lesson by sitting around the smartboard.
- Each student will sit in their own seat, really it is preferred seating to them, if their is a
problem I will guide a student to a new seat to minimize distractions and disruptions.
- The teacher will start by sharing with the students that they are going to be learning about
conflicts and power, more specifically where Joe is going, Europe.
- The teacher will then begin the lesson by having a student come up and press the video
link to start the clip that shares about the countries of the world in Europe.
- This will give the students an idea of the different countries that Joe is visiting in
Europe.
- The teacher will then go through the lesson by reading along the article to the students,
emphasizing key points in the article. Emphasis on key points will be directed in a
different tone of voice toward the students.
- Ex., Joe is _______ will be said a little louder and with a higher focus for them
to grasp through tone of voice.
- Key points may be read aloud for a second time if students are not focusing. This
is great for repetition for when students come up to answer the questions.
- As the article is read aloud, the teacher will look to students to work on paying attention,
pushing the students to keep engaged in the lesson.
- After the article is finished, a student will be chosen to come up and click the link to the
questions that the class will answer.
- Once the questions come up, the teacher will choose students at random to come up and
answer the questions.
- Students will be given a question, with three possible answers.
- Two of the answers are somewhat throw aways, one answer is clear.
- This should eliminate any confusion for the students and push them to recall
information they were read easier.
- After the students have finished the questions and first part of the lesson, the students will
transition into the next part involving core vocabulary.
- The teacher will have a powerpoint on the board:
- Hear it: Help is said aloud
- Say it: The students will attempt to say the word help
- Sign it: The students will attempt to sign the word help
- Find it: The students will find the word help on the smartboard
 - Read it: The students will read the word in a short book
- Watch it: The students will watch, Help by the cast of Glee
- Identify it: The students will come up to the smart board and pick the word
- Do it: The students will find and touch the word help throughout their day
- After each activity is performed by the students, and the teacher feels that the students
have accomplished a good amount of work, this will be their exit ticket into the next
activity of their day.
- Which could be individual work bins, jobs, free choice activity, etc.

Modeling:
- The teacher will be modeling the word, Help in each section with the students so they
have an example to go off of. They will be guided along in order to complete the tasks
that are in front of them.
- The teacher will share with the student what it is that they are looking for, and give a
good amount of, Wait time in order for students to comprehend and respond.
- Ex., Sign the word Help
- Teacher will show the student, a video will be in front of the students, then
the teacher will sit or stand next to the student and show the student again.
The teacher will wait for the student to respond/attempt.

Checking for Understanding:

- The teacher will be checking for understanding throughout the lesson by calling on
students to follow along if they are phasing out.
- The teacher will ask students to come up and answer questions at the end of the reading.
- The teacher will work with each student during the core vocabulary session to check for
understanding, which will be independent work time as I sit with each student.

Guided Practice:
- Guided practice will be occurring throughout the lesson. The teacher will be reading
along for the students emphasizing key points when possible, as well as demonstrating
the core vocabulary word, Help
- The teacher will be monitoring, supporting, and allowing time for students to respond to
questions. The wait time is crucial. Some students respond instantly, others take time so
this is the biggest thing to focus on throughout this lesson.
- The teacher will provide additional support by rereading questions and answers. The
teacher will also provide additional support by going over the word, Help with each
student until they can attempt it on their own.

Closure:
 - The students will complete their core vocabulary with me, completing each portion at the
end of the lesson as their Exit ticket moving forward. Some students will want to play
on an IPad from previous experience, they will only be rewarded if they are to complete
their work. This is a review of working on the core word of, Help that students will
work on by themselves.

Independent Practice/Assessment:
- Students will be completing their independent work through a question on the board.
Students will have plenty of time to choose an answer, 3 choices total.
- The main focus is to determine if students can select a picture that corresponds to
where Joe is at, what he is seeing, doing, and learning.
- The main thing that the students will be doing on their own in this lesson is completing
the core vocabulary work on their own. I will go around to each student and ask them to
look at me and focus in on myself while teaching, then I will have them complete the
speaking portion first before I move onto the next student. The students will do this on
their own as I approach them.

Adaptations/Differentiation:
- The teacher will have the students complete most of the lesson as a whole group with
support from the teacher and teacher assistants.
- The teacher will have the students work mainly using the smartboard as a visual support.
- While working with the students on these tasks, it is important the the teacher gives each
student a fair amount of wait time. Aside from wait time, the teacher will give the
students as much structure and guidance as possible in order to push the students to
comprehend what is being taught.
- Instead of focusing lesson as a lecture type, it will be presented as a
cooperative/interactive lesson as much as possible in order to keep the attention of
students.