Design for Learning

Instructor: Jordan Johnson Grade Level/Cooperating Teacher: 1st grade/Ms. Young Lesson Title: Thanksgiving at the Tappletons ate: !ove"#er $% &'1$ Curriculu" (rea: )oca#ular* +sti"ated Ti"e: $' "inutes ,tandards Connection:

40.) With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. [L.1.5]
Learning -#.ective/s0:

After ha ing the !oo" #han"sgi ing at the #appletons$ read to them, after creating %ra&er models for 4 oca!ular& words, students will !e a!le to identif& the meaning of ' out of the 4.
Learning -#.ective/s0 stated in 1kid23riendl*4 language:

("a& class, after ) read the stor& #han"sgi ing at the #appletons$ we are going to ma"e a chart with some words that we don$t "now from the stor&.
+valuation o3 Learning -#.ective/s0:

*tudents will !e gi en a matching wor"sheet where the& will ha e to match the oca!ular& word to the correct definition.
+ngage"ent:

*tudents will remain at their ta!les for this lesson. Okay class who is ready for Thanksgiving? Wait for response. I know I am too! What are some of your favorite things about Thanksgiving? Let all students sitting patientl& answer. I love all of those things too! My favorite part is being with my whole family though. Well today we are going to read a book about Thanksgiving. *how students the co er of the !oo". !oes this look like a fun Thanksgiving dinner to you? Wait for responses. Make sure we aren"t talking when it"s not our turn. !oes it look like it is going to be a very rela#ed Thanksgiving for the Tappleton"s? Wait for responses. $o it doesn"t! it looks a little cra%y doesn"t it? Wait for responses. &ow about I read it so we can find out what it is about? +ead stor&.
Learning esign:

I. Teaching: That was a cra%y Thanksgiving wasn"t it? 're your Thanksgiving ever like that? Wait for responses. $o? (ou all never have no food to eat on Thanksgiving? Wait for responses. Me either! We always have way too much. #eacher wal"s around and passes out %ra&er model wor"sheets. Well what we are going to do now is learn some vocabulary from the story. #eacher draws a %ra&er model on chart paper that is on the white!oard in the front of the class. What I want you all to do first is make sure you write your name on the top of the worksheet. Wait for students to write their names. Okay this is something new that we are doing this is called a )rayer model. What we are going to do is learn more about one of the vocabulary words from the story. #eacher will re,read the page that contains the word -slithered./ *+the turkey slipped from under her arm. $ow on a warmer day this might not have been a problem. ,ut this Thanksgiving !ay was -uite cold and the step was covered with ice. ,efore she or Mike could even think the turkey had slithered into the yard. 0page 4). #eacher then writes the word slithered in the circle on the %ra&er model that is on the !oard. !oes anyone know what the word slithered means? Wait for responses. /ery good! 0an you

all write the word slithered in the center circle on the worksheet I gave you? #eacher wal"s around to ma"e sure all students are following directions and understand. #hen goes !ac" to the front of the class. 0an anyone tell me what they think the word slithered might mean? Wait for responses. Make sure we aren"t talking unless I call on you. That"s right! 1lithered means to slide down a long a surface from side to side. ,ut I like your definition better+let"s write that in the first bo# that says definition. #eacher writes the definition that student ga e her in the !o1 that sa&s definition on the chart paper model. 0an you all see what I wrote on the board? $ow copy this onto your paper in the same spot. #eacher wal"s around to ma"e sure e er&one understands. (nce she sees e er&one is done writing, she continues. Okay now what are some characteristics of slithering? What has to happen in order for you to slither? If the word means to slide+can the ground be hard and rough? Wait for responses. Will you slide if the ground is not smooth? Wait for response. $o you"re right the ground must be smooth in order to slide. #eacher writes smooth under characteristics on the chart paper. What is one more thing that the ground could be in order for something to slither? Wait for responses. If you are on a slip2n2slide what is the slide normally? Wait for responses. (es you"re right+ you can slither easier when the ground is wet! #eacher writes wet under characteristics. Write that under smooth on &our paper. #eacher waits for all students to finish. 3ood 4ob guys! (ou are all doing great. $ow can anyone give me some e#amples of slithering? What is the first thing you can think of that slithers? Wait for responses. (es! I think of a snake too! )or this I want you to draw a picture of a snake slithering right here in this s-uare 0teacher points to correct s2uare on the !oard). #eacher draws a picture of a sna"e as the students are, then wal"s around the room to ma"e sure e er&one is following instructions. These snakes look great! (ou can finish coloring them when we are done. $ow can anyone give me an e#ample of something that doesn"t slither? Wait for responses. (ou"re right+a bird doesn"t slither what does a bird do? Wait for answer. ' bird flies you"re right. 1o what I want you to do in this s-uare 0teacher points to s2uare that sa&s non,e1ample on the !oard) is draw a bird. #eacher draws a !ird on the !oard then wal"s around to see e er&one$s wor" . (ou guys are doing a great 4ob! I love all of your drawings. Okay now that we know all about the word slithered let"s move onto another word+how about eggnog? #eacher reads the passage in the !oo" that uses the word eggnog. #hen puts a new %ra&er model on the !oard with the word eggnog in the middle. What do you guys think the word eggnog means? Wait for responses. /ery good! 5aise your hand if you have had eggnog before? Wait for students to raise hands. 6eep your hands raised if you actually liked eggnog? Wait for response. (eah I am not a big fan either+but let"s go ahead and write the definition on the board. #eacher writes the definition in the correct !o1 while sa&ing it out loud37ggnog is a holiday drink during fall8winter. $ow you guys go ahead and copy this in the bo# that says definition. Wal"s around and waits for students to finish. 9ust like what we did for the word slithered+what are some characteristics of eggnog that we know of? Wait for responses. (es it is like milk. :et"s write that on our paper. #eacher writes mil" under characteristics. What other characteristics does eggnog ha e4 Wait for responses. (es it does smell a little funny...#eacher writes smell funn& on the !oard. 'dd that to your list. Wait for students to finish. !oes eggnog have any other characteristics you can think of? Wait for responses. (es it is a holiday drink like we said earlier. We will call that seasonal+meaning that you can only buy it during the winter season. #eacher writes seasonal on the !oard and waits for students to finish. These are great characteristics! $ow lets move onto the e#amples+.we only really have one e#ample right? 'nd that is that it is a drink. 1o go ahead and

draw a glass of eggnog in this bo#. Let students draw their picture and wal" around o!ser ing. 5emember how we said eggnog is a drink like milk so what does milk look like? Okay now that you guys are all done drawing lets move on. What are some things that are not like eggnog? Wait for responses. (ou"re right water isn"t like eggnog water is not as thick as eggnog. 1o for this bo# let"s all draw some water+you can draw it in a glass in a bottle or like the ocean+anyway that lets you know that it is water will work! #eacher wal"s around and ma"es sure all students are on tas". 3reat 4ob! (ou guys are really getting the hang of this. !o you find it helpful in learning what the words mean? Wait for responses. 3reat because we have two more to do! #eacher puts a new chart on the !oard with the word li erwurst in the center. Our ne#t vocabulary word is liverwurst+.has anyone ever heard of that before? Wait for response. #he teacher reads the part of the !oo" that sa&s the word li erwurst. What do you think liverwurst is? Wait for response. This is a tricky one. :iverwurst is a type of sausage that looks kind of like bologna. *how them a picture of li erwurst. Okay so lets write that in our definition bo#. #eacher writes the definition then waits for students to finish. $ow what can we put as some characteristics of liverwurst? Wait for responses. 1o if we said that liverwurst is kind of like bologna+what can we do with bologna? Wait for responses. (es we can eat bologna! 1o we can say that liverwurst is edible;meaning you eat it. Write edi!le on !oard. Okay what else can we do with bologna or liverwurst? Wait for responses. (es you can make a sandwich out of it+let"s write sandwich. Write it in !o1. Okay now lets move onto some e#amples. What did we say we could do with liverwurst? Wait for response. (es we can make a sandwich+so in this bo# 0teacher points to e1ample !o1) we can draw a liverwurst sandwich. Wait for students to finish. 'nd then what would a non e#ample be? Wait for responses. Think of some opposites of liverwurst+is a turkey a liverwurst? Wait for responses. $o it"s not..that is why the Tappletons" had to eat it because they lost their turkey! 1o lets draw a turkey in this bo# 0teacher points to non,e1ample) bo#. Wait for all students to finish. 'nd our final vocabulary word is trimmings 0teacher puts a new %ra&er model on the !oard). #eacher reads the page of the !oo" with the word trimming in it. What do you think the word trimmings could mean? Wait for responses. !oes it mean they are getting their hair trimmed? Wait for responses. $o! It doesn"t mean they are getting their hair trimmed. Trimmings in this conte#t are the additional sides you have during Thanksgiving;like the mashed potatoes salad green bean casserole;all that yummy stuff! 1o lets right that in the first bo#. #eacher writes definition on the !oard and waits for all students to finish. Okay now that we know what trimmings are+what are some of their characteristics? Wait for responses. (es we do eat them. 1o once again we can write edible in this bo#. What are some other characteristics? Wait for responses. (es you"re right+you can choose which ones you want normally on Thanksgiving we get to make our own plates right? /ery good! 1o we could right *they are your choice. under edible. Okay those are very good characteristics. $ow what are some e#amples ;we 4ust went over a few;raise your hand if you have a favorite trimming that you en4oy on Thanksgiving. Wait for responses. Those are all great. $ow in the e#ample bo# I want you to draw your very favorite trimming. 'nd if you don"t have a favorite you can use one someone else said. Wait for students to finish drawing. $ow what are some non2e#amples+.is the great big turkey at Thanksgiving considered a trimming? Wait for responses. $o! It is the main course so in our final bo# lets go ahead and draw a turkey again. Wait for students to finish. (ou guys are such artists+these drawings all look great! $ow I am going to come around and collect all of your )rayer models and we are

going to move onto a new activity . #eacher wal"s around to collect all the wor"sheets. II. Opportunity for Practice: !o you guys all feel comfortable with the vocabulary words we went over? !o you feel like you know what they mean? Wait for responses. 3reat! $ow we are going to play a little game to try and help you remember them even better. #eacher passes out to each ta!le cards with pictures of e1amples of the words and cards that ha e the name of the oca!ular& words. I am passing out to your table some cards with pictures of some e#amples of the vocabulary words and then I am also passing out some envelopes that say the vocabulary words on them. What I want you guys to do as a table group+so you can talk with O$:( your friends at (O<5 table+but what I want you guys to do is to determine which picture cards match the vocabulary words. 1o for instance if you think the picture of milk should go in the trimmings envelope you would place that picture card in the envelope labeled trimmings. !o you understand? Wait for responses. Okay I am going to give you = minutes to do this! Teacher sets timer. 5eady set go! #eacher will wal" around and o!ser e5help an&one who is confused. (ou have one minute left so finish up your last few pictures. After the timer goes off3/ery good 4ob guys! $ow I need one person from each table to put all of the envelopes on my desk please. (ou can leave the picture cards in them. #eacher wal"s around and passes out the assessment sheet face down. III. Assessment: Okay now I am passing out a sheet make sure you keep them face down until I am down passing them out to all the tables. (nce the teacher is done passing out the papers3Okay you can flip them over now I think you guys know these words pretty well now so I think this assignment will be easy for you! )irst thing before I even e#plain the directions I want you all to write your name on top of the paper. Wait for all students to write their names. Okay so you see the two columns+one says */ocabulary Word. and the other says *!efinition.+What you are going to do is draw a line connecting the vocabulary word to the correct definition. 5eady set go! Wait for students to finish. 5emember that only one line can go from the word to definition! IV. Closure: Okay now that all of you are done matching the words with their definitions lets talk a little bit about what we learned today. #eacher is wal"ing around and collecting the wor"sheets. 0an someone tell me what we said the word slithering means? Wait for response. (ou think it means that you are sliding from side2to2 side? !oes anyone else agree with that? Wait for a show of hands. (es! (ou"re right that is e#actly what slithering means. $ow can anyone tell me what we said it had to happen in order to slither? Wait for responses. Think about what we wrote in that second bo# on your worksheet. Wait for responses. (es it has to be smooth and sometimes it can be wet like a slip2n2slide you"re right! Who can tell me the e#ample that we drew on our paper of something that slithers? Wait for response. ' snake! (es snakes slither all over the place don"t they? That is how they get from place to place. /ery good! 'nd then what did we say is something that can"t slither? Wait for response. (es! ,irds don"t slither+how do birds get from place to place? Wait for response. (eah+birds fly from place to place they don"t slither on the ground. !o you all now feel comfortable with the word slithering and what it means? Wait for responses. 3reat! &ow about the word eggnog+what did we say that means? Wait for responses. (es! (ou are

right it"s a *seasonal. drink that we drink in the winter time. /ery good. What about liverwurst+what is liverwurst? Wait for responses. (es it is a sausage and looks kind of like bologna. /ery good! What is a non2e#ample of liverwurst? Wait for responses. (es we said a turkey was didn"t we? Okay and then the last word+what did we say trimmings were? Wait for response. (es+ trimmings are not a haircut they are the sides you eat at Thanksgiving+and what were some of our favorite trimmings? Wait for responses. (es those all sound so yummy right now don"t they? (ou all did a great 4ob filling out that worksheet today and paying attention!
Materials and 5esources:

,6oo" Thanksgiving at the Tappletons" ,7hart paper ,7ra&ola 8ar"ers ,%ra&er model wor"sheet for students04 for each student) ,7ra&ons, colored pencils for students ,9icture cards of e1amples of oca!ular& words ,:n elopes la!eled with the oca!ular& words ,8atching wor"dheet
i33erentiation ,trategies /including plans 3or individual learners0:

%or students who are struggling with the %ra&er model, gi e them e1tra time during wor"shop to complete the model and wor" with teacher one on one on how to fill it out. )f students are not understanding the meaning of the word, gi e e1tra e1amples as to what the word means.
ata (nal*sis:

5e3lection:

Samford University Design for Learning