Rutherford, H Para Vocab Lesson Plan 1 Lesson Preparation Teacher Candidate: Heather Rutherford Title of Lesson: Prairie Dog

g Vocabulary Grade Level: Eleventh Grade Subject Area: Reading, Writing, and Communicating 1. Lesson Topic (What is the big idea?): Student will learn vocabulary words related to an informational text about prairie dogs. 2. What standard(s) will it address? Content Area: Reading, Writing, and Communicating Grade Level Expectation: Eleventh Grade Standard: 2. Reading for All Purposes 2. Ideas synthesized from informational texts serve a specific purpose. EEO I. Identify the meaning of unknown words using context clues in 5 10 sentences of content specific informational text. 3. Main Objective of Instruction (What do you want the student(s) to learn?): When given the book, A Prairie Dogs Life, the student will use the context clues in the book to determine the meaning of the following vocabulary words: prairie, habitat, predator, burrow, colony, and coterie as measured by a teacher-made checklist. 4. Supporting Objectives: Student will practice basic reading skills. 5. Specific Strategies (conspicuous) to be taught/modeled: Modeling, Direct Instruction. 6. Planning for individual differences (mediated scaffolding): What are the accommodations/modifications you need to prepare? The student will need help with identifying context clues. This help will need to be provided by modeling self-talk, and prompting the student on where to look for the clues. 7. What background knowledge do the students have? How will you assess students learning pre, during and post? The student has seen prairie dogs in the community and is familiar with what they look like. Pre-assessment I will ask the students if they know what the following words mean: prairie, habitat, predator, burrow, colony, and coterie.

Rutherford, H Para Vocab Lesson Plan 2 During I will watch the student to see if he/she is following the model that I showed him/her. Post I will have the student read a section of the book with a vocabulary word. I will ask the student to tell me the meaning of the word. I will ask the student what context clues in the text helped him/her to find that meaning. I will use a teacher-made checklist to record the students responses.

8. What management/grouping issues do you need to consider? This lesson will be given one-on-one with the student in the ILC classroom. 9. Materials and Resources: A Prairie Dogs Life book, teacher-made checklist 10. How/where will students be able to integrate (generalize) this learning? The student will be able to use the skills learned when reading any book with unknown words. 11. How will you evaluate student learning from this lesson and build review into ongoing instruction (judicious review)? I will prompt the student to use context clues when reading any text that has unknown words. I will watch to see if the student is able to use this skill in other subject areas.

Rutherford, H Para Vocab Lesson Plan 3 Lesson Title: Prairie Dog Vocabulary Main Objective of this lesson: When given the book, A Prairie Dogs Life, the student will use the context clues in the book to determine the meaning of the following vocabulary words: prairie, habitat, predator, burrow, colony, and coterie as measured by a teacher-made checklist. (CONTENT-PROCESS) I. Opening: (SET How will you get the student(s) attention?) Relate lesson to prior learning. Communicate the objective of the lesson. I will ask the student if he/she remembers seeing prairie dogs in their community. I will ask the student to tell me what he/she knows about prairie dogs.

II. Procedure: (Is this an informal presentation, direct instruction, or structured discovery?) This will be a one-on-one lesson using direct instruction. o Strategies (I Do/ how will you guide students to construct meaning for themselves): I Do: I will read the first part of the book that contains the first vocabulary word. When I come to the vocabulary word I will stop and say, Prairie. I dont know what that word means. Let me read the next couple of sentences and see if they give me any clues to help me figure out what prairie means. I will read the next few sentences and stop. I will verbally work through the clues in the text and pictures that help me to understand what the word prairie means. o Differentiation: This lesson is one-on-one and is tailored for the students needs. o (PRODUCT) The student will verbally tell me the definition of the vocabulary words and what context clues he/she used to find the meaning. o Guided Practice (We Do/students present): We Do: I will ask the student to continue reading the book. When the student comes to another vocabulary word I will stop him/her and ask him/her to work with me on finding the meaning of the word with the context clues. III. Closure: Student(s) summarize, demonstrate learning of lesson. Independent Practice (You Do). You Do: I will ask the student to finish reading the book and work through the rest of the vocabulary words. Formally END the lesson. I will praise the students for his/her hard work.