Design for Learning

Instructor: Michelle Lawless

Grade Level/Cooperating Teacher: 1st
grade/Bowen
Lesson Title: Fall Words
Date: 10/16/15
Curriculum Area: Language arts Vocabulary Estimated Time: 20
minutes
Standards Connection:
39.) 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.
Learning Objective(s): When given a worksheet with a word box, students
will write 3 sentences each containing a different vocabulary word with
100% accuracy.
Learning Objective(s) stated in kid-friendly language:
You will be given a worksheet and you must write 3 sentences with each one
containing a different vocabulary word.
Evaluation of Learning Objective(s):
Students will be given a worksheet and must write three sentences using
each vocabulary word. There will be 3 sentences to complete. Students
correctly write all 3 sentences will be considered proficient. Students who
write 2 sentences correctly will be in the yellow range. Students who get 1 or
less sentences correct will be in the red range and in need of re teaching.
Engagement:
The teacher will bring in concrete representations of the vocabulary words
being taught. The teacher will bring in a collection of stickers, a picture of a
pile of leaves, and a pencil with a pointy edge. The teacher will read the
book Fall Leaves Fall by Zoe Hall. She will ask the students questions
before and after the reading. Okay boys and girls, I want everyones listening
ears on and hands in their laps! Today, we are going to learn new words
from our book Fall Leaves Fall by Zoe Hall. First, I want to show you a few
items I brought it. The teacher pulls out her stamp collection. These are my
stickers! I love to collect stickers because they come in so many different
shapes and sizes! Do you collect anything? The teacher then pulls out a
picture of a pile of leaves. This is a picture of a pile of leaves! I love to run

and jump in huge piles of leaves. Have you ever done this before? The
teacher then pulls out a pointy pencil. This is my pencil with a pointy tip! I
have to be careful around things like this! Have you ever seen anything
pointy? Well we are going to be reading a book that talks about all of these
things! Lets look at the cover of this book, can anyone tell me what they
think this story could be about? - yes! It could be about that! - I love how
you looked at the pictures on the front of the book! Lets turn to the title page
and maybe it will give us more hints! - This book could be about those! I
love how you used the pictures to make predictions! Well all of our words we
are going to be learning today are in this book. The teacher will begin the
teaching portion.
Learning Design:
I. Teaching: The teacher will explain the objective again to the students. The
teacher will have the student read the vocabulary list written on the board
together aloud. The teacher will then teach the students what each word
means by reading the book and pointing out the vocabulary words. When
she reaches a vocabulary word she will have it written on an index card with
the meaning on the back. Okay boys and girls we are going to learn these
new 3 vocabulary words. Can anyone tell me why its important to learn new
words? Yes! Those are all great answers. Does learning new words also
help you read? Yes! It does! So can we all read these 3 words together?
Great! The teacher and the student are going to read the 3 words together.
Pointy, pile, collect. Great job guys! I really liked how I could hear all of
your voices! Okay! I want everyone to pay close attention to me as I read
this book! The teacher will now read the book. Whenever the teacher comes
to a vocabulary word in the book she will stop and use the notecard with the
meaning to teach the new word. The teacher begins to read the book and
comes upon the first vocabulary word We like to collect leaves. Some
leaves are very small. Some leaves are big. I heard a vocabulary word! Did
you? The teacher pulls out the notecard that says collect Lets all say
collect together! - Collect- Does anyone know what this word might mean?
- Well Collect means to gather something! Lets say this together - to gather
something. In this story the children are collecting the leaves of all different
sizes. Lets keep on reading and maybe we will see even more vocabulary
words! The teacher continues to read until she comes across the next word.
The teacher reads, Some leaves have pointy edges I see another
vocabulary word already! The teacher pulls out the notecard that says
pointy Lets all say pointy together! - pointy - Do any of you know what
this word means? Pointy means that something has a sharp end! Lets all say

this together - something that has a sharp end- Great! In the book the
children are telling us what some of the leaves look like. Okay! Lets see if
we can find our last word! The teacher reads until she comes across the next
word. The teacher reads, at last we have a HUGE pile! There it is! Our
last word! Lets all say pile together - pile - what could this word mean? Maybe you're right! A pile is a large amount of something. Lets say this
together! - A pile is a large amount of something! In the book the children
are jumping into a huge pile of leaves!! Well now we know all our
vocabulary words!
I now want everyone to look up here at my word map! Has anyone ever seen
a word map before? - You have! - Well a word map lets us tell the meaning
words in different ways! Does everyone see the word in the middle of my
map? Can you read that word for me? - Collect- Very good! The teacher
points to the word as the students read it. On this part of the map I wrote
what the word means. Lets all read this together to gather something great! Now on this part of the map I drew a picture of it! Can you tell what
my picture is of? - Yes! - Its a collection of coins! Now I havent done this
part of the map yet so we are going to do it together. Lets all read what this
says What is it like. Here we are going to write examples! Can anyone
think of some examples of things that you could collect? Great! Let me write
those down! The teacher will write down what the students have said. On
the last part of the map we are going to write what you cant collect! Lets
read this together What is it not like So what are some things you cant
collect? Well Ill help you! Can you collect teachers? No! Can you collect
brothers or sisters? No! These are some things you cant collect! The teacher
will write what they talked about. Okay, now you're going to make your own
word map using the iPads!
II. Opportunity for Practice:
Now it is time for the students to practice implementing these words into
their own word map. This will be a guided section by the teacher. They will
be using the word pile or pointy to create their own map on the app
Popplet. There will be objects placed around the room that the students will
take pictures of to put on their word maps. Okay, Im going to pass out the
iPads. Do not touch the iPad until I give you further instructions. Okay
everyone open the iPad and go find the app Popplet once you have the
app open give me a thumbs up. Great! The word you will be using today has
already been typed in the box for you as well as the definition. If you have
the word pointy can you raise your hand? What do that word mean?
Awesome! If you have the word pile raise your hand. What does that word

mean? -Yes it does! Okay now I want you to double tap in the blank space to
create a new box. We are now going to open up the camera so we can take
pictures. As you can see there are several objects lying around the room, I
want you to take pictures of objects that represent your word. I want you to
take two pictures, so when you have taken one youll need to make another
box to add new pictures. If you cant make another box then raise your hand
and ill come do it. When you have finished give me a thumbs up!
Awesome! Now we are going to do the same except we are going to take
pictures of items that are not like our word! Remember to take two pictures!
When you're done with that I want you to give me a thumbs up! -Great- Lets
come back to our seats. Now lets all share what pictures we took. - yes!
Those are all pictures of things that are like your word! Great- those are all
pictures of things that are not like your word! Now we are going to use these
words in a sentence!
III. Assessment
Students will be given a worksheet and must write 3 sentences using each
vocabulary word once. Students correctly write all 3 sentences will be
considered proficient. Students who write 2 sentences correctly will be in the
yellow range. Students who get 1 or less sentences correct will be in the red
range and in need of re teaching. Okay boys and girls, Im going to pass out
these worksheets, when everyone has one I will explain what to do. There is
a word bank at the top of the page with your words in them. These are the
same vocabulary words we have been looking at for the past while. So you
should be very familiar with them! I want you to create 3 sentences on your
own using these words! Make sure the sentences make sense! I will be
looking at these afterwards to make sure you did them correctly!

IV. Closure:
You all did so good today! I loved how well you remembered all the
meanings to our new words! Using those iPads was so much fun! Now I
want you to turn to the people at your table and talk to them about what you
learned today and why it was important. When you have finished talking
give me a thumbs up and we will share. Okay, who wants to share what they
learned today? - Yes we did! I love how specific your answer was! Who
wants to tell me why todays lesson was important? Exactly! It is important
because it makes you a better reader! Next time we will learn even more
words!

Materials and Resources:

Chart Paper
markers
4 iPads
worksheet(attached)
pencils
Fall Leaves Fall by Zoe Hall
note cards
Popplet app
Differentiation Strategies:
Green: The teacher will provide students with more difficult vocabulary
words to use. They will have to define them on their own using context clues
from the book and then complete the rest of the word map.
Red: The teacher will give the student vocabulary words on the same level
as the previous words. The definition will be given to the student already.
The student must create ways to act out the word that's proves they
understand it instead of doing a word map.
Data Analysis:
According to my data that I collected from the students assessments, student
A is in the green range because he successfully completed all three sentences
using all three words. Student B is in the red range because she only used
one word for al three sentences. She did however write three sentences using
the same vocab word correctly.
I believe student B preformed this way because of my lack of coherent
instructions. I didnt have a precise way to say the instructions and this
student got confused in the process of me trying to explain the directions in
many different ways. This student did follow directions by completing three
sentences, but wasnt clear that she had to use one different vocab word in
each sentence. Student A did however understand what I was saying and
successfully completed the assignment. I believe student A preformed this
way because he had more background knowledge on the vocabulary words
than student B did.
I know now I will focus more attention to the instructions of my assessment.
I will script out a clear explanation that I know these first grade students will
easily understand.

Reflection:
There isnt much about this lesson I would change. I will from now on
make sure I have my objective posted in the room for the student to see
throughout the lesson. I said it numerous times, but it would have been more
effective if the students could read it whenever they needed too. I will
continue to do the engagement and teaching portion of this lesson on most of
my vocabulary lessons. The students were really engaged and motivated to
learn because of my concrete objects I brought. The technology I used
during the practice was also very successful; the students really enjoyed
using it and it made their learning of the new words more interactive. I easily
transitioned from one thing to the next and there wasnt any downtime in
between to cause the students to become uninterested. I promoted higher
level thinking by having the students identify objects around the room that
represented their vocabulary word. My students did have misconceptions
about what they could and could not collect. They understood the word, but
they do not realize the difference between objects that are collectable and
arent collectable. They did however give me examples and non examples of
objects that could be collected, but as I was teaching I had to question them
on most items they mentioned. I will plan for misconceptions next time by
having a secure understanding of the content knowledge so I can easily fix
those misconceptions.
Samford University
Design for Learning

Name_______________________________
Directions: You are going to create three
sentences. Each sentence will only have one
vocabulary word in it. Please write your
sentence on the lines given.

Pile

Pointy

Collect

1.
____________________________________
_________________

2.
____________________________________
_________________

3.
____________________________________
_________________