LESSON PLANS JULIE DEGNER

Grade One Language Arts: Mr. Zingers Hat Vocabulary

November 13th, 2015
Curriculum Ties
Language Arts Program of Studies:
identify high frequency words by sight
use knowledge of print, pictures, book covers and title pages to construct and confirm
meaning
associate sounds with letters and some letter clusters
follow spoken directions for gathering ideas and information
know that words have conventionally accepted spellings
present ideas and information to a familiar audience, and respond to questions
speak in a clear voice, with appropriate volume, to an audience
be attentive and show interest during listening or viewing activities
work in partnerships and groups
help others and ask others for help
ask questions and contribute ideas related to class investigations on topics of interest
take turns sharing ideas and information

Plan for Diversity

There are several transition periods that will allow those students who have trouble
focusing to move around and get a body break
All different types of learners will be able to work both individually, in small groups, and
in large groups
There will be a form of technology involved to engage all student learners
ELL learners will be able to sound out new words individually, in small groups, and as a
class.
ELL learners will also be able to have new words clarified for them by their peers and
the teacher so that they can add to their vocabulary.
Introduction (10 minutes):
Teacher Activity
1. Call the kids to the carpet.
2. Read aloud Mr. Zingers Hat by
Cary Fagan.

Student Activity
1. Gather on the carpet.
2. Listen to Mr. Zingers Hat, paying
attention to difficult vocabulary
words while they are listening.

Central Activity (10-15 minutes):

Teacher Activity

Student Activity

LESSON PLANS JULIE DEGNER

1. After reading the book aloud, tell the
kids that we are going to do an
activity about the hard vocabulary
words in the story.
2. Explain that each kid will get their
own book and will go through it
individually to find difficult
vocabulary words that they dont
know. They must find three different
words and write them down on a
sticky note.
3. Once they have found their new
vocabulary words, they should try to
sound them out by themselves and
think about what they think the words
meaning might be. They cannot ask
me what they mean, because I will not
tell them.
4. Stress that the kids should take their
time and that once they are done, they
can turn to their neighbour and look at
their vocabulary words to try to sound
them out together and guess what the
meaning might be while they wait for
everyone else.
5. Call each kid to come to the front to
get their book and their sticky note
and find their spot in the room to hunt
for vocabulary words.
6. Go around the room and look at the
different words that the kids are
writing down and ask a few of them to
sound out their word for you. Ask
them what they think it might mean.

2
1. Listen to teachers instructions for
finding vocabulary words and writing
them down.
2. Get their own copy of Mr. Zingers
Hat and find a spot in the room to look
at their book.
3. Find three new vocabulary words that
they do not know and write them down
on their sticky note. Try to sound them
out on their own and guess what they
think the word might mean.
4. Once they are done, students can turn to
their neighbour and look at their words
and try to sound them out, as well as
guess their meaning while they are
waiting for everyone else to finish.

Closure (15-20 minutes):

Teacher Activity

Student Activity

Prepared for EDUC 535 class by Barbara Martin 2015

LESSON PLANS JULIE DEGNER

1. Set up the SMART Board on the
carpet area.
2. Call kids back together on the carpet
and tell them to bring their new
words with them.
3. Ask a few students to share their
new words with the class by writing
them up on the SMART Board.
4. As each kid writes their word on the
board, ask them to try to sound it out
and make a guess for the class about
what it means. Afterwards, ask the
class if anyone else would like to try
to sound it out or guess the meaning.
If not, clarify the word for the
students and explain its definition.
Repeat this exercise with several
students and words.

3
1. Gather back on the carpet area with new
words.
2. Share new words with the class by
volunteering to write them up on the
SMART Board. Try to sound them out
for the class and guess their meaning.
3. The rest of the class can provide input to
other peoples words by making educated
guesses about the different meanings and
sounds present in the vocabulary words.
4. Listen to the teachers clarification of the
word.

Assessment
Individually assess students as they are finding their words on the difficulty of the
vocabulary words that they are choosing (which words do they recognize by sight in the
text already), the skill level with which they are sounding out their words, and their
skills at using visual cues in the book and surrounding sentences to guess the meaning of
their new vocabulary words.
Students can also be assessed on these same types of criteria as they come up to the
SMART Board
Those students who clarify definitions or the sounds of words during the large classroom
discussion will be assessed on their skills in sounding out new words and their
vocabulary range.
Materials/Resources

SMART Board

Sticky notes

Pencils/erasers

Class copies of Mr. Zingers Hat by Cary Fagan

Reflection

Prepared for EDUC 535 class by Barbara Martin 2015

LESSON PLANS JULIE DEGNER

-format worked really well!
-use same format for future lesson, but with a different book?
-kids were very engaged with SMART Board
-everyone wanted to share their vocabulary words and came up with really good
definitions
-SMART Board session went too long. After about 15 minutes kids lost focus
-classroom management was much more difficult near the end of the session
-next time, allow more movement among kids.
-send kids back to desk for body breaks?
-inclusion

Prepared for EDUC 535 class by Barbara Martin 2015