LONGFORMLESSON

PLANTEMPLATE

LearningGoal(s)
(ContentStandard)

Instructional
Objectives

Assessment
(Criteria/LookFors)

Materials

Time
(Total&Specific)

Instruction
Procedures
Introduction
Demonstration
Participation
Practice

Name:ElizabethKent
Date:November4th,2013
ContentArea(s):LanguageArts/ReadingGrade(s):4thgrade

CCRAnchorStandard4:Interpretwordsandphrasesastheyareusedina
text,includingdeterminingtechnical,connotative,andfigurative
meanings,andanalyzehowspecificwordchoicesshapemeaningortone.
Grade4:Determinethemeaningofgeneralacademicanddomainspecific
wordsorphrasesinatextrelevanttoagrade4topicorsubjectarea.
Studentswillfocusonlearningthetenvocabularywordsfortheir
readingcenter,andbeabletousethemintheirownwriting.

Studentswillbeabletorecognizethevocabularywordsintheirtextand
beabletoaccuratelyusethemintheirownsentencetoshowan
understandingofthemeaning.

1.Studentswillorallybeabletogivethecorrectdefinitionstothewords.
(informal)
2.Studentswillcorrectlysolvetheirvocabularywordpuzzle.(formal)
3.Studentwillbeabletousethewordsinanoriginalsentencetheycreate.
(informal)
4.Studentswillsharetheirsentenceswiththeirclassmates,andtheywill
critiqueeachothers.(informal)
5.Studentswillturnintheirsentencestheycreatewiththevocabulary
words.(formal)
6.Studentswillaskquestionsbasedonthewordstheydonotknow.
(informal)

1.Vocabularycardswithsentencesonthem
2.vocabularywordpuzzle
3.Paperandpenciltowritetheirsentenceson.

32minutestotal=
Introductionandinitialreading:5minutes
Solvevocabularypuzzle:5minutes
Writewordsinasentence:10minutes
Sharesentenceswithclassmates:10minutes
Closing:2minutes

1.Introduction:
a.Todaywewillbereviewingyourtenvocabularywordstomakesure
youallunderstandthemandcanusetheminyourownwriting.Firstwe
willgooverthedefinitionsofthewords,thenwewillsolveaquickpuzzle,
andlastwewillusethewordsinasentence.Doesanyonehaveanyinitial
questionsbeforewestart?

Questions

2.Demonstration:
a.Wearegoingtoreadthroughthewordsasagroupfirst,thenreadthe
sentencesoneachcardtocreateadefinitionforeachone.
b.Cananyonethinkofanexampleofasentenceusingoneofthewords?
c.Doesanyonehaveanyquestionsaboutthewordsordefinitionsbefore
wemoveontothenextactivity?

3.Participation:
a.Thenextthingwearegoingtodoisavocabularypuzzle.Youwilleach
getyourownpuzzle,andsolveitbyyourself.Thereareninesquareson
thepuzzle.Theobjectistomatcheachvocabularywordtoitsdefinitionso
thatthepuzzleformsasquareafterallthevocabularysquaresare
matchedup.Therearetwelvelinestoconnect,butyouonlyhaveten
words,soIaddedtwowordsfromoneofyourpreviousvocabulary
lessons.Doesanyonehaveanyquestionsonhowtosolveyourpuzzle?
Okay,ready,set,go!
b.Afteryouthinkyouhavefinishedyourpuzzle,raiseyourhand,andI
willcomecheckit.Aftereveryoneisfinishedwiththeirpuzzlewewill
moveontosomethingelse.
c.Dideveryoneenjoythatactivity?Givemethumbsupifyoulikedit,
thumbsdownifyoudidnt,andmiddlethumbifyouthoughtitwasokay.

4.Practice
a.Next,Iamgoingtogiveyouapieceofpaper,andIwantyoutowrite
asentenceforatleast4ofthe10words.Doesanyonehaveanyquestions?
b.Nowthatyouhavewroteyoursentences,wearegoingtosharethem
withyoureachother.Ifyoulikethepersonssentenceandtheyusedthe
wordcorrectly;youwillputyourthumbup.Iftheworddoesntmake
senseinthesentence,putyourthumbdown.Ifonlyonethingneedstobe
changedtomakethesentencecorrect,raiseyourhandtohelptheperson.

5.Closure
a.Nowthateveryonehasfinishedsharingtheirsentences,Iwantyouto
thinkabouthowwellyoulearnedthesetenvocabularywords.Onthe
bottomofyoursentencepage,writedownthewordsyoustillarenotsure
about.Ifyouthinkthatyouunderstandthemall,andcanusetheminyour
ownwork,youcanwritethatonthebottom.
b.Aftereveryonehasfinishedwritingthat,wewillgobackintothe
classroomtojoinyourotherclassmatesinyourreadingstations.

Studentquestions:
Studentsaskquestionsthroughoutthelesson.Someexamplesare:
WhatshouldIwriteabout?
Whataresomeideas?
Teacherquestions:

AcademicLanguage
Focus

Closure

Student
Accommodations

SelfReflection

Teacherasksquestionstothestudentsthroughoutthelessonsome
include:
Whichofthesevocabularywordscouldbeusedindescribingthislesson?
Doesthevocabularywordmakesenseinyoursentence?
Canyouthinkofanothersentencetousethewordin?
Doyoufeelcomfortableusingthewordsinasentence?

Usethenewandpreviousvocabularywordsinmylessonaswellaswhen
theyneedhelpwiththeirsentences.
Vocabwordsinclude:entertaining,jolts,thrilling,target,angles,advertise,
promote,generated,focus,critics

Sharetheirsentenceswiththerestofthestudents,andgetcritiqued.Have
studentswriteontheirpaperwhichwordstheystillneedhelpon.
1.Somestudentsmayhavetroublesusingtheirwordinasentence.The
teachercangivethatstudentanexampletogettheirmindgoing,orgive
thestudentatopictowriteabout.
2.Somestudentsmayfinishthepuzzlefasterthanothers.Theycanwatch
theotherstudentscompletetheirs,orjustsitquietly.
3.Somestudentsmayhavetroubleputtingthepuzzletogether.Theycan
taketheirtime,orasforahinttocompleteit.
4.Somestudentsmayhaveproblemscomingupwiththeirownsentences.
Theteachercouldgiveasamplesentenceand/oruseencouragingwords
togetthestudentgoing.
5.Somestudentsmayfinishwritingtheirsentencesquickly.Havethese
studentsaddmoredetailtotheirsentences.Askthemtohadareason
ontotheendsofthem.

AskMyself.
Didthestudentsusethevocabularywordsinthecorrectway?
Didthelessonrunsmoothly?
WhatwouldIchangeaboutthislessoninthefuture?
WhatdidIdowellwiththislesson?
WhatdoIneedtoworkon?
Wasmytimingaccurate?
WhatdidIlearnaboutteachingsmallgroupsofstudents?
WhatdidIlearnaboutfourthgradersandtheirlearningstyle?
Weretheobjectivesanddirectionsclear?
Werestudentsboredatanypoint?
DidIencouragepositivestudentwork?