Design for Learning

Instructor: Grace Culbreth

McInvale
Lesson Title: Vocabulary in Franklin
Curriculum Area: Language Arts

Grade Level/Cooperating Teacher: 1st

Date:11-4-14
Estimated Time: 30-45 Minutes

Standards Connection: Alex, 1st, Language Arts 40.) With guidance and support from adults,
demonstrate understanding of word relationships and nuances in word meanings. [L.1.5]
c. Identify real-life connections between words and their use (e.g., note places at home that
are cozy). [L.1.5c]

Learning Objective(s): Students will be able to identify the meaning of words and be able to use
them correctly in a sentence.
Learning Objective(s) stated in kid-friendly language: The students will be able to identify
the meaning of words and how to use them in a sentence.
Evaluation of Learning Objective(s): Today we will learn the meanings of new words and learn
how to use them in a sentence.
Engagement: 1,2,3 all eyes on me! Okay boys and girls go ahead and put away your
worksheet in your folders, and come sit quietly on the carpet. Remember move quietly like little
mice! The students will put away their things and come sit quietly on the carpet in front of me.
Once the students are all seated and quiet I will begin. I will hold up a stuffed turtle. Okay boys
and girls does anyone know what this is? The boys and girls will answer appropriately. Once
they have said that it is a turtle I will ask more questions to build background knowledge. So boys
and girls what do you all know about turtles? The students will answer appropriately. Very good!
They do live in their shells! Now I will read the book Franklin in the Dark.
Learning Design:

I. Teaching: After reading Franklin in the Dark, we will now go over some of the
vocabulary words from the story. Problem, afraid, help, supper, freezing. I will write
problem on the board first. Okay boys and girls the first word we will focus on is
problem. Can anyone tell me what a problem is? The boys and girls will give me
different answers. Very good boys and girls, can you turn to your partner and come up
with a sentence using the word problem? The students will give the word problem in a
sentence. Okay boys and girls now give me a definition for the word afraid? What does
being afraid mean? The students will answer appropriately. Very good boys and girls
now lets turn to our partners and put that word into a sentence. Can anyone think of one
to share with the class? The students will share their ideas for a sentence to put on the
board. Awesome job! Okay now lets look at the word help. What does it mean to help?
The students will answer appropriately. Very good now lets use help in a sentence. Turn
and talk to your partner to come up with a good sentence for help. The students will turn
to their neighbor and come up with a good sentence. Okay boys and girls each group
share with me your sentence. The students will each share the sentences they made up
with their partner. Very good sentences! I will write one sentence on the board. Okay boys
and girls our next word is supper. Does anyone know what supper is? The students will
answer appropriately. Awesome job boys and girls! Now boys and girls turn to your
partner and make a sentence using the word supper. The students will come up with a
sentence with their partners. Okay boys and girls our last word we will focus on is
freezing. Can anyone tell me what freezing means? The students will answer
appropriately. Very good, now turn to your partners and come up with a good sentence. I

will give the students time to discuss with their partner. Okay now lets discuss our
sentences. The students will raise their hands and share their sentences with the class. I
will now pull out pictures of each of the objects on the board. Okay student A come pick
a picture from my hand. The student will pick a card from my hand. Now what is on that
card? The student will answer on of the vocab words. Very good now go put that picture
with the word on the board. Student B come and pick another picture from my hand, what
is it? The student will say one of the vocab words form the board. Very good now go
place this picture on the board next to the word! Student C come and choose a picture
from my hand. Now what is this a picture of? The student will say one of the vocab words
that are left. Go place this picture next to the word on the board. Student D come up and
pick the next picture from my hand. What is it a picture of? The student will say one of
the vocab words that are left. Very good now place this picture next to the word on the
board. I will now hold up the last picture. Okay boys and girls what is this a picture of?
The students will answer in unison. Very good! I will now go place the last picture with
the last word on the board.
II. Opportunity for Practice: The students will now play a memory game by themselves at
their table. I will pass out 10 index cards. Okay boys and girls when I call your number
go back to your seat, sit quietly, and wait for instruction. I will call the students who are
sitting quietly and tell them to go sit back at their table. Once the students are seated I
will begin my instruction. Okay and girls I am giving you 5 index cards. On each side
write each of the words once. Make sure you leave one side blank. Once you have written
each word once partner up with a person at your table. Mix you cards up and have the
cards facing the blank side up so you dont know which word is on which card. Turn over
two cards at a time, try and find the matching pair. Once you have found the matching
pair you have to give the meaning of the word before you can keep the matching pair.
Whoever has the most cards at the end of the game wins! Be sure that you give the
meaning before you keep the cards!
III. Assessment: I will ask the students to pick one of the 5 vocab words we have learned
that day and put it in a sentence of their own. I will put and example of problem on the
board. Oh no, there is a problem with our dishwasher Now boys and girls you may not
use the word problem for your sentence and you may not use a sentence we have
already used together as a class. Work on this by yourselves, do not talk to your neighbor.
When you are finished hand the piece of paper to me and grab your book box and read
quietly to self.
IV. Closure: After all the assessments are turned in I will gather the students on the
carpet. 1, 2,3, all eyes on me! Okay boys and girls now that we have handed in all our
pieces of paper lets go ahead and put away our book boxes. We will play a quick game to
close out this lesson. I will pull up the game on the board. I will only call on the students
who are sitting criss cross applesauce and raising their hand quietly. The game will give
many mixed up letters and give the students the meaning of what word they are trying to
spell. Once we have figured out what the word is we will go over what it means as a class
again. After we have finished one round of the game the students will return to their book
boxes. Very good! You all were able to figure out the mixed up letter words! Now go back
to your book boxes and read quietly to self for the remainder of the time.
Materials and Resources:
https://www.youtube.com/watch?v=rsXpxEcwa3k

http://www.readwritethink.org/files/resources/interactives/wordwizard/
stuffed turtle
Index cards
White Board
Markers
Pictures of the vocab words
Assessment worksheet

Differentiation Strategies (including plans for individual learners):

Have the students are excelling in this are write a story using all 5 five words instead of just one
sentence. Have students who are not doing as well just write out the meaning of the word not a
whole sentence.
Data Analysis:
All of the students passed this assessment. They did very well on it!
Reflection:
Next I need to check to see if my resources are working. When I went to teach the lesson the
video and the website with the game did not work. I also would pick a better assessment the next
time as well.