OBJECTIVES:
The student should be able to:
• Gain meaning from print and build vocabulary using strategies such as self monitoring and self correcting. ELA-1-E1
• Focus on language (vocabulary) concepts and ideas that show an awareness of the intended audience (classroom, real life) in developing compositions. ELA-2-E2
• Use a greater variety of words when writing. ELA-2-E1
TIME: 45 minutes
MATERIALS
Reading Basal (vocabulary words)
Sentence strips
Loose Leaf Paper
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher will have students turn to the correct page in their reading basal. The teacher and student will coral read the list of vocabulary words on the page. The teacher will explain that today the students will be learning new vocabulary words. The teacher will explain that by expanding our vocabulary it makes us better, more interesting writers.
ACTIVITY:
Teaching Model: The teacher will hold up each vocabulary word and call on a student to recite the word independently. The teacher will ask for a student to use that word in a sentence. The teacher will will ask for a student to define the word in their own words. The teacher will post the word and have students look in the glossary to define the books definition. The teacher will post each word and its definition. The teacher will repeat the process until all words are posted.
Guided Practice: The teacher will read the first vocabulary word posted, the teacher will then model using body movements or dance to show how she could remember the new vocabulary. For example: If the new vocabulary word is “grow,” The teacher will squat down to the floor and make a whooshing sound to show that she is growing and then stretching up to the sky and end the movement by saying aloud “grow.” The teacher will have students join in with her for the first vocabulary word. The teacher will then use the word in a sentence. The teacher will post the sentence on the board and underline the new vocabulary word.
Independent Practice: The teacher will group students heterogeneously and assign each group a new vocabulary word. The group will come up with a movement/motion to represent the new vocabulary word. The teacher will allow 10 minutes for student to collaborate. The teacher will have students return to their desk and then call on each group to share their movement/motion with the class. The rest of the class will mimic the new movement/motion. The teacher will call on all groups until all words have been demonstrated.
Closure: none provided
EVALUATION/ASSESSMENT:
The teacher will randomly say a vocabulary word and The student will act out the correlating movement (informal assessment). The teacher will then ask students to write a sentence using each vocabulary word. The teacher will check for accuracy and post the students work on the wall outside of the classroom (formal assessment).
ART CONTENT/CONCEPTS:
none provided
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
English Language Arts
ELA-1-E1Gain meaning from print and build vocabulary using strategies such as self monitoring and self correcting.
ELA-2-E2 Focus on language (vocabulary) concepts and ideas that show an awareness of the intended audience (classroom, real life) in developing compositions.
ELA-2-E1 Use a greater variety of words when writing.
Dance: Creative Expression
D-CE-E1 Use kinesthetic awareness, proper us of space and the ability to move safely.
D-CE-E2 Explore and demonstrate basic movements and the elements of dance (space, time, and energy).
D-CE-E3 Recognize and explore dance as a way to create and communicate ideas and feelings.
D-CE-E4 Explore the process of making a dance; improvise to create a dance phrase.
D-CE-E5 Execute improvised and set movement patterns with concentration and focus individually and in groups.
Dance: Aesthetic Perception
D-AP-E2 Recognize and respond to concepts of beauty and taste in the ideas and creations of others through the study of dance.
D-AP-E3 Identify and discuss how dance affects thoughts and feelings.
D-AP-E4 Recognize that there are many possibilities and choices available in the process of creating a dance.
D-AP-E5 Develop a basic understanding of the processes of creating, performing, and observing dance.
Dance: Critical Analysis
D-CA-E1 Observe and identify the basic movements in dance.
D-CA-E4 Identify the main theme or story ideas presented in a dance.
Theatre Arts: Aesthetic Perception
TH-AP-E2 Recognize and respond to concepts of beauty and taste in the ideas and creations of others through the
study of theatre arts.
TH-AP-E3 Develop a basic understanding of the processes of creating, performing, and observing theatre.
TH-AP-E4 Recognize that there are many possibilities and choices in the creative processes for theatre arts.
TH-AP-E5 Identify and discuss how works of theatre and dramatic media affect thoughts and feelings.
TH-AP-E6 Share personal feelings or preferences about theatre and other dramatic works
MODIFICATIONS | ACCOMODATIONS:
Students will be group according to ability. The teacher will have students that are high, average, and low functioning in each group. The students with the greater understanding will be able to explain the meaning of their assigned vocabulary word while others in the group can help with the movement/motion that may go along with the new word. All students will write a sentence using each new vocabulary word. The teacher will assist any student who is having trouble with these sentences by using the movement/motion that goes along with each word.
VARIATIONS | ENHANCEMENTS:
none provided
TEACHER REFLECTION:
I thought my lesson went exceptional well. I was really impressed with the creativity that all of my students portrayed. The most serial moment is when a below average student was able to conceptualize the vocabulary words and use all of the words correctly in his sentences. He was also able to explain his understanding of the words to his classmates. I look forward to incorporating this activity into my lesson each week.
REFERENCES:
Beck, Isabel L., Farr, Roger C., Strickland, Dorothy S. (2005).
Harcourt Trophies Banner Days. 122U-123. Orlando, FL.
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