Lesson
Plan: Vocabulary Fifth Grade
Tamara
Stotler
ESE
697: Characteristics of Students with Mild & Moderate
Disabilities
& Evidence-based Strategies
Julie
Treadwell
October
5, 2014
Lesson
Plan: Vocabulary Fifth Grade
Teachers
can create many different types of lesson plans to help their students succeed
in skill mastery. They build and establish a knowledge base of skills to help
them succeed at school Teachers use the Common Core State Standards (CCSS) as a
guide line when they create their lesson plans to ensure that their students
will succeed. Aligning the lesson plan with the CCSS will allow teachers the
opportunity to enforce the skills needed for students to gain understanding for
further development with higher learning (through each grade). Teachers can use many different strategies to
differentiate in the classroom to make sure that all students have the
opportunity at inclusion and success.
The Classroom
The
fictional classroom is a fifth grade classroom with twenty students. The
classroom is aligned to be inclusive, allowing all desks to be grouped in
different sections to have students work together with their peers. This type
of classroom allows for students to build a social network and gain further
understanding with peer support. There are three students in the classroom that
have IEP’s and range in differences and abilities. All three of the students
have a learning disability, where two are reading at a third grade level with
writing difficulties and the third student has trouble with communication. Every
student is varied in their likes and dislikes and it can be challenging to find
a subject that all students enjoy, but through differentiation the teacher can
engage all students to learn.
The Lesson Plan
Creating
a lesson plan for a fifth grade class with twenty students can be challenging
unless certain criteria is met. Every student learns differently and has
different strengths, weaknesses, likes, and dislikes. Engaging students to
learn as through triggered interests can be hard, but a way to encourage
students to be involved while learning is through interaction and games. The
teacher can create a lesson plan that incorporates the vocabulary words that
have already been worked on by playing a game. As a preparation for this lesson
plan the teacher and students would create a vocabulary organizer that has
vocabulary words that are fifth grade appropriate with definitions. This
organizer is offered as review for students and allows them to access the prior
knowledge. The included lesson plan is based on a game show: Family Feud and Jeopardy.
Lesson Overview
|
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Lesson Title
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Game Time “Family
Feud Jeopardy Twist”
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Grade Level
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Fifth Grade
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Subject
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Language Arts/ Vocabulary
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Summary
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The students will be separated into four different groups,
and work together to answer the questions. The questions will consist of vocabulary
words and their meanings. The teacher will give the definition of the
vocabulary word and the student who “rings” in fastest has the opportunity to
answer it. For extra points, the team player who is called upon will be asked
to spell the word. If they need help they can ask their team for half points.
Regardless if the answer is right or wrong the teacher and class will spell
the word together.
|
Classroom Scenario
|
There are 20 students in the fifth grade classroom with 3
students on an IEP for varying disabilities. The classroom is set up to be
inclusive that is arranged so all students have groups in which they can work
with and throughout the school year they switch table partners to build a
sense of community. Students who are on an IEP are accommodated by having
preferential seating that will allow them the best opportunity to succeed
(Kjesbo, 2010).
|
Students with
Disabilities in the Classroom
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There are 3 students in the classroom on IEPs with varying
disabilities. All three of the students have a learning disability (LD). Two
are reading at the third grade level with limited writing abilities and the
third has trouble communicating verbally.
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PRETEACHING
TASKS/PLANNING
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Common Core State
Standards
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CCSS.ELA-Literacy.L.5.2.e
“Spell grade-appropriate words correctly, consulting references as needed,” (Common Core State Standards Initiative, 2014).
CCSS.ELA-Literacy.L.5.4
“Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies,” (Common Core State Standards Initiative, 2014).
CCSS.ELA-Literacy.L.5.4.b
“Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis),” (Common Core State Standards Initiative, 2014). |
Lesson Objective
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Students will be able to recognize the definition of the vocabulary
word by giving the vocabulary word and spelling the word correctly.
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Assessment (Describe
the assessment task and the levels of achievement based on what you expect
from students on this task).
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The teacher will be able to monitor the students’ success
by the questions and answers that they give. The teacher will also be able to
determine the proper spelling of the vocabulary word.
|
Materials
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Accommodations/Modifications
to be provided
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TEACHING PROCEDURES
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Opening/Activating Prior
Knowledge
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On the SMART board will be written “GAME TIME” and the jeopardy
theme will be softly playing in the background as students take their seats. “Today
we are going to play a version of Jeopardy and Family Feud. Has anyone seen
these game shows? We will be split into four teams of five.” The teacher will
engage students in the remembering the different vocabulary words by having
students look through their vocabulary organizers that they put together
previously. The teacher will go over the vocabulary words and have students
take a moment to review. “This game will help us remember our vocabulary
words, their meanings, and how to spell them. The team with the most points
at the end of the game will win five extra minutes of free time today.” Once
the vocabulary words are reviewed the teacher will have the students put away
their vocabulary organizers.
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I DO: Teacher Input and Modeling
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The teacher will pull up a sample point board and explain
the rules to the students. In each group there is one bell that will ding
when tapped. Students will take turns being in charge of the bell when it is
their turn to go against the other teams to answer the question. On the front
of the board is different point value questions (based on how hard of a word
is behind it). The point values range from 100, 200, 300, 400, and 500 points
and there are five blocks representing a total of 25 different words
represented. On the sample board is five different word blocks and the
teacher will choose one. The teacher will read the answer, “A person’s
signature.” The teacher would think a second, and ring the bell once to
signal that they know the question “What is an autograph?” The teacher will
explain when students give the correct vocabulary word (autograph) they will
gain the points and for additional points they can spell the word correctly.
If they are not sure how to spell it they can ask their team for help for
half points.
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Checks for
Understanding (How will you know if students are grasping the concepts? What
formative assessments will you use to check for understanding?)
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The teacher will be able to see if students are following
along to the instructions and make appropriate changes and offer feedback
when necessary.
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WE DO: Guided Practice
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The teacher will then call on one of the students to pick
one of the remaining four example blocks (a student from each team, one for
each block) to do together. “The answer is: to form an opinion or conclusion
about something; a public official appointed to decide cases in the court of
law.” The chosen and the group will figure out the question together “What is
judge?” The teacher will inform them that they are right. Together the class
will spell the word. Each of the remaining three blocks will be reviewed and
answered together by the class and teacher. This is how the game will be
played but each point value is available to play by ringing the bell to
answer it. So, whichever team is the fastest can try to answer the question.
If they are not correct their team cannot try to answer the question again,
but another team can try.
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Checks for
Understanding (How will you know if students are grasping the concepts? What
formative assessments will you use to check for understanding?)
|
The teacher will be able to observe and monitor how
students are participating in the team activity and how they are working
together to figure out the word and how to spell it. During the group
spelling of the word the teacher will be able to help guide and offer
feedback about the vocabulary words and how they relate in sentence
structure.
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YOU DO: Independent
Practice
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The teacher will
give the bell to one person on each team and at random have one of the
students to choose a point value in one of the rows. The answer will then be
displayed on the SMART board, and the teacher will read the answer out-loud
for everyone, and if students decide to read it faster than it is spoken they
have the opportunity to ring in first (if it is their turn for the bell). The
students will be able to ring in and give the question (vocabulary word) and
either spells the word by themselves or get help from their team mates for
half points. After the block is finished the team will receive the points (if
answered correctly) and that team can pick the next block of points. The bell
is also transferred to the next person on their team to be the bell ringer
and the person who responds. The game will continue until all the blocks are
gone and/or time runs out. The team with the most points will receive five
minutes of extra free time. For the students with disabilities they have the
opportunity to play as well, and use their given assistive technology (text-to-speech)
and partner assistance.
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Lesson Closure
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Once the game is over the teacher will go over all the
vocabulary words (if time) or go over the vocabulary words that are still
remaining. They will also have students try to think of a way to use their
vocabulary words at home and come back the next day to share when they used
their vocabulary words. The more that they practice the easier their test
will be.
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Reflection
Assessment for
Learning: How will you use assessment results to assess student performance
on the lesson objective?
What steps will be
taken if objectives not met by all students?
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The teacher will be able to monitor and review how
students are remembering their vocabulary words and how they work together in
a team. Which words are harder for students to understand, and were there any
vocabulary words that no one got? Using this information the teacher will be
able to further learning and to add additional training/support for those who
might be struggling.
The teacher will offer further assistance to students who
are struggling and have them review their vocabulary organizers. Offering further
assistance with understanding and relating the information a different way. During
the game the teacher can walk around the room and help students who might be
struggling with the game and offer support.
|
Conclusion
Creating
a lesson plan for fifth grade students can be challenging, but teachers can
utilize different strategies that allow for differentiation; this takes into
consideration the multiple levels of abilities, likes, dislikes, strengths, and
weaknesses of the classroom. The teacher can allocate the required information
for students based on the Common Core State Standards while engaging their
interests and helping them understand the context of the required vocabulary
for fifth grade.
References
Common
Core State Standards Initiative. (2014). English
language arts standards. Language grade 5. Retrieved from http://www.corestandards.org/ELA-Literacy/L/5/.
K12
Reader. (2011). 5th grade
master spelling list. Retrieved from http://www.k12reader.com/spelling/Fifth-Grade-Master-Spelling-Lists.pdf.
Kjesbo,
M. S. (2010). Preferential seating in the
classroom. Retrieved from http://www.handyhandouts.com/pdf/289_PreferentialSeating.pdf.
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