Ed 330 Itip 1-Definition Spinners

Lesson Plan #1 Alisha Joy Rus Lesson: Spinning for Definition Practice Subject Area: Language Arts/Word Study
4th Grade I. Common Core Standard: W.SP.04.01: Spell grade-appropriate words correctly, consulting references as needed. W.PS.04.01: Choose words and phrases to convey ideas precisely. Objective/Benchmark: The students will correctly spell vocabulary words from the present week. o I can spell my vocabulary words correct by filling in the missing letter blanks and by writing them in a sentence. The students will write sentences describing the vocabulary words. o I can describe the meaning of vocabulary words by writing sentences which make sense with the word in it. The students will give definitions of the vocabulary words. o I can describe the meaning of the vocabulary words using my own words. o I can show the meaning of vocabulary words by demonstrating them through my actions. Anticipatory Set: I will get students motivated and ready by starting the lesson with a very brief puppet-animated video clip, created on the I-PAD. The video clip contains scripts written and spoken by the teacher-assistant and a couple of the students, using the weekly vocabulary words in the context. I will then ask students to call upon words used in the clip, and then I will point to the board where the words are hanging. I will then tell them how we will be playing a game in groups to practice using these vocabulary words. The prior knowledge that is necessary for todays lesson would be prior introduction to these vocabulary words and how to write a complete sentence. Input: Task Analysis: o Ask students to listen closely as they watch the anticipatory puppet-clip.
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o Discuss that they will be practicing using their vocabulary words in groups in a few minutes. o Place a spinner under the doc-camera to show students. o Demonstrate picking out a vocabulary word from the bag and then spinning the wheel to see which category it lands on. o Demonstrate each category on the wheel so that the students have a clear understanding what they will be doing. Brainstorm inner voice ideas out-loud for how I would perform each task. After I demonstrate several of the tasks, I will ask for a student example (his/her brainstorming) from a different category. o Instruct students that after they are placed in groups, the first person on the list of their groups will get one sharpie marker and one marker board. o Remind students that when working in groups, their noise level should remain at two (not overly loud). o Inform students that everyone in the group should take a turn picking out a vocabulary word and that once it is picked, it may go back in the bag to be picked again for extra practice. o Also advise them to try their best not to look at their vocabulary packets, but if they are stuck they may look for understanding. o Once everyone has gone, they may go through the group taking turns spinning until the whole class meets back together. o Divide class into seven groups using team-shake on the IPAD and show the class under the doc-camera. o If they have gone through the spinner several times, they may quietly return to their tests and read a book. Learning Styles and Accommodations: o Remediation: Students who struggle in Language Arts or are having a difficult time with the categories on the spinner may ask a partner for help. o Extensions: Highly motivated students in Language Arts may help those students who are having difficulty performing the tasks on the spinner. Or, they may pick a more challenging word from the wordlist to use on the spin chart. o Learning Styles:
Visual/Spatial-Art/Picture Smart: Playing the spinning game, sharing with group hints about a word definition, and guessing the vocabulary word from the hints. Bodily/Kinesthetic-Body Smart: Interactive categories on the spinner asking students to act out or draw a picture of a vocabulary word (categories on the spinner). Interpersonal-People Smart: Cooperative learning through working in groups to play the word definition spinning game. Linguistics-Word Smart: Speaking and sharing word definitions, giving hints about the words, and by sharing guesses of letters to the word through the game, hangman (categories on the spinners).
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Materials: o Anticipatory puppet video o Document camera o Whiteboards for groups o Erasable markers for groups o IPAD-Team-shake application o Spinners with categories labeled o Vocabulary packets o Vocabulary words cut out and placed in bags for each group Method: o Show and discuss anticipatory play o Show and demonstrate picking out a word and going through each of the categories on the spinner. After going through two as a teacher, ask the students to provide an example of using the word in one of the categories. o Provide further instruction. o Divide class into groups; each member first listed will grab a marker and a whiteboard o Take turns spinning and performing the task on the board while rest of group guesses the vocabulary word. o Teacher-Assistant will walk to each group and observe. o Students will keep cycling through taking turns as a group spinning the wheel. o If still more time, they may return to desks and read silently. Modeling:
Brainstorming about my thinking for coming up with the word, its definition or how to act it out. Model how to pick a vocabulary card, use the spinner to find the category, and how to perform each category. o How to act out the word o How to draw a picture to represent the word o How to play hangman with the word o How to create a definition in my own words of the vocabulary word o How to give three clues about the word o How to write a sentence using the word, but leaving the word blank VI. Checking for Understanding: Thumbs up/down to check if understanding of directions is clear Circulate around the room as the class divides into groups to see that students are all participating and seem to be using the words and definitions appropriately VII. Guided Practice: During the modeling of using the spinner, I will ask the students help create examples from some of the categories. VIII. Independent Practice: There will be no independent practice in this lesson. IX. Closure: I will gather the students back as a class by saying 90 second cleanup. Once they are back in their seats, I will ask how they enjoyed the spinning game. I will ask them what words they had the most difficulty with, and which activity seemed to help them the most with practicing the vocabulary words. I will then remind them to keep practicing these words at home, and that tomorrow they will be reading a story and writing a response using these words. X. Assessment: Students who have completed at least one vocabulary word activity on the spinner will have met the lesson objective. XI. Reflection: Self-evaluation and reflection will take place after the lesson with my Field Coordinator.

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Lesson Plan #1 Alisha Joy Rus Lesson: Spinning for Definition Practice Subject Area: Language Arts/Word Study

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