Katie Giddeon Two-Prong #2

Word Charm Bracelet

Two-Prong Lesson Plan
Two-Prong Focus: 1) Arts Content = Visual Arts 2) Core Academic Content
(use tate tandards)

= !anguage Arts

!anguage Arts standard ": #etermine or clari$% t&e meaning o$ un'nown and multi(le-meaning words and (&rases )ased on grade 2 reading and content* c&oosing $le+i)l% $rom an arra% o$ strategies Visual Arts standard 2: ,sing 'nowledge o$ t&e elements o$ art and t&e (rinci(les o$ design

Student Objectives: tudents will )e a)le to (er$orm t&e $ollowing: -denti$% new .oca)ular% $rom a stor%/ ,se a dictionar% to de$ine words/ -llustrate t&e de$inition o$ a new .oca)ular% word/ #esign a )racelet using (ro.ided classroom su((lies/

Teaching Procedure: 0e$ore )eginning t&e lesson* set out materials $or students on a se(arate ta)le/ 1ost students will alread% &a.e glue and colored (encils* so onl% a $ew o$ t&ese s&ould )e set out/ tudents will also need &ole (unc&ers* (re-cut ri))on* and (re-cut stri(s o$ construction (a(er and (re-drawn circles (using a 2uarter to trace)/ 0ring students to an area o$ t&e room w&ere t&e% can all &ear and see a )oo' )eing read aloud/ A$ter students are settled and 2uiet* e+(lain t&at %ou will )e reading a )oo'* and %ou want t&em to (a% (articular attention to

words t&e% ma% not 'now in t&e stor%/ 3e+t* )egin reading a )oo' o$ interest aloud to t&e class* (re$era)l% one wit& a color$ul .oca)ular%/ 4&ile going t&roug&* (ic' out words t&at ma% seem es(eciall% di$$icult $or students ((re$era)l% nouns)/ As' i$ an%one 'nows w&at t&at word means* and i$ no)od% res(onds* &a.e students tr% to see' a de$inition )% listening to t&e stor%/ Pro.ide clues t&at ma% &el(/ 0e sure to (ic' out at least 15 words* gi.ing clues $or words t&at no student is a)le to de$ine/ A$ter reading t&e stor%* &a.e students return to t&eir des'/ #o t&e 6&and warm-u(7 w&ere students will ma'e a $ist* t&en s&ow one* two* t&ree* $our* and t&en $i.e $ingers/ T&is will )e re(eated at di$$erent tem(os $i.e times/ 3e+t* on t&e c&al' )oard* write a list o$ at least 15 .oca)ular% words $rom t&e stor% t&at was discussed wit& t&e class/ 8a.e students (ic' out $i.e o$ t&ose words to de$ine using a dictionar%/ A$ter t&e% &a.e com(leted t&eir de$initions* t&e% ma% )egin (ic'ing u( t&eir needed su((lies o$$ o$ t&e ta)le/ 9nce all students &a.e com(leted t&eir de$initions* s&ow an e+am(le o$ a 6word c&arm )racelet7/ :+(lain t&at students need to illustrate eac& de$inition on a 6c&arm7/ C&arms s&ould )e (re-drawn on construction (a(er* read% $or students to cut out/ A$ter illustrations are made on eac& c&arm* students s&ould cut t&em out and &ole (unc& eac& one/ A$ter t&e c&arms are created* students will need to measure out t&eir (re-cut construction (a(er stri( so it $its t&eir wrist/ T&e% s&ould glue it to t&e a((ro(riate si;e/ 3e+t* students s&ould tie a (iece o$ ri))on to eac& c&arm/ A$ter eac& c&arm &as a (iece o$ ri))on* t&e ri))on s&ould )e glued to t&e )racelet/ 3ow* students s&ould &a.e a com(leted 6word c&arm )racelet7< 4&ile students are cleaning u( t&eir su((lies* as' $or .olunteers to tell t&eir $a.orite (art o$ t&e acti.it%/ Also* as' $or .olunteers to sa% w&at t&e% disli'ed t&e most/ A$ter e.er%t&ing is cleaned u(* as' =-15 students w&at t&e% learned $rom t&e acti.it%/

Introduction: 1/ Attention>$ocus: ?aise &and and wait $or all students to raise t&eir &and wit& t&eir .oices o$$ and e%es on t&e teac&er/ 2/ -nterest: Gi.e a $ew di$$icult words/ As' i$ students 'now w&at t&e word means* and as' $or .olunteers to (ro.ide a de$inition/

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et mood: Gat&er students to a certain area o$ t&e room* awa% $rom t&eir des's/ 8a.e t&em sit on t&e $loor in a &al$ circle wit& t&e teac&er on t&e ot&er &al$ o$ t&e circle i$ (ossi)le* as i$ to tell a stor% around a $ire/ et (ur(ose: :+(lain &ow di$$icult it can )e to com(lete sim(le tas's i$ %ou donAt understand t&e meaning o$ a word/ :+am(le: $ollow directions to a &ouse i$ %ou donAt 'now w&at a 6mile7 is/

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=/ ?e.iew and relate: 4&en (er$orming t&e interest acti.it%* demonstrate &ow to use a dictionar%* and write t&e de$initions on t&e )oard/ B/ 1a'e ground rules and e+(ectations clear: ?emind students o$ t&e )asic rules $or listening to a stor%: 3o tal'ing* sit 6criss-cross a((le sauce)* and 'ee( &ands to sel$/ 4&en as'ing a 2uestion* onl% t&ose wit& &ands raised will )e called on/ u((lies s&ould )e used and &andled in a sa$e manner/ A$ter acti.it% is com(lete* an% mess s&ould )e cleaned u(/ C/ :nergi;ers and warm-u(s: 9nce students are )ac' at t&eir des's* &a.e t&em do t&e 6&and warm-u(7/ tudents will ma'e a $ist* t&en s&ow one* two* t&ree* $our* and t&en $i.e $ingers/ T&is will )e re(eated at di$$erent tem(os $i.e times/ D/ Voca)ular%: 3ew .oca)ular% words will )e (ic'ed out $rom t&e stor%* and de$ined and illustrated in an art acti.it%/ Development: 1/ 2/ Teac&er will (ro.ide e+am(les o$ new .oca)ular% words* and &ow to use a sentence to ma'e an educated guess o$ t&e de$inition/ T&e 2uestion 64&% are .oca)ular% words im(ortantE7 will )e r&etoricall% as'ed/ T&e teac&er will e+(lain t&at a good .oca)ular% is needed to )e good readers and to )e a)le to understand im(ortant directions/ Pro.ide e+am(les* suc& as $ollowing directions to a &ouse w&en t&e word 6mile7 is un'nown/ tudents are taug&t a new language>.isual arts strateg%: creating a 6word c&arm )racelet7 to &el( remem)er new .oca)ular% words/ tudents (ractice using a dictionar%* and use art to demonstrate t&e meaning o$ t&eir new words/ As t&e students create t&eir )racelets* t&e teac&er wal's t&roug& t&e room* ensuring eac& student is a)le to utili;e a dictionar% and use $ine motor s'ills to com(lete t&e art acti.it%/

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onclusion:

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tudents will s&ow t&eir a)ilit% to de$ine .oca)ular% words )% (racticing using a dictionar% (assed around t&e grou( w&ile sitting in t&e 6reading area7/ T&e teac&er will gi.e a word* and call on a student to use t&e dictionar% to loo' u( t&at word/ T&e teac&er will determine t&e acti.it%As e$$ecti.eness at t&e end o$ t&e acti.it% (cleanu() w&en as'ing students t&eir $a.orite and least li'ed (arts* as well as w&at t&e% learned/ tudents will )e allowed to s&ow t&eir (eers t&eir new )racelet* demonstrating t&eir artistic a)ilities/
"ma# include a rubric$ :

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!ssessment

tudents will )e assessed wit& a .oca)ular% 2ui; (25 (oints)a$ter t&e acti.it% is com(lete/ Com(re&ension o$ t&e de$initions will )e determined )% t&e 2ui; results/ Visual art will )e assessed )ased on creati.it%* accurac%* and neatness o$ t&e 6word c&arm )racelet7 (25 (oints)/ 15 (oints will also )e gi.en $or e$$ort and )e&a.ior/

%ultiple Intelligences&Di''erentiated Instruction the lesson$: (atial (a)ilit% to .isuali;e) !inguistic (words>s(o'en>written) !ogical-mat&ematical Kinest&etic 1usical -nter(ersonal (interaction w>ot&ers) -ntra(ersonal (sel$-re$lecti.e a)ilit%) 3aturalist (&a.ing to do w>nature) (mo.ement) FFF F+FF FF+F FFF FF+F FF+F F+FF FF+F

"place an ( b# each one covered in

)loom*s Ta(onom#&Di''erentiated Instruction

((lace an + )% eac& o$ t&e items t&at a((l%):

F+FF Knowledge (tell* list* de$ine* la)el* recite* memori;e* re(eat* $ind* name* record* $ill in* recall) F+FF Com(re&ension (locate* e+(lain* summari;e* identi$%* descri)e* re(ort* discuss* re.iew* s&ow)

F+FF A((lication (demonstrate* construct* record* illustrate* researc&* order* dis(la%* (ractice) FFF Anal%sis (com(are* contrast* classi$%* criti2ue* sol.e* e+(eriment* e+amine* in$er* categori;e) FFF :.aluation (Gudge* (redict* .eri$%* rate* determine* decide* c&oose* $orecast* estimate* (rioriti;e) F+FF %nt&esis (com(ose* &%(ot&esi;e* design* $ormulate* create* in.ent* de.elo(* re$ine* (roduce) Special +eeds Gi$ted !earners: Hor gi$ted learners* t&e teac&er ma% (ro.ide e+tra .oca)ular% t&at is not $ound in t&e )oo'* )ut still related in some wa%/ T&ese words ma% re(lace t&e ones $ound in t&e stor%* so students are encouraged to e+(and t&eir .oca)ular% )e%ond w&at t&e% ma% alread% 'now/
"indicate how #ou will e(tend the lesson 'or gi'ted learners and decrease the lesson 'or struggling learners$:

!earners 0elow !e.el: !earners )elow le.el ma% )e re2uired to create a $ewer num)er o$ 6word c&arms7/ -$ .oca)ular% gi.en in t&e stor% is too di$$icult* di$$erent words t&at relate in some wa% ma% )e gi.en to re(lace t&ose discussed in t&e stor%/ Hor t&ose wit& low $ine motor s'ills* assistance ma% )e (ro.ided $or cutting* glueing* etc/