Concordia University Chicago College of Education

Teacher Candidate: Rachel Schaefer Subject: Language Arts Central Focus: Verbs Grade Level(s): Kindergarten

Lesson Plan Design 2014 adapted for EDUC1070

Date: April 21, 2014 Course for which the Lesson is developed: EDUC 1070-1 Classroom Teacher: Time allotted:

Standard(s)/Benchmark(s) to be met in the Lesson: (ILS, Common Core, or Professional Learning Standards) Each standard should correspond to one or more objective.

Learning Objective(s): What are the students expected to know and/or do in the lesson? Write out each specific objective to be met by students in the lesson. Students should be able to: - Distinguish between similar verbs, and synonyms for verbs. - Identify synonyms and use them interchangeably. - Demonstrate knowledge of differences between verbs using colors and drawing, as well as expressive actions.

CC.K.L.5.d Vocabulary Acquisition and Use: Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. CC.1.SL.5 Presentation of Knowledge and Ideas: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. CC.K.SL.6 Presentation of Knowledge and Ideas: Speak audibly and express thoughts, feelings, and ideas clearly.

Assessment (Identify the type(s) of assessment used in this lesson. Explain how it provides evidence that students will meet the objective(s). At least one type of assessment is required in a lesson plan.) Diagnostic (Pre-): (Formal or Informal) Informal: The teacher will ask questions to see who has base knowledge, such as, Who remembers what a verb is?, Does anyone know what the word synonym means? Based on answers, teacher will spend more or less time in explanation. Formative: (Formal or Informal) Informal: The students will complete a drawing of the verb that they chose, with color. They will also think of another word that is a synonym of their verb, and write that word. Reflective: (Formal or Informal) Informal: The students will play an informal game of charades in which each student must get up and act out their verb(s) until the other students guess what they are acting out. Academic Language
Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

List the Academic Language used in the Lesson. Include vocabulary, process terms, and syntax language. First, second, third, verb, synonym, act, respect.

Lesson Plan Design 2014 adapted for EDUC1070

Academic Language appropriately:

Explain how the Academic Language is scaffolded in the Lesson using Sensory, Graphic and/or Interactive supports. The students will be able to demonstrate knowledge of the differences between similar verbs by acting and illustrating.

Describe the Evidence that Students know and use The students will produce a finished colored drawing of their verb, as well as act out their verb in front of the class.

Procedures: List in sequence the actions taken by teacher and students throughout the lesson. A. Engage Students: (Diagnostic/Pre-Assessment must be included here.) The teacher will ask questions to see who has base knowledge, such as, Who remembers what a verb is?, Does anyone know wha t the word synonym means? Based on answers, teacher will spend more or less time in explanation. B. Communicate the Purpose of the Lesson to Students (Objectives and Assessment stated for students to understand): The teacher will say, Now we are going to show that we can think of different verbs that mean the same thing by using drawing and actions. C. Instructional Sequence: (include technology this is a technology class) 1. Teacher will ask students to see who has base knowledge, such as, Who remembers what a verb is?, Does anyone know what the word synonym means? 2. Teacher will define and explain synonym. 3. Teacher will play verb song video to refresh memory about verbs. http://www.youtube.com/watch?v=US8mGU1MzYw 4. Teacher will explain the process of the next activity: - Students will draw a card from a large bowl with a simple verb written on it (swim, run, sit, etc.) - Students will then write the verb on a sheet of blank paper, think of a synonym, and write that verb. - Students will then use their art supplies to draw and color someone doing that verb. 5. Teacher will then call all of the students together to sit on the floor. 6. Each student will take a turn acting out their verb(s) until the class guesses what they were acting. D. Monitoring Student Engagement and Learning: (What will the teacher do to ensure student engagement?) The teacher will walk around the tables as the students are drawing, helping and encouraging when needed. The teacher will answer any questions and help with ideas and anything else that is needed. E. Student Interactions: (How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?) The students will interact at the end when they present their verbs to the class by acting out the one that they chose from the bowl. F. Closure: Explain how the purpose of the Lesson is clearly restated by students & Evaluate (Objectives and Assessment include your summative assessment here)
Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2014 adapted for EDUC1070

The students will repeat what the definitions of a verb and synonym are. The teacher will tell students to try to use synonyms for words instead of the first word that pops into their mind. (Exapmle: Look! That butterfly is fluttering, instead of , that butterfly is flying.)

Lesson Plan Details Instructional Materials: Large bowl, paper, scissors, art supplies (crayons, markers, colored pencils, etc). Use of Technology: Laptop with speakers connected to projector to play a video. Projector screen will also be needed. Safety in the Physical Environment: The classroom will be arranged to allow students to see projector screen, as well as to allow space for movement, while still being able to access tables and work surfaces and materials.

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

RUBRIC

Concordia University Chicago College of Education

Lesson Plan Design 2014 adapted for EDUC1070

Key Concept Verbs have synonyms. Synonyms are words that mean the same thing. We use drawing and colors to express ourselves. We use actions to express ourselves.

0
Not able to distinguish between any verbs.

2
Able to distinguish between dissimilar verbs.

5
Able to distinguish between similar verbs, and synonyms for verbs. Able to identify synonyms and use them interchangeably. Able to demonstrate knowledge of differences between verbs using colors and drawing.

Total

/5 /5 /5

Not able to Able to identify distinguish between synonyms but unable dissimilar verbs (two to use in practice. non-synonyms). Not able to create using colors or drawing. Able to create using colors or drawing, but not both.

Not able to demonstrate expressive actions.

Able to demonstrate Able to demonstrate some expressive knowledge of actions. differences between verbs using expressive actions.

/5 /20

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.