Lesson Plan Topic: Vocabulary development - Assignment Example

Lesson Plan affiliation Lesson Plan Lesson Plan Five. lesson plan** Topic: Vocabulary development. DATE: Desired Outcomes (Goals, Standards & Objectives) Direct Assessments (Connected to Goals & Objectives) Students will independently use a combination of various strategies to read and comprehend complex texts. Students will use new vocabulary words to demonstrate their knowledge of content. Students will explain how new words are used in a body of test. Students will use the internet and online dictionaries to research the meaning of words. Invite students in turn to explain the meaning of words to their classmates. Random questions after reading a story that prompt the students to explain how the narrator’s point of view influences the flow of events in the story. Use online based vocabulary scoring tools to assess the work of students. Class presentations through Microsoft PowerPoint requiring them to type the description of how authors use new words in stories. Focus/Key Questions (Related to Outcomes) Resources (Ways to find responses to Key Questions) Do the students understand how they can use technology to enhance their vocabulary development and comprehension? Can the students read a body of text and analyze the new words on their own? Can the students use the vocabulary on their own in future? Projector. Computers with relevant programs such Microsoft PowerPoint. Marker and dry-erase board. Short books, magazine articles and other sets of short texts. Flags and sticky notes. Components (Flow of the Lesson) OBJECTIVES Activities (Age level examples/recommendation) PRE-PLANNING ACTIVITIES I. Determine and acquire the materials that I will need. II. Determine and acquire the materials that I will need. III. Calculate the time that I will take to complete the lesson. IV. Determine whether the lesson is appropriate for my students’ comprehension. ACTIVITIES DURING THE LESSON I. Access an educative online video clip that includes subtitles and project it to the class. II. Read the text on the video aloud. III. Tell the students to write any word that is new to them. IV. Divide the class into small groups and assign a role to each student, V. In their groups, ask the students to use the internet and find the meaning of the unfamiliar words. VI. Request them to creatively define the words and use them in their bodies of text. Determine “big idea” and potential question(s) Big Idea Learning is profoundly and fundamentally on one’s knowledge of vocabulary. Do the students have access to the meaning of new words that they come across? Potential Questions 1. Which mechanisms have we placed to ensure that learners research the meaning of words? 2. Do they have access to relevant technology? 3. Are the learners able to use the vocabulary they learn? SELECT A THINKING PROCESS Determine what is to change after this lesson? What it will change into? How to cause the change? Why it is significant? How to maintain the ongoing improvement. RETRIEVAL OF PRIOR KNOWLEDGE The students should form small groups. Administer guiding questions that require students to use available resources to discover answers. Ask the students to present their answers in class via Microsoft PowerPoint. Guide them on how different they ought to have approached the task. MAPPING CONNECTIONS Providing Student Options. Give the learners choices to liven up the lesson. Selections for learners to choose from: Use a slide show presentation to discuss some concepts that we have learned. Develop reports or articles using the new words. Debate on some of the new words that we encounter. Creating Learning Experiences. Students will find the class relevant and connected to their interests. Steps: i. Assess in advance what the learners already know. ii. Give reflection assignments to help them relate with the real world. iii. Welcome the input of the learners for assignments and content. TRANSFER Steps: i. Use the internet to research on the ways people use the new vocabulary in other fields. ii. Invite experts in the area that the new words come from. iii. Determine other uses of the vocabulary. iv. Revise various ways in which we have used the concepts and compare it to others. v. Examine ways in which the words compare to their daily lives. Summary (Key ideas to remember) Students must use the internet, books, films, or the help of teachers to guide them in learning new terms and concepts. Learners should find antonyms or synonyms to vocabulary. Make up novel sentences with the new words. Compare the word to other words. Relate its definition to your experiences. Connections (Transition to next lesson) Carefully analyze the day’s lesson. Create a platform for the learners to seek clarifications on any unclear point. Concepts that the students should expect to learn in the next lesson. Lesson Six: A Training Lesson for Reluctant Students. lesson plan** Topic: A Training Lesson for Reluctant Students. DATE: Desired Outcomes (Goals, Standards & Objectives) Direct Assessments (Connected to Goals & Objectives) Established relationships with all students. Show of confidence by all students by eliminating fear of failure. Students have ambition and can set manageable goals. Increased participation by reluctant learners. Improved students’ skills and social interaction. Improved confidence by all students when interacting with technology. One on one conversations with the students to establish the level lf connection between them and the teacher. Individual and group presentations to review the level of students’ motivation. Written essays about the students’ lives and what they hope to achieve in future. Issue multimedia projects that require students to use computers and other technology. Focus/Key Questions (Related to Outcomes) Resources (Ways to find responses to Key Questions) Do the students find schoolwork relevant or important? a) Computers. b) Internet connection. c) Books and magazines with passages that can motivate the students. Components (Flow of the Lesson) OBJECTIVES Activities (Age level examples/recommendation) PRE-PLANNING Determine “big idea” and potential questions Reluctant students are not necessarily incapable. Students and teachers should use class time for more than lectures to increase the participation of learners. Select A Thinking Process Determine what is to change after this lesson? What it will change into? How to cause the change? Why it is significant? How to maintain the ongoing improvement. RETRIEVAL OF PRIOR KNOWLEDGE Small groups through which students discuss the previous lesson. Administer guiding questions that require students to use available resources to revise various concepts. Students should make Microsoft PowerPoint slides and present the views they hold about the subject. Give the students alternative approaches to various problems. MAPPING CONNECTIONS Scaffolding Instruction Break up the learning and provide a structure or tool for each. Steps: i. Demonstrate what the students should do. ii. Request them to share their own knowledge about the words or text read iii. Allow them time to process new information and respond. iv. Use visual aids such as graphic organizers to help the learners into thinking. Providing Student Options. Give the learners choices to liven up the lesson. Selections for learners to choose from: Use a slide show presentation to discuss some concepts that we have learned. Develop reports or articles using the new words. Debate on some of the new words that we encounter. TRANSFER Procedure Steps: i. Utilize the internet in finding online tutorials and texts that can motivate them through various ways in class and out of school. ii. Research on additional ways through which the learners can grow their reading skills. iii. Develop a habit of reading constantly even when out of schools. Summary (Key ideas to remember) Students can utilize various technology tools to enhance their performance in class. It is normal for students to make mistakes. The most important thing is they do not repeat them. Students should have ample time to express their views. Students to have choices and freedom to try new things. Connections (Transition to next lesson) Conduct an analysis to determine the student’s current level of motivation. Create a platform for the learners to seek clarifications on any unclear point. Let the students know what is expected of them in the future. Lesson seven. lesson plan** Topic: Reading Fluency. DATE: Desired Outcomes (Goals, Standards & Objectives) Direct Assessments (Connected to Goals & Objectives) Students will read texts with accuracy. Learners will read texts with expression. Students will read texts effortlessly and with expression. They will recognize words automatically recognize words when they read silently. Students’ reading will sound natural as if they are speaking. Learners will simultaneously recognize and comprehend words. Make slides using Microsoft and project them for students to read aloud. Severally reading of the same passage orally. Choral and paired reading. Time the students as they read pieces of text. Focus/Key Questions (Related to Outcomes) Resources (Ways to find responses to Key Questions) i. Can the students read at the desired rate? ii. Are the learners able to recognize words automatically when they see them? iii. Do the students sound natural when they read? 1) Computer with relevant programs such as Microsoft PowerPoint. 2) Tape recorders and audio tapes of passages. 3) Books, magazine articles, and other resources with short passages. 4) Timed reading chart. Components (Flow of the Lesson) OBJECTIVES Activities (Age level examples/recommendation) PRE-PLANNING Selecting the topic. Analysis: All students should acquire skills to read connected texts effortlessly and rapidly. They should pay little attention to the reading mechanisms. Hence, it is very essential that fifth grade students familiarize themselves with this topic. ACTIVITIES a) Develop a strategy that the students can use to recognize a word. For instance, the students can start by looking at the vowel sounds in the word before proceeding to the first and last sounds. b) Project PowerPoint slides so that the students can practice reading fluently as if they are talking. c) Create groups in which every member practices reading a passage three times in an agreed upon number of minutes. Determine “big idea” and potential question(s) Big idea Students will best experience the significance of fluency when they acquire the ability to balance between word recognition and comprehension. Fluent readers concentrate on the meaning of text rather than decoding the words. Potential questions a) Do the students develop their fluency gradually through practice? b) Do the learners have access to technology to help them gain fluency? c) Are the students able to maximally utilize the resources at the disposal to train on their reading skills? Select A Thinking Process Determine what is to change after this lesson? What it will change into? How to cause the change? Why it is significant? How to maintain the ongoing improvement. RETRIEVAL OF PRIOR KNOWLEDGE The students should form small groups. Administer guiding questions that require students to use available resources to discover answers. Ask the students to present their answers in class via Microsoft PowerPoint. Guide them on how different they ought to have approached the task. MAPPING CONNECTIONS Scaffolding Instruction Break up the learning and provide a structure or tool for each. Steps: v. Demonstrate what the students should do. vi. Request them to share their own knowledge about the words or text read vii. Allow them time to process new information and respond. viii. Use visual aids such as graphic organizers to help the learners into thinking. Providing Student Options. Give the learners choices to liven up the lesson. Selections for learners to choose from: Use a slide show presentation to discuss some concepts that we have learned. Develop reports or articles using the new words. Debate on some of the new words that we encounter. TRANSFER Procedure i. Utilize the research in finding online tutorials that assist students develop their fluency. ii. Research on additional ways through which the learners can grow their fluency skills. iii. Develop a habit of reading fluently even when out of school. Summary (Key ideas to remember) Students must keep practicing if they are to grow in their reading skills. A learner’s ability to grow develops gradually over time. Connections (Transition to next lesson) Carefully analyze the day’s lesson. Create a platform for the learners to seek clarifications on any unclear point. Concepts that the students should expect to learn in the next lesson. Read More