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Fish in A Tree Vocabulary Lesson: Ccss - Ela-Literacy.L.6.6

Barbara, I appreciate you sharing your lesson plan with me. It looks like you have incorporated multiple strategies to engage students and check for understanding of vocabulary words from their reading. Having students teach the words to their peers is an excellent way to reinforce learning. Please let me know if you have any other questions as you implement this lesson. Wishing you the best in working with your students.

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148 views

Fish in A Tree Vocabulary Lesson: Ccss - Ela-Literacy.L.6.6

Barbara, I appreciate you sharing your lesson plan with me. It looks like you have incorporated multiple strategies to engage students and check for understanding of vocabulary words from their reading. Having students teach the words to their peers is an excellent way to reinforce learning. Please let me know if you have any other questions as you implement this lesson. Wishing you the best in working with your students.

Uploaded by

api-486620840
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Fish In A Tree Vocabulary Lesson

Name of Student Teacher/Intern: Nailea Pena

Date: 3/9/2020

School: King Elementary

Grade Level: 6th grade

Supervisor: Barbara Taylor

Central Focus of Lesson/Learning Segment, or Students will be able to define vocabulary


“Big Idea” words within the text they are currently
reading.

Time Allotted for Lesson: 40-50 minutes

California Content Standard (s) Being CCSS.ELA-LITERACY.L.6.4


Addressed:
Determine or clarify the meaning of unknown
and multiple-meaning words and phrases
based on grade 6 reading and content,
choosing flexibly from a range of strategies.

CCSS.ELA-LITERACY.L.6.6

Acquire and use accurately grade-


appropriate general academic and domain-
specific words and phrases; gather
vocabulary knowledge when considering a
word or phrase important to comprehension
or expression.

Materials and Resources: dictionaries, pencils, word list, worksheets,


FIsh In A Tree
Academic Learning Objective: The students will be able to teach the meaning
of two words to the class with a partner.

Prerequisites (what activities/events were We have been reading Fish In A Tree, students
conducted before this lesson): assigned to read certain chapters.

Key Modifications and Accommodations based Translate in spanish to spanish speaking


on IEP/504, or for students who require students. Repeat instructions, help 1 on 1.
additional support:

ELD Content Standard by Proficiency Level(s) Part I: Interacting in Meaningful Ways


(if applies)
A. Collaborative

1. Exchanging information and ideas with


others through oral collaborative
conversations on a range of social and
academic topics

2. Interacting with others in written English in


various communicative forms (print,
communicative technology, and multimedia)

Assessment/Evidence of Learning (check the To check for evidence of learning I will collect
space, describe the assessment and purpose): each groups worksheet to make sure they did
the assignment correctly. I will also check for
___ Formal Formative
evidence of learning by listening to the
_x_ Informal Formative students give their definitions/examples for
each word they were assigned.
___ Summative
Lesson Body (modeling, guided practice, 10-15 minutes
frequent checks for understanding)
The first thing I will do today is explain that
they will be responsible for teaching two of
these words to their classmates( in groups of 2
or 3). I'll ask them to pay close attention to
each word and decide which ones they'd like
to teach. They won't necessarily have their
first choice, but they will have a choice!

Then, I'll go through and introduce the words


to the students. Having them think about
which ones they would like to teach to the
class. I will then go around the classroom and
ask each group what words they would like.

I'll go around the room having each group


choose one word. I'll cross it off on my list so
that no one else can pick it. We'll sweep
around the room one more time to give
everyone a second word. If there are words
left over, I will save them for students who
finish early.

20-25 minutes

Once the students have their words, I'll give


them a handout explaining what they need to
do to prepare to teach the class.

I'll have them research the following items:


definition(s)

part(s) of speech

synonym

antonym

picture

Besides all of this, I'll ask students to think


about how they will actually teach this to their
class. Will they give some examples? Act
something out?

I'll have them give me an explanation of their


teaching plan along with their notes on the
worksheet.

10-15 minutes

I will give each group a chance to teach their


two words while the students fill in the
information in their charts. I am hoping that
this will keep the students interested during
the presentations. I will fill in any gaps if
necessary as students are talking about the
words. I plan on doing these vocabulary
lessons for every ten chapters, since they are
short.

Differentiation/Multiple Means of Expression Some students love to draw, I will give them
(how are you offering students options to the opportunity to show me the definition of
demonstrate they achieved the objective?) the word by being able to draw out their
ideas.

The ÉL students will have all of the vocabulary


words and worksheet in Spanish.

Lesson Closing (review and I will call on groups to give their


formative/summative assessment): definitions/examples or show their pictures to
teach the rest of the class the meaning of the
words. I will then collect the worksheets to
check and make sure everyone did what they
were supposed to.

Academic Language: part of speech, synonym, antonym, and


vocabulary words from the book

Reflection and Next Steps: If we do not finish going through all of the
words/groups, then we will finish after lunch.
Next vocabulary lesson will be based on the
next ten chapters.

Homework (optional): No Homework

Comments/Concerns: Concerned that students will not find this


activity interesting.

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