Lesson Study Planning Framework
Project Integrate: Lesson Study Planning Framework
Pre-service Teachers: __Laura Capps, Jenna Schmidt, Shelby Rawles______
Lesson Study Planning Date: ____3/12/15______Focus: ___Vocabulary______
Evidence-Based Practice: ______Definitions; Modeling; Synonyms; Giving Examples and Non-examples ______
Group Size: ______1______Setting: ___Hallway______
Other Adults in the Classroom (Note, if there are other adults in the classroom, you should include information about what they will be doing during your instruction in the lesson plan): _____N/A______
Lesson Planning Objectives Developing Your Lesson’s Goals Describe/define the instructional and social-emotional aims your lesson is designed to achieve
What is the content area focus of this lesson? Vocabulary: definition and usage/application of words.
3.RV.1 Build and use accurately conversational, general academic, and content-specific words and phrases.
3.RV.2.2 Identify relationships among words, including synonyms, antonyms, homographs, homonyms, and multiple-meaning words (e.g., puzzle, fire).
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What evidence-based practices will be integrated within your content area instruction?
Definitions; Modeling; Synonyms; Giving Examples and Non-examples
For students with disabilities in your class, what IEP goals does this instruction relate to? Assessment data gathered indicated a need for explicit vocabulary instruction.
Explicitly state lesson objectives with measurable criteria:
Student will be able to orally define 5 vocabulary words with 80% accuracy. Student will be able to orally produce a sentence for each target vocabulary word with 80% accuracy. Student will be able to identify 1 example and 1 non-example of each target vocabulary word with 100% accuracy.
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Materials What instructional resources will you use (e.g., connected text, manipulatives, curriculum?
Recording device List of 5 target words and definitions (key, perpendicular, estimate, survey, parallel) White board Dry erase marker & eraser Paper Pencil
Body of Lesson Developing the Body of the Lesson While planning below, provide a detailed description of what you, other adults, and learners will be doing throughout each part of the lesson. While you are planning, make sure to consider: What questions will you ask to prompt student thinking? What language will you use while modeling? What connections will you make during your instruction? What student errors do you anticipate? How will you respond? How will you know students understand? Generalization strategies that will be used to promote application of the lesson objectives across additional settings
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Review (Think: what academic knowledge and concepts learners must be familiar with to be successful in the lesson?): Remind student of behavioral expectations. If applicable, remind student of the content area from which the words are coming from.
Prompting Teacher: Today we are going to be working on some vocabulary words. During our lesson today, I expect you to focus on what we are working on, to listen to all of my directions and to participate in the activities that we have today. Some of these words may be familiar and some of them may not, but that’s okay. We will work hard and try our best to learn what these words mean.
Explicit Instruction: Teacher will write each word on the whiteboard and provide the student with the definition for the word. The teacher will also provide a sentence using the target word.
Prompting Teacher: Our first word today is the word “key” (write the word on the whiteboard). “Key” means the part of a map that tells what a symbol means. An example of a sentence using “key” is “The key on the map told me that a triangle represents a mountain.” Repeat with each target word.
Words: Perpendicular- when two lines cross each other to make a 90 degree angle, like a capital L. Estimate- a guess; to make a number close to another number Survey- questions asked to get information about something Parallel- when two lines do not cross each other
Model: Teacher will either physically model the meaning of the word or provide synonyms for words that can’t be modeled. The teacher will model/give synonyms that
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are examples and non-examples of each word. If applicable, use a keyword in addition to modeling and synonyms.
Prompting
Modeling Teacher: Now I am going to help you understand these definitions by either demonstrating each word for you, by acting it out or giving some words that mean the same thing as the vocabulary word. So watch as I draw a map. of a room with a key). Did I include a key in my map? Student: (responds) Teacher: I did include a key because this box on the map tells me what each symbol on the map means. Now watch as I draw another map. (Teacher draws another map of a room without a key). Did I include a key this time? Student: (responds). Teacher: No I did not include a key because there is nothing that tells me what each symbol means on this map.
Synonym Teacher: Another word that we can use that means about the same as “key” is “guide.” A key for a map is like a guide that tells us what we are looking at. Would “code” mean the same thing as key? Student: (responds) Teacher: Yes “code” would be similar because a code tells us a message and helps us figure out what something means, just like a key helps us figure out what symbols on a map mean. Would “question” mean something similar to “key?” Student: (responds) Teacher: No, a question is asking for information. A key tells us information about what is on a map. A key could help answer questions, but is not the same as a question.
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Practice How will students practice be scaffolded to promote student independent strategy application and skill transfer within your lesson?
Guided Practice: The teacher and student will alternate providing examples and non- examples, until a maximum of 4 examples and non-examples. Teacher and student can model or give a synonym to demonstrate their example/non-example. Students will be asked to explain why their examples match the target word. The teacher should provide non-examples if students are only giving examples.
Prompting: Teacher: Now we are going to do the same thing for the rest of our words. We are going to take turns either modeling our word or coming up with a word that is similar to our target word. Each time you will have to explain why what you did or why your word matches our target word. Our next word is perpendicular (write word on the whiteboard). (Draw two lines perpendicular to each other on a piece of paper). Look at the two lines I have drawn. Are they perpendicular? Why or why not? Student: (responds) Teacher: Yes they are perpendicular because they meet to make a 90 degree angle, like a capital L. Now it’s your turn. Can you draw “perpendicular” or think of a word that means something similar to “perpendicular”? Student: (responds by drawing or with a word) Teacher: Why does that match our word? Student: (responds) Teacher: Great! (draws two random lines that do not intersect) Would this drawing represent “perpendicular”? Why or why not? Student: (responds) Teacher: No this drawing is not perpendicular because the lines do not cross each other to make a 90 degree angle, like a capital L. Can you draw another example of
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perpendicular? Student: (responds) Teacher: Why is that perpendicular? Student: (responds) Teacher: Great! Your lines do meet to make a 90 degree angle like a capital L.
Repeat with remaining words: estimate, survey, parallel
Estimate: Synonyms - guess, rounding, almost; Examples - A person is about 5 ft. tall. It will take about 20 minutes to get home from the park.
Survey: Synonym – questions; Modeling: ask questions about favorite things
Parallel: Modeling: draw = or II
Independent Practice: Student will orally say the definition and give a sentence for each target word (all 5 words). Teacher should have a list with all five target words to check off if the student correctly says the definition and if they give an appropriate sentence.
Prompting Teacher: Now we are going to go back and review our definitions for each word. I also want you to give a sentence that includes the word. The first word is “perpendicular.” What is the definition of “perpendicular”? Student: (responds) Teacher: What is a sentence for the word “perpendicular”? Student: (responds)
Repeat with each word: key, estimate, survey, parallel
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Closure: Teacher will review the definitions with the student one more time and thank the student for their hard work.
Prompting Teacher: Let’s go through the definitions of our words one more time! “Perpendicular” means what? Student: (responds) Teacher: What is the definition of key? Student: (responds)
Repeat with each word: estimate, survey, parallel
Assessment Tools and Data Collection Assessment Can be embedded naturally within the lesson or part of the lesson closure. How will you know your students are learning? What evidence (data) will you collect to ensure concept mastery? Make sure at least one form of assessment is from students’ independent practice Examples: Exit ticket Demonstration of a skill/task Project Questions
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Formal: Our formal assessment will be during the independent practice portion of this lesson. The teacher will have a list of the 5 target words. During the independent practice, the teacher will place a check mark by the word if the student gives a correct definition. The teacher will place another check mark by the word if the student gives an appropriate sentence. This is how the teacher will measure if the first two objectives have been met.
Informal: Our informal assessment will take place during the guided practice. We will monitor student responses during the giving of examples and non-examples. If a student is struggling to differentiate between examples and non-examples, the teacher should note that on the list of 5 target words. The student explanations of the examples and non-examples will also serve as an informal assessment of their understanding of the word.
Notes:
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