APPENDIX F.

LESSON PREPARATION AND EVALUATION

Lesson Preparation Teacher Candidate: Andrea Maier Title of Lesson: Thesauruses Before Us Grade Level: 7th Grade Subject Area: Reading, Writing, and Communicating Lesson Topic (What is the big idea?): The big idea with this lesson plan is using a thesauruses, and using it with the students language arts. The students will be able to find synonyms that match the word that they have, but means the same thing. This will help them look at expending on sentences. The students will be given a word and I will ask them to find one to two words that with the same synonym. What standard(s) and/or IEP goal(s) will it address? Standard: 1. Oral Expression and Listening a. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others ideas and expressing their own clearly. (CCSS: SL.7.1) i. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. (CCSS: SL.7.1a) Extended Evidence Outcomes With appropriate supports, students can: I. Ask questions to gain information to solve a problem Extended Readiness Competencies Content based access skills: 1. Self monitoring to stay on topic during a communication exchange 2. Maintaining attention to others during a discussion 3. Accessing communication system to ask questions 4. Asking for or accepting peer support Standard: 2. Reading for All Purposes a. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. (CCSS: L.8.4) vi. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. (CCSS: L.8.4c) c. 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. (CCSS: L.8.6)

Main Objective of Instruction (What do you want the student(s) to learn?): The main objective of this lesson plan is for the students to find the same meaning for a word in a thesauruses. The thesauruses will show the students that words have many different synonyms that can go with the word. This will show them that you can use different words in a sentences. Supporting Objectives: The supporting objective of this lesson plan is to show students how thesauruses can be helpful. They can use the thesauruses to expand on a sentence that they may be working on in class.

Specific Strategies to be taught/modeled: I will ask my students why is it important to use a thesauruses? Then we will talk about how a thesauruses is handy for coming up with new words. This will help them with using different meanings that mean the same with the synonyms that go with one word. Planning for individual differences (mediated scaffolding): What are the accommodations/modifications you need to prepare? The modifications for this lesson are going to be starting off with an easy word that the students will know. This will get them going on what is coming up with the synonyms to this word. This will show the students that it can be easy when coming up with different words that mean the same. This can help them with writing sentences in the long run or just knowing new words that mean the same and replacing other words. What background knowledge do the students have? How will you assess students learning pre, during and post? I have been working with these students off and on since August. The pre assessment will be me asking the students if they have heard or know what a thesauruses can be used for? During the lesson I will show them how to use a thesauruses electrically and by using a book. The post assessment is giving them a word and seeing if they can come up with one to two other words by using their thesauruses. What management/grouping issues do you need to consider? The three students that I will be work with are a good group of students, but they will have a few challenges. The girl student will have to be kept on track with what we are learning with this lesson. She can sometimes be silly or blurt out answers. I will have to get her thinking outside the box on this lesson. The other two boys will also have to be kept on track. I will have to keep the lesson on pace and engaging for all three students. It is okay to be silly when learning, but I do not want it to take away from their learning. Materials and Resources: computer, I pad, white paper, dry erase board, markers, colored pencils, thesauruses. How/where will students be able to integrate (generalize) this learning? The three students will be able to explain in their own terms what a thesauruses is and how you can use it. This activity can be used at home as well as in the classroom.

How will you evaluate the lesson (judicious review)? The students will be asked to look up a word from their spelling list and then find the synonyms to this word. Lesson Title: Thesauruses Before Us Main Objective of this lesson: The students will use a thesaurus and be able to look up the synonyms that go with a spelling word. The students have zero knowledge of how to use a thesaurus. Anticipatory Set- How will you get the student(s)' attention?) Relate lesson to prior learning. I will ask the student do you know what a thesaurus? How can a thesaurus be used in and out of the classroom? Depending on the answers that I receive I will go into greater detail of how you can use a thesaurus and how you can find the synonyms of one word. This will lead into us using a word and expanding on different meanings of the word. Teaching: (Is this an informal presentation, direct presentation, or structured discovery?) What strategies will you be using? Be sure to include differentiation. The two strategies I will be using are direct presentation with structured discovery. With this lesson I will be using direct presentation so that the students know what they are learning and how they can us a thesaurus in the classroom. Then the structured discovery will come when the students have a good grasp and can expand on ideas with each other about words and their synonyms. I do... I will pick a word and then come up will two synonyms for this word. After I do this I will look at the thesaurus to help me come up with three more synonyms for a word. This will get my circle map going to show the students what we are learning about. We do... We as a group will work on coming up with two meanings each for a word. Then we will look at a thesaurus on an I pad or in the thesaurus. The students will then write down three synonyms for the word. You do... The students will be given a word that they can work on together. I would like them to come up with two synonyms on their own and then work in a group to look up the thesaurus together. The students can then make a circle map for their word and synonyms. Checking for Understanding- What questions will you ask your students? Why is it important to use a thesaurus when doing class work? Can using a thesaurus making understanding a word more easier if you know that they have synonyms? Can you give me an example of when you can use a thesaurus? Guided Practice or Discovery: The lesson will be built on guided practice with the hopes of discovery in the end. I would like the students to be active learners in this lesson. This will get them going on discovery with new words that can have synonyms that work will in writing sentences. Closure: Student(s) summarize, demonstrate learning of lesson. The reason that I'm doing this lesson plan is, so the students have another resource to use in the classroom. This can get them

to think of what other words can be used in a sentence or story. The idea of expanding on a word and finding a synonym can be fun. The lesson will hopefully help the students be able to work and expand on sentence by themselves. Independent Practice: What will this look like? Is it homework? Completion of a product independently? The independent practice will be done in class every day. They will be asked to find the meaning for a word by themselves using a thesaurus. The students can ask for help, but I would like them to try this on their own with little to no help from paras. (Formally END the lesson)