Character Traits

Diary of a Whimpy Kid

The Vocabulary Acquisition Model Page 214-239
Special Education and Reading
Lesson plan@ 50 and Reflection @ 50
1. MATERIALS/PREPLANNING
Materials
Diary of a Wimpy Kid novel
Bubble map worksheet
Character traits worksheet
Vocabulary
Ambitious
Confident
Disrespectful
Inconsiderate
Obnoxious
Sneaky
Literature
Diary of a Wimpy Kid
2. OBJECTIVE
Students will learn the meaning of new vocabulary words and will use them when speaking and writing when
describing a character.
Strategic Thinking DOK level 3 and Skill concepts: DOK level 2
RI. 2.4: Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
RL 2.7: Use information gained from the illustrations and words in a print or digital text to demonstrate
understanding of its characters, setting, or plot.

3. ASSESSMENT Perfect Assessment Tool Rationale:

At the end of the lesson students will be given an This informal assessment will help the student
informal assessment in a group setting. When recall already learned information in a way that
reading through stories questions will be asked that promotes group interactions.
about characters using newly learned vocabulary This assessment also helps the teacher quickly
words. see if the students have a grasp on the vocabulary
Students will be asked specific questions about as well as the story.
characters and how they display certain
characteristics. Students will be asked to site
evidence from the story to back up their claim.
4. CENTRAL FOCUS/ PURPOSE (2 parts to include)
1. Students will apply newly learned adjectives to characters when asked and will be able to site evidence of
their claim.
2. This lesson will improve vocabulary and help with writing using adjectives to help describe people, places,
things, and events.
5. MOTIVATION FOR LEARNING
The motivation for this model is both intrinsic and extrinsic. Intrinsic motivation comes from being able to
describe characters the students enjoy reading about, using a wider vocabulary. Extrinsic motivation will come
from the students being rewarded by the teacher for participation in class activities. Students will be rewarded
with verbal praise, a ticket system and other external
In the being of the lesson the teacher will have the students write the word and what it means to them. The
teacher will then have them share out with the whole class offering tickets and praise for participation. Teacher
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 will make sure that their efforts are praise even if the answer is not fully correct.
The lesson will promote a Growth Mindset by letting students know that they have the ability to learn and master
the new words they are given.

6. PRE-LESSON - Just before teaching the new lesson do the following:

Before the lesson the teacher will ask students to take out a piece of paper and write down words that are
spoken,
Teacher will say a word, ask students to write is down and what they think it means.
By the end of the lesson, student will know the meaning of new vocabulary words and will use them in their
writing and speaking when describing characters of a story.

7. LESSON BODY: Provide text page #220 for your lesson. Follow the exact steps provided in the text for the lesson
you are teaching. Clarity is the key.

Show written list of words

Step 1: Pretest knowledge of academic vocabulary- The teacher will read words aloud and ask the students to write
how they think the words are spelled and what they think each word means.

Step 2: Elaborate on and discuss invented spellings and hypothesized meanings- After the pretest, the teacher will
go through each word and ask how the students spelled and defined the word, and why they spelled
and defined it that way. The teacher will then show the students the correct spelling and definition of the
word and ask them what are similarities and what are some differences.

Step 3: Explore patterns of meaning: The teacher will explain to the students how all the words can be used to
described the main character of the story.

Step 4: Read and study- The students will read through the story and describe how the main character is exhibiting
the newly learned character traits.

Step 5: Evaluate and posttest: The students will discuss with the teacher their findings using textual evidence.

7. ASSIGNMENT
Teacher will present list of words and the correct definition.
Teacher will write the each word and being to ask class how does the main character exhibit these traits.
Teacher will write student answers on the board.
Student will then work independently to fill out bubble map using the words to describe the main character. In
each bubble they must write the word and how and example of how the character exhibits this trait. Student will
site page number in each bubble along with explanation.
This assignment will help the students because it allows them to take newly acquired words and apply them
apply then across many text when describing characters and who they are. Having knowledge of descriptive
words will better help students express themselves. They will be able to use a wide range of academic
language.

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 Reflective Thinking/Curriculum Evaluation @50 Points
Reflective Thinking/Curriculum Evaluation

Reflection is a very important part of each lesson. Please take the time to thoughtfully prepare your reflections. Follow
the format provided below and provide a professional quality reflective analysis of your work.

Relevance: Explain how this lesson demonstrates your competence with one of the Graduate SLOs below? Delete unused
SLOs.

SLO 1: Demonstrate advanced understanding of the trends, issues, and research associated with education in
general and with their respective specialization.
This lesson gives the teacher the chance to see how the students are processing the information that they are given.
Vocabulary instruction allows the teacher to research best methods to use when trying to help students retain the vocabulary
that is being taught. In this particular lesson the teachers goal is to have the students understand how to use the words to
relate to a character that they are reading about.

Significance/competence: Using careful analysis and evaluative thought, address the points listed below. Add other
pertinent information that supports our competence by using this lesson model.

Explain how this lesson supports helping students reach levels of deeper learning.
By having a clear director instruction, students will be able to acquire the knowledge needed through repetition. Practicing
the words in multiple ways will help the students retain what they need to retain about the words.
How does this model make learning stick in long term memory
Learning will stick in the long-term memory by repetition, and creating a meaningful lesson. The behavior model believes in
direct instruction. Repetition will also help the information stick in the long-term memory.
Provide examples and rationale for appropriate use of this teaching model and where it is suitable throughout your
curriculum. Indicate/discuss strengths/weaknesses based on theology/theory.
Having a strong grasp on vocabulary is important. Students need to be able to use words to describes characters in the
correct form. In any setting having knowledge of words is essential. In this case, when a student is able to use words to
describe a character or setting it gives them a deeper understand of the topic.
How will you support advanced/ELD/Special needs learners through using this model?
I believe that small group instructions will help to support each learner in their individual needs. For advanced students, I can
have them expand on the meaning of he word having them relate it other characters that they might know. For my ELD and
special needs learners, I will give them a pre lesson before the whole group instruction to make sure the have a handle of
what is being taught.
Provide links to the Common Core State Standards and explain how this lesson could support the CCSS.
RI. 2.4: Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. Students were
first given the words and asked the meaning. They were then given a direct instruction on the meaning and spelling of the
words.
RL 2.7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its
characters, setting, or plot. Students were asked to use the text to find evidence of the character displaying the trait given.

Link to Theory:

Explain the links between this lesson model and the supporting theory (i.e., behaviorism, info processing, social
learning or constructivist).
The lesson model link to the behaviorism theory. The model shows that direct instruction of vocabulary helps the student
learn what is being taught. Throughout the whole lesson the teachers role is to support the student by giving the correct
uses of words. The teacher leads the group in a discussion and the vocabulary words that have to be taught.
Link this lesson to one or more of the Big Ideas and provide a rationale.
One big idea is that the information is not passively absorbs but the learner have to make sense of what they are learning.
Big idea number 2 also state that learner need to pay attention to what is being taught.
Describe technological resources you have found useful.
For this lesson I would say that the PowerPoint as well as speak aloud programs would be useful. If the story is not read as
a whole class, text to speech program are useful to help those students who struggle reading on their own.

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Growth Mindset

How does this lesson help a student develop a stronger positive growth mindset? Provide specific examples. Include ideas
on how you might reward learning according to the Growth Mindset research.

In the beginning of the lesson the students are ask to spell the words their way and give their own definition. After we will look at the
words as a class and I will give the correct spelling and definition. This promotes a growth mindset because it gives the student the
opportunity to use the negative feedback to grow in their understanding of the topic.

Professional Actions/Areas for growth: What are your next professional steps in this area to keep moving forward as a
professional?

Discuss what went well and what changes you have made for improving learning.
The students were engaged in the lesson but I feel it was because of the book we were reading. I have to examine the
lesson and make sure I can make it meaningful in other areas. What is crucial about this lesson is making sure the student
feels that even though they make mistakes, its ok and they will learn from them.
What have you learned about how learning happens?
Learning happens when the students are engaged. They have to be able to pay attention to the lesson to understand.
Learning also happens when the teacher builds on the background knowledge of the student. In this case the students were
asked to write what they already know on the words. They were asked why they think its spelled that way and what makes
the think of the meaning they came up with.
What more do you need to read or learn?
I need to continue to research vocabulary instruction so I will be able to have different tools to teach students.
How does this add to your credibility to supervise student teachers?
I think the fact that I am eager to ask the student about why they choose to spell a certain way or give words a certain
meaning makes me credible. As a teacher I would suggest to other teachers not to assume the always will know whats best
for the students. Sometimes its beneficial just to ask the students what helps them learn.