flipped lesson plan - colonial vocabulary

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Flipped Classroom Lesson Plan Your Name: Sharon Smith Type of lesson: Flipped Classroom Lesson Plan Title: Colonial Times - Vocabulary Discipline/Topic: Social Studies Target Population: Grade Level: Upper Elementary (4-6) Population Characteristics: This lesson will be presented to 13 students in a bridge fourth/fifth grade self-contained class. Students are mainly diagnosed with learning disabilities and speech impairment, and some with ADHD. As a result of most students
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  Flipped Classroom Lesson Plan Your Name: Sharon Smith  Type of lesson: Flipped Classroom  Lesson Plan Title: Colonial Times - Vocabulary  Discipline/Topic: Social Studies   Target Population: Grade Level: Upper Elementary (4-6) Population Characteristics: This lesson will be presented to 13 students in a bridge fourth/fifth grade self-contained class. Students are mainly diagnosed with learning disabilities and speech impairment, and some with ADHD. As a result of most students performing at least 3 years below grade level, the fourth-grade standards will be used for the whole class. The lesson grouping will be whole class and paris.   Curriculum Links: Before the Lesson:  In this lesson students learn domain-specific (history) vocabulary found in the primary source Inventory of John Allen. The main purpose of this lesson s to help students understand the language from the time period in order to draw inferences about this primary source document. This vocabulary work also gives students an opportunity to notice how the English language has evolved over time. Students have already read and coded the Inventory of John ( see Page 7  ). Therefore, in this lesson, students specifically are asked to use a highlighter in order to focus on vocabulary. After the Lesson:  The students will be assessed based on the completion of the vocabulary test on Quizlet . The students’ use of the online lesson and Quizlet.com will also be used to determine if students were able to meet the ISTE standards. This lesson satisfies the   Common Core Standard(s):  CCSS.ELA-Literacy.RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area . CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.  This lesson satisfies the   ISTE Educator Standard(s):   1c  - Stay current with research that supports improved student learning outcomes, including findings from the learning sciences. 6a  - Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings. 7a  - Provide alternative ways for students to demonstrate competency and reflect on their learning using technology. 7b  - Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction. This lesson satisfies the   ISTE Student Standard(s):   2c  - Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property. 3d  - Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. 6b  - Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field. 6c  - Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations. Objective:    Students will be able to complete a vocabulary test on Quizlet.com and provide the correct definition for each word, with 100% accuracy by examining the instructional video on Screencast and reviewing the colonial vocabulary words Materials and Timing: Vocabulary words:  swine, sythe, yoak, tackling, kettle, weave ã Pages 8– 10 of If You Lived in Colonial Times (Book; one per student) ( see Page 7  ) ã Inventory of John Allen (see Page 7) ã Colonial Word Pictures (see Page 8)   ã Colonial Word Glossary (see Page 9)   ã Vocabulary Strategies anchor chart (new; teacher created; see Work Time A) ã Highlighters (one per student)  ã Smartboard ã Colonial Times Vocabulary Rubric (see Page 6)   Materials Needed by Students at Home: ã  Internet Access to watch Screencast –   Colonial Vocabulary: https://youtu.be/_6YF2VneqpA (YouTube Video); and/or ã  IPads with Quizlet App Day 1: This lesson will take 1¼ periods to complete (One 45-minute period plus 15 minutes). At Home: 15 minutes Day 2: This lesson will take one 45-minute period to complete. Scope and Sequence: Day 1: Live Classroom: Exploring Colonial Vocabulary (25 minutes) ã Introduce the first two learning targets: “I can identify and make meaning of new words,” and “I can give examples of how the English language of colonial times was different than today.” Tell students that the  first target should be familiar since it was used in the previous lesson. Ask students to turn to a partner and explain what it means to “make meaning of new words.” Have a few  students share with the class until the target is clear. ã Ask students to r ead the next target and ask them if they have had any experience reading language from colonial times. They should recall reading the Inventory of John Allen ( see Page 7  ) from the previous lesson. Remind them that since the Inventory is a primary source written during colonial times, it is an example of English language during that time period. Explain that today they will learn some more about the unfamiliar words in this primary source. ã Tell students that you also noticed some unfamiliar words from th e pages they read for homework: pudding, linen, card, and weave. ã Tell students that they have learned a lot about how to figure out new words. Now they get to practice using the equity sticks (popsicle sticks with their names on it) to share some of what they know about how to figure out words. ã Begin a new Vocabulary Strategies anchor chart. Underneath the title, write: “The ways we make meaning of new words . . .” ã Ask students a question: * “What strategies have we used to figure out new words   in the past?” Give students a moment to think. Then use the equity sticks to select a student to share his/her thinking.  Repeat, pulling equity sticks and asking each student whose name is drawn to offer an additional vocabulary strategy. Record students’  thinking and add your own as necessary. (Some students may say: “Ask my mom,” or “Ask the teacher.” If they do, tell them that this is one good approach, but should not be the first or only strategy they use.) ã The chart should contain strategies such a s: * Reading on in the text and infer * Look in the glossary * Look for a text feature that defines the word * Look in a dictionary * Think about parts of the word that you know (like word roots) ã For the suggestion about word roots, provide a brief example from a previous lesson, such as: “The word colonial has the word root ‘ colony ’  in it, which helps us figure out that the word means about the time in history when the colonies existed.” ã Tell  students that they now are going to try some of these strategies to figure out some of colonial words that are unfamiliar to them in Inventory of John Allen. Ask them to locate their text. ã Organize students in pairs. Give each student a highlighter. A sk groups to take 2 to 3 minutes to do the following: * Reread the text. * With your highlighter, CIRCLE unfamiliar words. * With your highlighter, UNDERLINE words that are familiar but are spelled differently from how we spell the word today. ã Next d istribute a set of Colonial Word Pictures ( see Page 8 ) to each group. Tell them that these pictures show some of the words in the Inventory of John Allen or some words from their homework reading. Ask students to look at the pictures. “Can you make an infe rence and identify one of the unfamiliar words you have read recently?” ã Give students about 5 minutes to do this. Using equity sticks, call on students from a few groups to share inferences they have about a given picture. ã Next distribute the Colonia l Words Glossary ( see Page 9 ). Give students 5 minutes to read the glossary, reexamine the pictures, and then check or revise their inferences. Remind them that they need to be able to use details from the text to support what they infer. ã Using equity sticks, have a few groups share. Share the answers from the answer key at the bottom of the Colonial Words Pictures ( see Page 8 ).
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