Vocabulary DevelopmentLesson Planning: Week 3

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WARM UP: Please sit at a table with 3 peers (Groups of 4)Get out your vocab word list for a gift (5 Mins)

Week 3 Vocab

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Enduring Understanding

Developing clear and measurable objectives for ALL lessons, including content and language objectives, is

essential in order to maximize student progress and success.

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Or….

• If you FAIL to plan you PLAN to fail

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Today’s Objectives

LANGUAGE DEVELOPMENT OBJECTIVE After reviewing the vocabulary terms from weeks 1-3, candidates will be able to plan and deliver an oral and visual presentation on their assigned vocabulary terms using appropriate understanding of register.

CONTENT OBJECTIVEAfter participating in 6 different modeled vocabulary activities, TCs will be able to design a vocabulary activity with content standards, ELD standards, language objective, content objective, materials and differentiation if necessary for 3 specific students.

TICKET OUT THE DOOR – VOCABULARY ACTIVITY with a. Content & ELD Standardb. Language Development & Content Objective

– Condition, Action Verb and Criteriac. UDL Materialsd. Differentiation Strategies for 3 Focus Students

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Lesson Planning

• Go to the CSUSM Single Subject Program website:

• http://csusmsinglesubjectprogram.weebly.com/

• Download the Single Subject Lesson Plan Template– Lesson Planning Support– Scroll down to “Download the Single Subject

Lesson Template”7

Vocab Activity #1Lesson Planning Vocabulary Tea Party

1. Your group of 4 is assigned a Lesson Planning vocabulary word /term.

2. Go to the CSUSM Single Subject Program website and find your vocabulary word / term.

3. As a group, decide on a common definition.4. Each group member will write out their vocabulary word /

term AND the common definition.5. Make eye contact with a person with a different vocabulary

word term.6. Read your word /term and definition aloud.7. Listen to partner read word/ term and definition aloud.8. Discuss how words are related.9. Move to another partner until you have learned all 11 words

/terms and definitions.8

Lesson Planning Vocabulary Review

1. Standards2. Guided practice3. Objective4. Enduring Understanding5. Assessment6. Central Focus7. Essential Question/s8. Anticipatory set9. Input-modeling10. Check for understanding11. Closure

9Week 3 Vocab

Vocabulary Activity #2: 4 Square Vocabulary Graphic Organization

(Go back to your original groups of 4)

WORD & DEFINITION PICTURE

NON-EXAMPLE

XEXAMPLE LIST

10Week 3 Vocab

Vocabulary Activity #3 - Gallery WalkWalk around the room and

review the definition for each vocabulary term.Take your original vocabulary review sheet with you to

add ideas and notes.

11Week 3 Vocab

13Teri + 2 minutes = 1 hour 37 minutesWeek 3 Vocab

Vocabulary Activity #4 – Billboard1. Sit at a table in NEW groups of 4. There will be 4

students who don't join a group.2. Try to make your group as interdisciplinary as

possible.3. Each person at your table will create a Billboard

for the assigned CalTPA vocabulary term for that table. You can/should work together to make sure you a) understand your term, and b) can explain it clearly to your peers. You are the experts on this term.

4. Each of you will walk away with a billboard.

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CalTPA Vocabulary Terms Design Billboards

1. 504 Plan2. Academic Language3. Accommodation4. Content specific pedagogy 5. Differentiation6. English learner7. Funds of knowledge8. Individualized Education Plan (IEP)9. Rubric10. Universal Design for Learning (UDL)Use the glossary we have posted for you.

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CalTPA Vocabulary, Part II• Now that you are all experts on your assigned

word, you'll have the opportunity to teach your word to a new group of students, and learn a bunch of other new words!

• First, in your groups, figure out the age distribution of your team. On scratch paper, jot down the list of group members in age order:A. OldestB. Second OldestC. Third OldestD. Youngest

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New Groups!

• Groups 1-5– All the As from groups 1-

5 stand up. You are now a group! Go stand in a circle.

– All the Bs from groups 1-5. Same!

– All the Cs.

– All the Ds.

• Groups 6-10– All the As from groups 6-

10 stand up. You are now a group! Go stand in a circle OUTSIDE one of the existing circles.

– All the Bs from groups 6-10. Same

– All the Cs.

– All the Ds.

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The Process

1. Inside Circle Members – Make a circle facing outward with shoulders touching.

2. Outside Circle Members - Make a circle facing the inside circle members.

3. There should be 5 inside billboard people facing 5 outside billboard people.

4. Inside circle stays put and goes first. Teach your word to your partner in the outside circle, using your billboard.

5. Then, outside partner, teach your word to your inside partner, using your billboard.

6. When you've both shared, the outside circle rotates clockwise (walk to your left) on cue.

7. Repeat!

19Anne René + 17 minutes = 2 hour 15 minutes

Week 3 Vocab

Vocabulary Activity #6

• Now, with the folks in your current circle group, go sit down (groups of 5).

• Share your billboard words one at a time with your group. Now, you’re presenting in front of 4 students. Answer any questions about your word that come from your peers.

• Once you have definitions for all 10 CalTPA words, look over your notes. Highlight, circle, underline 1-2 key words in each definition on your handout. Talk about the words with your colleagues. Make sure you arrive at a common understanding of each word.

21Week 3 Vocab

Vocabulary Activity PreferenceTake out the first vocab handout we started with today. On the back side, at the bottom, is a space for you to reflect on the following questions:

1. Which vocabulary activity helped you learn best? Why?

2. What vocabulary activity might work best with a variety of learners? Student with an IEP or 504 plan? English Learners? Other students that struggle? Why?

We presented you with 6 vocabulary activities and this book offers you 101 J

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Design a Vocabulary LessonWorkshop

1. Identify Vocabulary Words2. Choose Vocabulary Activity3. Choose Content & ELD Standard4. Write a Language Development & Content

Objective– Include the Condition, Action Verb and Criteria

5. Choose Materials6. Open Lesson Planning Supports page for lesson

template

23Week 3 Vocab

Vocabulary Lesson WorkshopStandards and Objectives

ELD Standard – 9. Presenting (Bridging)Plan and deliver a variety of oral presentations and reports on grade-appropriate topics that express complex and abstract ideas, well supported by evidence and reasoning, and are delivered using an appropriate level of formality and understanding of register.

Language Development Objective After reviewing the vocabulary terms from weeks 1-3, candidates will be able to plan and deliver an oral and visual presentation on their assigned vocabulary terms using appropriate understanding of register. - Condition, Action Verb and Criteria

Objectives are measureable and observable24

Vocabulary Lesson WorkshopStandards and Objectives

• Begin writing your lesson plan using the Single Subject Lesson Template– Choose a content standard– Choose an ELD standard– Write a content objective aligned to your content standard– Write a language development objective aligned to your ELD

standard

• In your group, choose 1 Language Development objective to write on the board

• In a Gallery Walk, groups will assess all the objectives– Discuss whether the objective is measureable and observable– Identify the Condition, Action Verb and Criteria– Provide feedback if the objective needs to be revised

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26Week 3 Vocab

Ticket Out the DoorVocabulary Activity with:a. Content & ELD Standardb. Language Development & Content Objective– Condition, Action Verb and Criteria

c. UDL Materialsd. Differentiation

27Week 3 Vocab

Reminder

• Don’t forget to sign up for the Oct. 17th workshop. It’s from 5-8:30 pm.

• Richard Villa @ Quantum Learning Center 1938 Avenida del Oro, Oceanside 92056Register asap (click on link on Weebly).

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Upcoming Assignments

• EDSS 511

• EDSS 521

• EDSS 555

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