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Direct Instruction Lesson Plan Format Date: 2/20/14 Theme/Topic: Phonics and Word Recognition Introducing Compound Words

s Rationale: It is important for students to learn about compound words so that they know how to read them when they find them in books and in print. A student might not recognize the word overcook but if they can break it up into over and cook, they will be able to read the compound word and try and decipher its meaning. By learning compound words, students will become more independent and versatile readers. Using compound words in their writing will also strengthen students vocabulary and make them stronger writers. Common Core State and/or NC Essential Standards: CCSS.ELA-Literacy.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. ISTE.NETS.S Standards: 1. a: Apply existing knowledge to generate new ideas, products, or processes 2. d: Contribute to project teams to produce original works or solve problems 5. b: Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity 6. b: Select and use applications effectively and productively Lesson Objectives (Behavioral and/or Performance Objective): Students will Students will be able to recognize and identify compound words and able to: create their own compound words using handouts and iPads. I will take What, How, anecdotal notes of proficiency with this concept and collect and analyze and to What the work at the end. Extent? Student Friendly Objective: Today we will learn about compound words. We will discover what they are, recognize them in literature and by their pictures, and begin to create our own compound words. Essential Question: What are compound words and why is it important to recognize them? Materials: Compound Words PowerPoint (modified from teacherspayteachers.org) Thumbtacks, Earwax, Lipstick, Dipstick by Brian Cleary and Brian Gable Compound Word Worksheet (teacherspayteachers.org) Grade Level: 2 Target Students: Whole class

Smartboard iPads (Drawing Free app, Evernote app, MyChoice Bingo app) Ticket Out Time: 5 minutes Introduction to the Lesson: (Hook/Review/Intro.) (See attached PowerPoint modified from teacherspayteachers.org. I will display this PowerPoint on the Smartboard throughout the lesson.) I will begin by showing the students a picture of a ladybug on the Smartboard. What is this? (Ladybug). I will write this on the Smartboard. What two words do we recognize in the word ladybug? This is called a compound word. Compound words are single words that are made up of two other words. Who can think of other compound words? (Record the answers on the Smartboard). Play Compound Word boogie video on Smartboard. Children can begin filling in the answers out loud. http://www.youtube.com/watch?v=T0X7xMDXmc8 Teacher Input/Modeling: 15 minutes Now were going to read a story to find out more about compound words. The story is called Thumbtacks, Earwax, Lipstick, Dipstick by Brian Cleary and Brian Gable. This wacky, rhyming book introduces a lot of compound words and writes them in different colors so theyre easy to recognize. While I read, I will ask the children questions about the book and the words (predetermined by sticky notes in the text). Each child will have an iPad (or groups of two will share one iPad depending on how many are available) that they will be able to record the compound words on the iPad using the app Evernote. We will see who can record the most compound words at the end. Guided Practice: Now, we will play Compound Word Bingo as a class. I will have set up on the iPads the app MyChoice Bingo where you can design a custom bingo card. My bingo cards will have pictures of compound words. Each child (or pair) will have access to their own bingo card on the iPad. Using the Smartboard, I will display the word and we will play bingo. The children may work in pairs (which I will assign strategically based on ability) to determine the answer and, individually, the child will write the name of the word below the picture on their own card before they can cover Lesson Activities

20 minutes

it up. (It is important that I walk around the room during this activity to see how the children are doing.) Independent Practice: Hint: If you can draw a picture for each word, than its a great compound word! 15 minutes Using the app Drawing Free on the iPads, children will be allowed to create as many compound words as they can think of. First they will need to draw the two individual words on the iPad, using the symbols or freehand tools. Next, they will write the compound word on the iPad and record the results on the accompanying worksheet (labeled: Compound Word Worksheet). I will collect the worksheet at the end as a way to assess which children understand the concept and which children may still need additional practice. Closure of the Lesson: 5 minutes After they are finished creating their own compound words, I will have a couple of children share the words they created. I will then ask the children some questions to review what we have learned today. I will post these questions on the Smartboard. For example, What is a compound word? How would you test a word in order to see if it is a compound word? How can you recognize a compound word? Who can give me an example? Before they leave, I will pass out a Ticket Out for each child to complete. On their ticket out, they will write three new compound words that they learned today. They will turn their ticket out in to me before leaving the class. Evaluation/Assessment of Student Learning (Evidence Included) Formative: During the lesson, I will ask the children questions and make note of their answers to gauge their understanding. I will also walk around during their guided and individual practice and take anecdotal notes. At the end of the lesson, I will collect their worksheets/ticket-out and determine how well they mastered the material. Summative: At the end of the unit, the may take a unit test that includes compound words. As I continue to work with the children on compound words over the course of a couple of weeks, I can also give mini pop quizzes asking them to identify compound words in a story and create their own. These could be recorded for grades.

Extension of Lesson: Now that students are familiar with identifying and creating compound words, I want students to begin to use compound words in their own writing. The next day, I will have each child write a short story using as many compound words as possible. It would be cool to be able to do this on computers. I will stress that they cannot just throw in compound words anywhere, but the story must still make sense. I will probably read Cloudy with a chance of meatballs prior to having them write, as this mentor text does a great job of incorporating smoothly a lot of compound words. Plans for Individual Differences Early Finishers: Students who finish early can get out whatever writing story they have been working on individually and see if they can locate compound words in their own work. If so, highlight the compound word. If not, would it strengthen the story by adding any? Brainstorm ideas to incorporate compound words into their drafts. Late Finishers: Late finishers do not need to complete the entire Compound Word worksheet, as I should be able to tell how well they understand the concept with just a few words. They can finish as much as possible, given they understand the concept and I am satisfied they could write more given the time. If they have time later in the day, they may continue working on creating more compound words. Exceptionalities: I will look at my childrens IEPs or 504s to determine how to best accommodate their needs in the lesson. I will also pay extra attention to these students and perhaps meet with them outside of class if they need extra help. I will aim to have struggling students sit next to a child that understands it well so that they can collaborate and learn from one another. I will also have a few different learning styles incorporated into my lesson to reach the needs of a diverse group. English Language Learners: I will use visual aids, such as charts, picture books, and imagery, to help children who are still learning English. I will also aim to use repetition in my lesson to help them understand meaning. In addition, I will have extra materials available for them work with me or to take home. 21st Century Skills: This lesson fosters creativity by allowing the children to create their own compound words. It utilizes critical thinking as the children have to analyze a story and pictures and identify compound words. The children will collaborate with each other if they need additional help and

will share their finished products with each other and the class. Discuss how you address at least two of these learning styles in your lesson: Visual (spatial),
Verbal (linguistic), Physical (kinesthetic/tactile), Aural (auditory-musical), Logical (mathematical), Social (interpersonal), Solitary (intrapersonal):

-Spatial: Visual learners will benefit from the use of the Smartboard and iPad. They will also thrive by using pictures to help identify compound words. -Aural: Auditory learners will enjoy the story being read aloud and the group discussions that follow. -Solitary: Intrapersonal learners will thrive in having time to write compound words on their own (ideally independent practice would have one iPad per child). -Social: Interpersonal learners will benefit from the group conversation and having the chance to share their compound words and ideas with one another at the end of the lesson. Supervising Teacher Signature Student Teacher Signature