Intern Name: Samantha Sherman

Lesson Title (Subject/Topic): Dictionary Deconstruction Derby

Grade: 4th
Length of Lesson: 45 Minutes

In this lesson… students will be put into teams to compete in

a Dictionary Deconstruction Derby consisting of five different
Overview activities designed to help them practice using dictionaries in a
fun setting while working cooperatively as a team.
4.1 The student will use effective oral communication skills in
a variety of settings.
f) Communicate new ideas to others.
Standards of g) Demonstrate the ability to collaborate with diverse
Learning teams.
4.4 The student will expand vocabulary when reading.
c) Use word-reference materials, including the glossary,
dictionary, and thesaurus.
1. What are effective strategies to use when working on a
team?
2. How are sight words used? How are the helpful when
Essential Questions using a dictionary?
3. How do you alphabetize words?
4. Can I use a dictionary correctly?
Students will be able to… work cooperatively in a team while
Objectives defining words using a dictionary, recognizing sight words,
alphabetizing, and matching definitions to their word.
I can successfully and fairly compete in the Dictionary
Deconstruction Derby to practice my teamwork,
Learning Target sportsmanship, alphabetizing, use of site words to look other
words up, and match words to their definition.
 What sight words are.
 How to use sight words to identify the page a
Necessary Prior specific word is on.
Knowledge  The ABCs
 Common vocabulary for a fourth grade classroom
(Erosion, synonym, etc.)
Dictionaries for each team, Dictionary Deconstruction Derby
Powerpoint with instructions for each activity, dry erase
Materials boards (2) and markers (2) for each team, promethean board,
brand new fly swatters (2), listening ears, excited and
energetic students, and open minds.
Explain to the class what a Dictionary Deconstruction Derby
is from the Powerpoint, then break them up into their teams
Introduction/Hook based on reading levels and which students can and can’t work
in groups together due to distraction. (High and low and
intermediate are all mixed in, one group won’t have only the
 higher reading group members and vise versa, everyone is as
evenly distributed as possible.)

Activity One: Teamwork (7 Minutes)

1. Come up with a team name, everyone must get a say in
this, the only way it can become their name is if every
last team member agrees with the suggestion.
2. Roles are assigned: The secretary (who writes), the
group representative (who brings me the dry erase
board to check, no talking involved), the equipment
manager (keeps track of markers, fly swatters, and
erasers), the spokesman (who speaks for activities that
require an oral answer), and peacekeeper (this person
keeps the group cool under pressure and can speak to
Mrs. Hart or myself if a problem arises). Most creative
team name gets 5 points.
Activity Two: Sight Words (13 Minutes)
1. Students will use two dictionaries per group to figure
out what the sight words are for the words on the pre-
made list.
2. The secretary will write down the four words and the
two sight words that go with each word on the dry
Instructional erase board. Then the group representative will bring
it up to me to check after they are finished or when
Activities & time runs out. 5 points for finishing first, 4 points for
Strategies finishing second, 3 points for finishing third, 2 points
for finishing fourth, 1 point for finishing fifth, and 1
point for finishing sixth.
Activity Three: Defining and Using (15 Minutes)
1. The teams now have to go back and define the words
they looked up the sight words for (same four words)
and use them in a sentence.
2. The secretary will write down the definitions on one
piece of paper and the sentences on a second sheet.
3. The spokesperson will read the sentences the group
created.
4. The group representative will bring me their
definitions and we will go over them on the board.
Each group that completes all four definitions gets 5
points, additional points will be given to groups with
unique and creative sentences. (1 additional point per
creative and unique sentence.)
Activity Four: Alphabetizing (5 Minutes)
1. Each group will get an identical set of 20 cards with
words written on them, they have to put as many words
as possible in alphabetical order before time runs out.
 2. After the five minutes is up, the spokesperson of each
group will read the list to the class while I check it and
tally the consecutively alphabetized words.
Points are based off of how many words in a row they
correctly alphabetized. If they get all 20 words, they get 20
points.
Activity Five: Matching Words and Definitions
1. I will assign each team a letter A,B,C, or D.
2. There will be a slideshow with definitions at the top of
each slide and a variety of words scrambled throughout
the rest of the slide. After I read the definition aloud
the equipment managers from each team have to hit
the word that matches the definition. (Two teams at a
time) Seven Rounds total. (Everyone will get one turn
being the swatter, the peacekeeper and equipment
manager both get two turns.)
Round 1: A vs B
Round 2: C vs D
Round 3: A vs C
Round 4: C vs B
Round 5: B vs D
Round 6: A vs D
Round 7: B vs C
One point will be given for each word swatted first and
correctly. (If team A reads the definition and matches it to the
correct word before team B, team A gets a point.)

-Broadening vocabulary.
-Practicing using site words in dictionaries.
Key Vocabulary or -Strengthening alphabetical order skill.
Concepts -Building community within the classroom.
-Working on cooperative group work skills.
Assessments n/a
Announce the winner of the Dictionary Deconstruction Derby
Closure Activity the following class. The winning team will get a prize, but
shhh it’s a secret.)
 Mixing the higher level reading groups and lower level
reading groups.
Accommodations  Keeping students who distract one another out of the
same group.
 Having written and oral directions.
Resources Scott Foresman School Dictionary