Component One: Organizational Information

Teacher Tyler White and Taylor Fornwald Grade

Name(s) Level(s) Grade 5

Subject English Language Arts and Unit(s) / Vocabulary

Area(s) Literature Topic(s) /
Strand (s)
Start/Stop (For assignment) - 10 -12 minutes Position N/A
Times + (Real-teaching) 30 minutes of Lesson
Lesson within
Duration Sequence:

Component Two: Description and Rationale

Description:
Some things to consider – add what is applicable:
· What is this lesson all about?
● Teaching students how to use a technological tool called vocabulary.com
to enhance their vocabulary and track their progress
● Providing teachers with a useful tool to assess their students’ knowledge
and create activities based on their learning (for example, creating lists of
important words from a novel).
● Teaching students vocabulary words for their grade level
· What might students already need to know to be successful during this lesson?
● How to use a computer
● How to create an account on a website, likely using a school email
· Differentiation considerations - Instructional and Assessment
● Different lists for students who are not reading at the current grade level
● If a student is unable to use the technology, then teacher can create vocab
list and work through it with student face-to-face
Rationale: · Why is this lesson important/relevant to the lives of your students?
● To expand students’ vocabularies and improve their command of the
English language
· What steps are you taking to ensure that students appreciate the
importance/relevance of this lesson to their lives from their perspectives? (be
specific)
● Ask for feedback
○ Exit slips, class discussions, polls, fist-to-five
Component Three: Learner Outcomes
General
Learner
· Copy/Paste GLOs (or equivalent) outcome statements verbatim from the
Outcomes(s)
(GLOs) program(s) of study
(or ● Students analyze how knowledge of vocabulary supports meaning and use
equivalent) of language.
·
Specific · Copy/Paste SLOs (or equivalent) outcome statements verbatim from the
Learner
program(s) of study
Outcome(s)
(SLOs) ● Affixes change the meaning of a word when applied to a base and include
(or <ous>, <ious>, <al>, <ial>, <ian>, <ic>, <ical>, <ment>, <ity>, <ant>, <ent>,
equivalent) <ance>, <ence>, <circu>, <per>, <trans>, <ad>, <sub>, <ob>, <com>, and
<ex>.
● Examine words that are new to the English language.
● Vocabulary learning involves the use of strategies and tools.

Component Four: Learning Objective(s) and Assessment Evidence

Learning Objective Driving Question(s) Intended

Response(s)

Students will be able to gain How will students learn new Utilizing interactive internet
new words in their vocabulary. vocabulary words? resources

Students will be able to use What tools can assist students in vocabulary.com
different tools to enhance their their vocabulary journey?
vocabulary.
Component Five: Pre-Lesson Preparations
Curriculum Resources
· Titles of provincially-approved resources
(author, date of publication title, publisher,
etc.)
“English Language Arts and Literature -
Grade 5.” Learnalberta Curriculum, 2023,
curriculum.learnalberta.ca/curriculum/en/c/l
aneng5?s=LANENG.
Materials and Equipment
· Presentation file(s)/URLs
● https://www.vocabulary.com/learner/
● Probably a brief walk walkthrough of how
to create an account on the website and
how to use/create vocab lists
● Provide handouts with instruction as well
so students can reference them
● Computer/tablet access

Teacher Tasks
What do you need to have ready before the students enter the class?
● Teacher’s account
● List of words you want students to work on
● Book computer lab or tablet cart
● Print handouts
· What do you want displayed as the students enter?
● Website on projector screen/Smartboard as well as a video/slideshow presentation for tutorial
· Photocopying
● Handouts

Component Six: Body (introduction, activities, closure)

Introduction Time
Allotment
Attention Hey grade 5s! Wanna learn some new words? 1 min
Grabber Introduce the concept of vocabulary.com

Description Discuss importance of vocabulary and different ways to learn it 2 min

and
Rationale Identify what specific prefixes and suffixes students are expected to learn
(with the assumption that they already have been taught what prefixes
and suffixes are)
Ways to strengthen use of language

Show students that improving their knowledge and use of vocabulary can
be far more interesting than just consulting a thesaurus
·
Time
Activities Allotment
Learning Get everyone to go to vocabulary.com 6 min
Activity #1 Create an account
· Copy/Paste Go to vocab lists
specific
Look up comm. Tech. microteach
learning
objective(s) Begin learning!
here that
pertain most Specific/Driving/Guiding Intended Response(s)
directly to
Question(s)
this activity
· no right answer (For future writing)
1. How would you use this word in real
· Understanding higher-level readings
life?
Yes, no (the purpose of this question is to
2. Have you seen this word before?
understand their prior knowledge)

Learning If we were to implement this in an actual classroom setting, then for a

Activity #2 second activity we might consider teaching students how to make their own
· Copy/Paste vocabulary lists on relevant course material. For example, if the students
specific
are studying a novel, they could find words that are central to important
learning
objective(s) themes/events in the book, and define them as such.
here that
pertain most
directly to
this activity

Closure/Cliffhanger Time
Allotment
Assessment Review students’ progress on the vocab list when they are in your class list. (Since 1 min
of Learning: we do not pay for the “teacher” program of vocabulary.com, we do not have access
to this tool.) The progress will tell you how much of the list has been completed by
each student in a percentage. They are asked multiple questions on words and do
not complete the list until they understand each and every word.

If we were to do the second activity with having students create their own
vocabulary lists, we could assess them on how well the lists relate to the course
material (novel study, for example), as well as how well the words in the students’
vocabulary lists line up with their goals and the curricular outcomes.

(For the purposes of this class: have students participate in a feedback survey in
which they tell us what went well; improvements we need to make.)