Design for Learning

Instructor: Shelby Buscher

Lesson Title: Way Too Many Pumpkins
Curriculum Area: Vocabulary

Grade Level/Cooperating Teacher: 1st Myrex

Date: 10/28/14
Estimated Time: 35-40 minutes

Standards Connection:
13.) Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. [RI.1.4]
Learning Objective(s): When given a graphic organizer, children will be able to define new vocabulary in their own words and draw
a picture representing the meaning of the words with no errors.
Learning Objective(s) stated in kid-friendly language: Today we are going to be learning some new vocabulary, and then
drawing pictures of those words and writing what they mean
Evaluation of Learning Objective(s): The instrument will be a four square graphic organizer. The students will be given categories
for each square and a choice of 3 words: Shrieked, Scattered, Smithereens. The student will choose a word, write a definition, draw a
picture, and write a sentence. The student will have to fill in all sections and offer a correct definition (in their own words) to be
considered proficient.
Engagement: Students will have just finished dancing. Ok everyone; lets go to our discussion spots on the carpet. Eyes on me and
hands to your self. Thank you for sitting crisscross applesauce. So, I understand that this week you are talking about all things
Halloween, including.PUMPKINS? Pumpkins are super fun to carve, but some people also eat things made with pumpkins. Raise
your hand if you have eaten something made with pumpkins? What was it? Did you like it? Teacher will call on students to answer.
Well, today, we are going to be learning about a lady who HATED eating pumpkins. Im also going to teach you about three new
words and we will draw pictures and write sentences about them later.
Learning Design:

I.
Teaching:
Teacher will have book out. This book is called Too Many Pumpkins. It is written by Linda White and illustrated by Megan Lloyd.
Teacher will read the book, pausing when new vocabulary words pop up. What do you think scattered means? It means something that
is thrown in random directions. What do you think smithereens means? It means that something has been broken into lots of little bits
and pieces. What do you think shrieked means? It means a super high, loud scream. Teacher will finish reading the book. So, who can
tell me what scattered means? Do you remember where we found that in the book? Who can tell me what smithereens means? Where
was that in the book? Who can tell me what shrieked means? Where was that in the story? Teacher will have one set of word strips
ready on the carpet. We are going to match up these words and these definitions together now. Teacher will give students time to
discuss and put words together, calling on students to match them together.
II.
Opportunity for Practice:
Teacher will have put identical matching strips on tables while the students were dancing. Now, I have put a game just like this one,
and I want you to match these words and definitions, just like I did. I want you to all go back to your seats and for each of you to
match these words together. When you finish, go get your pencil box, go back to your seat and sit quietly with your hand raised. Ill
then come over and explain the next thing we are going to do.
III.
Assessment
As students finish the matching game, the teacher will come around with a four square graphic organizer. Now, you can choose one of
the words in the matching game to use in this worksheet. You write the word in this square, and the definition, in your own words, in
this square. Dont just write what was in the matching game. Here you write a sentence using the word, it can even be something from
the book. And in this square, you draw a picture of what the word looks like. Teacher will give time for the students to finish.
IV.
Closure:
When the timer goes off, I want you to go back to your spot on the rug and we can show everyone our paper. Teacher will give each
student the opportunity to share if they would like to. So, what does smithereens mean? What does scattered mean? What does
shrieked mean? Now, when I am finished talking, I want everyone to get up, put his or her work in the completed bin, and put their
pencil box away. Then I want you to get your book box and start read to self time.
Materials and Resources:
Too Many Pumpkins- Linda White
Pencil
Matching game

Four square graphic organizers

Crayons

Differentiation Strategies (including plans for individual learners):

Teacher will give the classroom teacher the matching games for extra practice for students who need more help during a future
reading center with the words. Teacher can also try to use the words when talking about other books/subjects. For students who finish
early, they can look through the book on the carpet to help them find evidence and see the words in the sentence.
Data Analysis:
Most of the students got the words. I collected their four square, and all but a few of the students, those with IEPs or Ell students, did
really well in using the word in different ways.
Reflection:
I could tell that their attention spans were shorter when I taught it, so we did the matching game together on the carpet but they did not
do it at their desks. The four square was great in allowing for students to do things at whatever level they needed to. Next time I would
maybe have sentences highlighted for the lower level students to trace. I would also connect it to another subject, like science with
pumpkins. Honestly, looking back, this is a very short lesson and could be expanded. I was looking at it like one lesson time slot rather
than writing it to meet the standard. I am in the process of revising this lesson for another class and am adding to the teaching section,
moving my assessment to the opportunity for practice section, and adding a completely different assessment. For an activity, it worked
great, but it did not do what it should have done, which is meet the standard. I would also tweak the matching game a bit and add more
movement, because looking back my lesson is lacking in that as well.

Samford University
Design for Learning

WORD

PICTURE

DEFINITION

SENTENCE