Design for Learning

Instructor: Lindsay Donahoo & CaDric Moulton Grade Level/Cooperating Teacher:

K/Mrs. Burton
Lesson Title: New Vocabulary
Date: October 19, 2015
Curriculum Area: English Language Arts
Estimated Time: 30 minutes
Standards Connection:
40.) c.) Identify real-life connections between words and their use (e.g., note places at school that
are colorful). [L.K.5c]
Learning Objective(s):
After listening tot the teacher read I was so Mad, students will demonstrate an understanding of
the vocabulary words and actively respond questions asked by the teacher with 100% accuracy.
Learning Objective(s) stated in kid-friendly language:
By the end of this lesson you will understand the meaning of the new vocabulary words from the
book I was so Mad.
Evaluation of Learning Objective(s):
After listening to the book I was so Mad students will comprehend and be able to apply new
vocabulary words. Students will be asked a variety of questions about the words that correlate to
their lives. They will be able to recognize more complex words and pronounce them fluently.
Students will be gathered to the carpet to be taught the lesson. To make sure that the students are
fully engaged and focused on the teachers instruction the teacher will say Good morning class,
today we will be reading I Was So Mad by Mercer Mayer. This is a great book that I think you all
will really enjoy. Lets look at the cover of the book, based on the cover what do you think I Was
So Mad will be about? Great! After letting a few students answer the question the teacher will
then introduce the vocabulary words to the students, the definition of the word will be explained
as well. Following, the teacher will read I Was So Mad. While reading students will be asked a
variety of questions; Have you ever been told you couldnt do something? (students will share
with their partner) Where do you think he is going? Why do you think his dad wouldnt let
him play with his sisters dollhouse? Why do you think his family doesnt allow him to do some
of these things? Do you think he was still frustrated at the end of the story? Asking the
students these questions while reading the story will improve their reading comprehension skills
and will give them the opportunity to hear the vocabulary words mentioned in the text, which will
increase their knowledge of the words. Once the reading is complete the teacher will review the
words with the students for the third time. By the end of the reading students will have
knowledge of the words and will be able to explain the meaning of the word. The vocabulary
words will be continued to be used throughout the week to ensure the students knowledge of the
vocabulary words will continue to grow. Following the reading students will be given an activity
to complete while working in at one of the Centers.
Engagement:
The teacher will read I Was So Mad by Mercer Mayer. She will start by introducing new
vocabulary words before reading to the class and ask them questions about the words that apply
to their lives. Class, are you all ready to start a fun new lesson? When I call your table, please
come take a seat on the carpet quietly. She will call each table individually to the carpet.
Alright, before we get started I need all eyes on me, I need everyone to look up here and pay
attention because I dont want anyone to miss anything. Today we are going to learn some new

vocabulary words! When you go home this afternoon, you will be able to tell your family 4 new
words that you will learn today. Let me ask you class, have you ever heard of the word allow?
After a few students give their answers the teacher will tell them the definition. Yes, allow means
to let someone have or do something. Are there things that you are allowed or not allowed to do,
either here at school or at home? Yes, there are certain things we are allowed to do and things
that we shouldnt do or shouldnt have. When youre not allowed to do something, do you get
frustrated? Does anyone know what the word frustrated means? After a few students answer,
the teacher will share the definition with students. Yes, it means to be mad or upset because you
cant do something you want to do. What about the word practice, what does it mean to
practice? Yes! It means to do it over and over so that you will be better at it. We do a lot of
practice here at school dont we class? The last word I want to introduce to you before we start
the lesson is decide. What do I mean when I say that he decided to go play outside instead of
playing inside? Yes class, decide means to make up your mind about something. Alright, lets not
waste anymore time and dive into the book! Today I am going to read I Was So Mad by Mercer
Mayer. Has anyone read a book with Critter, this main character on the cover? Mercer Mayer
has written several books about Critter. Hearing the title of the book and looking at the picture
on the cover, what do you think the story is about? The teacher will go through the pictures in the
book with the class before she starts to read it. After looking at the pictures, what do you think
happens in this story? I want each of you to turn and talk to your neighbor about what you think
happens in the book. The teacher will allow students about 1 minute to discuss their answers
among their partners and then call on at least 2 sets of students asking them what their partners
answers were. Okay great answers, both of you! Why might they think that will be what happens
in this book? Is it the expressions on Critters face? So many great responses guys! The teacher
will record 2-3 of the responses the students made. Now that we have made predictions of what
we think happens, lets see if we were right! The teacher will then read the book, while modeling
expression. Now lets take a look at our predictions. I think everyone was right! (Transition to
teaching...)
Learning Design:
I.
Teaching: The teacher will once again explain the objective the class. She will
introduce and define the new vocabulary words: allow, decide, frustrated and
practice. The teacher will use I Was So Mad by Mercer Mayer. Then she will reread the book to the class. Class, I am going to read the story a second time, do you
think that you can pick out our new vocabulary words when you hear them or when
you see a character doing these things? Well I think that you can! When you hear one
of the words or see the word being described in the pictures or what Im reading, I
want you to give me a hand signal, thumbs up on your chest, okay? One more thing
before we get started, if you can handle it. Every time I say I was so What word
do you think will come next? Yes, you are all correct! The sentence is I was so mad.
Do you think we can all say the word mad together when I get to that sentence?
Friends do you think you are up to the task? I think you can do it, but i want to hear
you all say, We can do it! Every time we get to a vocabulary word used in the
book and I see someone giving me the thumbs up, we will stop and discuss the word
and how it is being used in the book. Okay, here we go! When the teacher gets to a
vocabulary word or the word is implied, she will stop and discuss the word with the
class. The first word in the book that is frustrated, so the teacher will stop on that
work and talk about how it is used. Okay class, I see some thumbs up! In the book it
says I was so mad. He is mad because he isnt allowed to do something that he
wants to do, so this means he is frustrated, right? Everyone sound out and clap the
word frustrated with me, FRUST-RAT-ED. How many times did we clap? Yes
class, we clapped 3 times! Lets continue reading until we come across another

vocabulary word. Remember the words are: allow, decide, practice and the word we
just went over frustrated. The teacher will continue reading until she gets to the next
word. Okay, I see some more thumbs up, great job class! Yes, we heard the word
decide. Everyone sound out and clap the word decide with me, DE-CIDE. How
many times did we clap class? Yes, 2 times! Alright friends, lets put our listening
ears on and try to find two more words! Everyone sound out and clap the word
allow together with me, A-LLOW. Great job class! One more word, DE-CIDE.
Clap out that word with me, DE-CIDE! Great job!
II. Opportunity for Practice: Okay class, I have some cards that I want you all to help me match.
III. Assessment: The students will be given cards to match the words with the picture in a
matching game. These are the same cards as used in the practice. Such a great job today class!
The cards that we went over will be in at the read to a partner station in your centers. You will
pay a matching game with them just like you do with your word family matching games. I will be
over there to help you if you need help sounding out a word because I know how hard these
words are. But I know that you can do it! I also want to see how well you know the words so do
your best!
IV. Closure: Im so proud of each of you and how well you all did in with this difficult words
today! Im going to hold up a picture and I want you to tell me what word that the picture
describes. The teacher will hold up pictures for the four vocabulary words and also include not
allow, to show the difference in the two. Yes, you all did a wonderful job! You guys got every
single one right!
Materials and Resources:
I Was So Mad by Mercer Mayer
Paper
Printer
Laminator
Pictures from the Internet
Sissors
Differentiation Strategies (including plans for individual learners):
There are about five students in this class that would definitely have a hard with this on their own.
For them I printed off the picture cards twice and under the picture was the word. This way those
students played the matching game with just the pictures, but they still were able to see the word
also.
Data Analysis:
I didnt use a rubric for the assessment, but as I was watching them in the reading center I
definitely noticed that a few of the students struggled. There were ten students in all that were
able to do this game and over all they had a 75% success rate. I was very proud of them and the
only word that they really have trouble with was practice.
Reflection:
I think that it was much more difficult to teach a partner lesson than I thought. We worked great
together no doubt! Although I really think that it was difficult for the students to follow both of
us and follow the directions each of us chose to go with out teaching. Mrs. Burton told us the
same thing. She thought that we did a great job, but that maybe we should have split up the
teaching more for example one of us do the engagement, teaching and assessment and the other

would read the book and explain it and then do the practice with the class and the closure. But
overall I feel really good about how the students responded and how well that they did with the
words that I thought would be too difficult for them. I was very surprised of how well they knew
and learned these words overall. I wish that we could have put together a better assessment, but
with the words that we were given I couldnt think of anything that would work more
appropriately than the matching game that we chose.

allow

decide
not
allowed

frustrated
practice

Samford University
Design for Learning