Design for Learning

Instructor: Carly Coyne

Grade Level/Cooperating Teacher: K/Mrs. Deer
Lesson Title: Vocabulary Understanding
Date: November 10th 2014
Curriculum Area: Reading/Vocabulary
Estimated Time: 30 minutes
Standards Connection: 4. [RL.K.4] Ask and answer questions about unknown words in
a text.
Learning Objective(s): Students will be able to identify and define the uncommon
words from the text that are chosen by the teacher
Learning Objective(s) stated in kid-friendly language: Students will understand and
define the new vocabulary words that are taken from the story.
Evaluation of Learning Objective(s): Students will be evaluated by their knowledge
and understanding of the uncommon vocabulary words that are written in the text.
Engagement: The teacher will instruct the children to the color carpet to read The
Gingerbread Boy by Paul Galdone. She will show the students the cover of the story and
ask them what they think the story will be about. A fun treat will be distributed as the
story is being read. I need everyone to quietly meet me at the color carpet. We have a fun
day today boys and girls. Today we will be reading The Gingerbread Boy by Paul
Galdone. Can anyone tell me what you think this story is about? What does the cover of
the book tell us the story might be about? Yes, Great! In this story you may notice some
words that are unfamiliar. I am going to read through the story first and then we will go
back and find the words. I need your eyes watching and ears listening the whole time.
Before we start, I want to give you all one gingerbread cookie to eat while paying close
attention to the story. After the teacher gives the cookies out, she will read the book to the
class.
Learning Design:
I. Teaching: After the story, the teacher will pull the five most uncommon words from
the story. In this story, the words are sniffled, threshing, field, strutted, and dared. These
words are typed on a card with a picture beside it describing the word. The pictures create
a better understanding of the new word which helps the students as the story is being
read. The teacher will present each word and the students will explain what they think the
word(s) mean. Thank you for all being so quiet while I was reading the story. Were there
any words that stood out to you in the story? Maybe some of them you have never heard
of. I am going to show you some new words. These words will be your vocabulary words
of the week. Teacher presents word. Can anyone tell me what they think the word
sniffed is? It may help if you look closely at the picture beside the word. Sniffed is
when you take short breaths of air through your nose. Some of you may have sniffed
today because of the cold weather we have. What about threshing? This one is a tricky
one. Threshing is when you separate the grain or seeds. In the story, the threshers
were the guys in the barn threshing the wheat. Can anyone tell me what field means?
Yes, we were in a large field the day of the pumpkin patch. You can see in the story where
the gingerbread boy runs through the field. Strutted? What are some ways you can
describe strutted. Our last vocabulary word is dared. How does the word dare
describe the gingerbread boy in the story?
II. Opportunity for Practice: The students will be instructed to their seat and given a
worksheet on the vocabulary from the book (see attached). The worksheet contains the

five vocabulary words and a box beside each word. The students will be asked to define
the vocabulary word based upon what they learned and draw a new picture in the box
provided. Okay friends, I want you to all walk quietly back to your seat and get out a
pencil and crayons. I am handing you all a worksheet to do on your own. In each box I
want you to define and draw a picture that corresponds to the word. Make sure that the
picture you draw is a new picture and not the same picture that we used to learn the
word. When you are finished, you may color the picture if you have extra time. You may
ask a neighbor at your table to help you come up with a picture if you cannot come up
with one on your own. Remain quiet and put your head down when you are finished.
III. Assessment: The teacher will ask the class to put their worksheet in their take home
folder and meet together on the color carpet. The students will be assessed by how well
they can recap the vocabulary words and relate them to the story. The teacher will begin
reading the story for the second time. Can I have my friends put their worksheet in the
take home folder and meet me on the color carpet? 1, 2, 3, eyes on me. We are now going
to read the story again. But this time I want you all to shout out the vocabulary words as
you hear me read them. The teacher reads the entire story and the students participate.
Once the story is over, the students will be asked again what each word means and how it
was used in the book.
IV. Closure: The teacher will ask the students for questions on better understanding of
the vocabulary words. After all the questions are answered, a new game will be presented
for a literacy center. The game is called whip around. To play, the students must stand
in a circle. They will take turns bouncing the ball. The student that catches the ball will
give his or her definition of the vocabulary word in which the hand touches. Good Job
today boys and girls, you all participated very well today. If there are any questions, you
can ask them now. Any more questions? Great! Suring literacy centers today we will add
a game that goes along with our story from today.
Materials and Resources:
The Gingerbread Boy by Paul Galdone
Vocabulary picture cards
Vocabulary Worksheet (attached)
Pencils
Crayons
Vocabulary Ball
Samford University
Design for Learning

Name_______________________________

Date_______________

Instructions:
De)ne each vocabulary word in the box provided and draw a picture to
describe it.

Sni-ed

Threshing

Field

Strutted

Dared