Name: O’tillia Roberts Date: 10/29/13

LESSON COMPONENTS DESCRIPTION1. Age Level / Grade Kindergarten-Grade 12. Lesson Topic / Title Vocabulary/Concept Picture Sort3. Common Core Standards for Reading(write out/explain)

CCSS.ELA-Literacy.L.K.5a : Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

4. Rationale for Instruction It is essential that students get a grasp of vocabulary knowledge; focusing on words that are important to the text and useful to know in many situations is important for specific word instruction. Students can acquire vocabulary incidentally by engaging in rich oral-language experiences and listening to books read aloud to them. Providing structured read-aloud and discussion sessions can enhance vocabulary for students.In this lesson, primary students will be given the opportunity to classify, categorize and add new information to their existing store of word- knowledge. The read-aloud makes for a great beginning for concept sorts.

5. Lesson GoalsBy the end of the lesson, what do you expect student(s) to know, understand, and be able to do?

As a result of instruction, the student(s) will be able to sort pictures of what animals or objects are Enormous and Petite. The students will have a better understanding of the definitions of Enormous and Petite and they will eventually be able to use these words incidentally throughout their lives.

6. Materials

Book: The Enormous CrocodilePictures of animals and objects that are Enormous and Petite (elephant, ants, baseball, basketball, a key, an ipod, a TV etc)

7. Procedures of lesson(Specific and scripted!!! What exactly will you say to students step-by-step? Being specific helps you to be fully prepared, anticipate the unexpected, and manage timing).

Divide the board into two sections (Enormous and Petite (not writing Petite yet)) Say: If you’re listening put your hands in your lap, if you’re listening fold your hands on the desk. Thank you guys! I’m glad to see you’re all ready to learn and have fun! We’re going to have a fun day today so put your hands in the air if you’re ready to work with your friends. Yay!

1) Introduce the book The Enormous Crocodile. In the story, an enormous crocodile goes around telling the animals of the Jungle how he wants to eat children. Despite the threats by the animals to not eat the children, the crocodile uses his tricks to try to eat them. Eventually the enormous crocodile is killed by an Enormous elephant when he swings him by his tail real high towards the sun.

Say: Ok so today we are going to read a story about an Enormous crocodile. Raise your hand if you can tell me something that is REALLY big? (ex: a hippo) Yes those are really good answers. So today we’re going to learn about the word Enormous. Enormous is another word for big! It means really really big! You see how big this crocodile is? Ok so lets see with this enormous crocodile does.

2) Read the story. After reading the story say:The crocodile was enormous but he was able to bump into an animal that was more enormous than him.

3) Introduce the sort.We’re going to try to find different animals and objects that are enormous now. When we find Enormous things we will put it in this section of the board and things that are not Enormous we will put it in this (other) section.What were some of the characters in the book that were enormous? (The croc and the elephant) Yes thank you! The crocodile and elephant were enormous because they was very very big! Would you like to put those pictures under the enormous side? Have someone put the pics under the word enormous.Holding up a picture of a pig ask: Can someone tell me what this is? Do you think a pig is Enormous? Great job (name) that is absolutely right! A pig isn’t Enormous because we’re all bigger than pigs right? So where do you think the pig is going to go? (Good job you guys! It will go under this section (not enormous section)So, now I’m going to show you some pictures and you have to tell me if you think it’s Enormous. Some of these are pictures from the story and some are not but your job is to tell me if you think it is Enormous.

4) Call on volunteers to add the pictures to the board. Is this cruise ship is Enormous? An Ipod? A baseball? etc. How do you know? So are you going to put it under the picture with the pig or the picture with the crocodile?

5) Continue to guide students. Great job you guys! Now I want you to work with your shoulder partner and decide on where some animals and objects I have provided at your table will go (under the elephant or under the pig)

6) Provide independent practice. Distribute copies of old magazines and ask students to cut out pictures of two things that are enormous and two things that aren’t enormous. To extend word knowledge introduce the word Petite.

Now I want you all to cut out four pictures from the magazine you were given. Two Enormous things and two things that are not as Enormous. Repeat Simon says attention grabber to get their attention (put hands on lap if listening, put hands on table if listening)

So now that you all have four pictures I want you to put them in two categories. What do you guys think is a word that describes something that is not Enormous? (Petite, little, tiny etc (more emphasis on Petite). Great job guys! Yes that’s what this section will be called (write Petite on other section). Petite means very small. Now I want you guys to come up to the board and put the pictures in each section you think it belongs to. Make sure to ask some of the students as they come up what their pictures are and whether it is Enormous or Petite.

7) Discuss with the class different pictures that ended up under each section.Pointing to different pictures. Raise your hands and tell me what this is. Is this Petite or Enormous? Why is this Enormous? Why is this Petite?Great job everyone! I had a great time and I hope you guys were able to understand what Enormous and Petite mean today. Before you leave I want you all to tell me something you think is Enormous or Petite.

8. EvaluationState ways to link to learning to your objectives. How will you know students learned the objective? (This can be a quick and informal way to check for understanding)

Students will be able to gain a better understanding of the definition of Enormous and Petite. They will be evaluated throughout the lesson by actively engaging in the activities as a whole group, with a partner, and individually. At the end, to get an understanding of what each child has learned I will ask them to tell me something either Enormous or Petite before they leave the classroom.

*This lesson was adapted from the CORE book on pgs 467-469