LESSON PLAN, PHASE I REFLECTION, and PHASE II REFLECTION

I. RATIONALE:

This lesson is important because it provides a creative way for students to acquire new vocabulary. During this lesson, students will create puzzles, such as word-searches and criss-cross to learn how words are spelled, and how to identify them based on the definitions and antonyms. It meets the Common Core Standard of improving vocabulary knowledge for students in the ninth grade.

II. OVERVIEW

Grade Level:

9th grade

Subject(s):

Vocabulary Acquisition

Topic of Study:

Puzzle Maker

Time Allotment:

30 minutes

Standards:

Common Core Language Standards, Vocabulary Acquisition and Use- Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Objectives:

At the end of this lesson, students should be able to use puzzles to learn new vocabulary.

Reflection: Assessing Prior Knowledge and Planning Instruction What do the students need to know prior to the lesson? They need to know how to do crossword puzzles and criss-cross puzzles, and have some knowledge about effective study methods. How will prior knowledge and experience be assessed? Students will be asked about about their own study methods, and will be required to fill out a criss-cross puzzle. How will you use this information in the planning process? I will create a puzzle to assess their knowledge of how to fill out a puzzle. Why should the content of this lesson be taught at this grade level? Students at this grade level would benefit greatly if they are introduced to different study methods because they would learn a way to memorize that would is fun. How do the objectives that you have for the lesson align with the standards? Students are demonstrating independence in gathering vocabulary knowledge. When will the lesson be taught in the course of the school year? Why? This will be taught at the beginning of the school year so that students will know about this study method from the very beginning.

III. IMPLEMENTATION

Procedure:

Step 1: Pre-assessment - Ask students about the method they use to learn new vocabulary.

Step 2: Give students a criss-cross puzzle to practice definitions, and have them complete it.

Step 3: Show students the Discovery Education website (http://www.discoveryeducation.com//free-puzzlemaker/index.cfm?campaign=flyout_teachers_puzzle).

Step 4: Explain the uses of the different puzzles. Criss-Cross can be used with definitions, or with antonyms. Word Search can be used with either spelling or second language acquisition, words can either be in the native language or the target language.

Step 5: Have students create a Criss-Cross puzzle with antonyms.

Step 6: Have students create a Word Search puzzle to practice spelling.

Step 7: Have students print out their puzzle and give it to a classmate for them to complete it.

Step 8: Post-activity evaluation - Discuss how effective the puzzles were.

Technology Integration:

The students will use the Discovery Education website to create Word Search and Criss-Cross puzzles.

Differentiated Instruction: Describe how you will differentiate the instruction for each of the following:

• Gifted - The definitions or words that are being assessed can be more difficult.
• ELL - The definitions and other words can be written in the L1. Another option is to use basic English vocabulary in order to ensure that students fully understand what to do.

Reflection: Designing Instruction (InTask Standards 7 and 8): Why are you using the instructional methods you have described? I'm using that instructional method because it provides maximum participation and interaction, which is especially important when there is such a small group of students. How do the instructional methods align with what you know about best practices (think about your methods classes)? Students learn the best when they are provided with creative alternatives.  How are you engaging students in creative and higher order thinking? The students are engaging in creative thinking by using puzzles to aid in memorization. They are engaging in higher order thinking by using puzzles to aid in recall.

IV. ASSESSMENT

Procedure:

Students will be assessed by how well they complete their peer’s puzzle. At the end of the lesson, the completed puzzles will be scanned, which will be used as an artifact for this activity. The level of success will be determined by whether they were able to create a puzzle.

Instruments:

Definitions Worksheet: http://puzzlemaker.discoveryeducation.com/code/BuildCrissCross.asp

Answers

Speakers Used to produce audio output

Monitor An output device that lets you see your work as you go

Printer Produces printed copies of computer output

Mouse A pointing device used to make onscreen selections

Keyboard Used to type instructions into the computer

Microphone Used to get spoken input

Modem Connects your computer to the internet

Microprocessor The brain of your computer

Memory Storage space for information

USB Universal Serial Bus

Reflection: Planning Assessment (InTask Standard # 6): How does the assessment align with the standards and objectives of this lesson? Students are assessed by how well they create and complete a puzzle. This aligns with the Standards because they are demonstrating independence in gaining vocabulary knowledge. It aligns with the objectives of the course because the students are using puzzles to learn new vocabulary. How does the assessment demonstrate that the students have been successful in learning the content? The students are required to create a puzzle and complete it. Doing so shows that they successfully learned the content. How does the assessment demonstrate student engagement in higher order thinking? It demonstrates higher order of thinking through the students attempting to complete the puzzles. How does the assessment demonstrate that individual student needs were met? It demonstrates that the students' needs were met by them learning vocabulary that is required for the class that they are taking.

V. MATERIALS AND RESOURCES

Discovery Education website:

http://www.discoveryeducation.com//free-puzzlemaker/index.cfm?campaign=flyout_teachers_puzzle

Reflection: How does your lesson meet each of the ISTE NETs Standards? How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity? This lesson meets the standard about promoting, supporting, and modeling creative and innovative thinking and inventiveness because students are using puzzles to learn vocabulary. How does your lesson meet Standard 2: Provide Digital-Age Learning Experiences and Assessments? This lesson meets the standard about exploring creative applications of technology to improve student learning because the students are accessing a website to create puzzles to measure their vocabulary acquisition. How does your lesson meet Standard 3: Model Digital-Age Work & Learning? Students are using information resources to support learning. How does your lesson Meet all four elements of Standard 4: Promote and Model Digital Citizenship and Responsibility by: advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. Students don't have to share any personal information, and if they need to print a puzzle, the name of the website is on it. addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources. All of the students have the same amount of access to the information because the website is available for public use. promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information. Students are not required to follow this because there is no level of interaction in this activity. This lesson is to show students how they can use puzzles for personal purposes. developing and modeling cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools. It does not meet this standard.

PHASE II REFLECTION

1. Instructional Decisions

• There were two main things that went well. For one, my students were amazing, they tried things on their own, and really got into the lesson. Other than that, my lesson almost failed. Whenever my students tried to make a puzzle it never quite worked because it wouldn't show their entire puzzle, which was confusing because it worked fine for me every time I made puzzles on there in the past. We tried using different search engines, we tried changing the size of the puzzle, but nothing worked.
• It stayed pretty well aligned with the objectives and standards. We were still able to use the puzzles that I brought with me, and the students were still practicing vocabulary through the use of puzzles.
• We gave up on trying to print the puzzles because that was not working. Instead, we drew the puzzles by hand.

2. Mechanics

• I used the internet, and the printer, for both the teacher and the students.
• I printed out copies of a puzzle for the students to complete. The students used the internet to access the Discovery Education website in order to make puzzles.
• My lesson plan was too long because I was dealing with technical difficulties up until the last minute. 

3. Assessment of Learning

• 
• Based on my assessment, my students were successful in achieving the standards and objectives because they were able to compete the puzzles that were made for them.
• I've taught better lessons that this. However, I never quite ran into a technical difficulty of this caliber before. The website worked perfectly fine for me in the past. My individual reflections support my success because, as the artifact above shows, my students were able to complete a puzzle by using a higher order of thinking. In addition, they were able to practice vocabulary. Their comments support their success because they were overall very positive. I did have one student offer sage advice by saying that I should always have a back-up website in case something like this happens.