VIEWS: 3,096 PAGES: 2

									Highland School of Technology Self-Contained Integration Lesson Plan* 2006-2007 “Put Your “Cross” Words Here” Teacher: Mauney Dates Implemented: various times during the year Course: SAT Prep Integrated Course(s): English, Computer Apps

Essential Question: How can I better understand my vocabulary words? What are some other ways to tell about a word without using the definitions? Self-Contained Lesson Overview: Vocabulary is a weak area for most high school students. This lesson was created to give students a different approach to learning vocabulary words; while at the same time, incorporating computer skills. Activity I. Focus and Review (Establish Prior Knowledge) Description of Activities and Setting The students will be introduced to the vocabulary words by teacher. As each word is pronounced and studied, the teacher will ask the students to relate it to some prior experience. If no examples are given be the students, the teacher will offer one. To help students get “excited” about learning new vocabulary words, they will be asked to digitally create a crossword puzzle for another classmate to complete. Students will be given a list of 20 vocabulary words that they are to use in creating a crossword puzzle online to exchange with their classmates. Clues cannot consist of definitions only. There must be at least five sentences created for filling in the blanks. Each sentence should reflect the meaning of the word clearly. In addition, students may give clues such as is a synonym for Materials/ Resources and Time Vocabulary books

II. Statement (Inform) of Objectives

III. Teacher Input (present tasks, information, and guidance)

Vocabulary books

*based on the North Carolina Six Point Lesson Plan

IV. Guided Practice (elicit performance)

___ ,or is the antonym of ___. Students will go to the computer and access the website to create a puzzle. Teacher will monitor as students input clues for his or her puzzle.


Assessment and Feedback

list of words from book computers Printer Have students print a Two grades are given: one grade to the person for successfully creating a key so that he or she can check the puzzle and another grade for answers. successfully completing another student’s puzzle. The creator is responsible for grading the completer’s paper and reporting it to the instructor.

V. Independent Practice- seat work and/or home work (retain and transfer)

When completed and printed, each student will exchange with another student and complete the created puzzle. The student completing the crossword puzzle should write his/her name on it so that both students get credit for creating and completing the puzzle Have students look at each other’s completed crossword puzzles to see how the arrangements can be different and how others used clues. Finished Puzzles

VI. Closure (plan for maintenance)

Teacher Reflections: It is particularly helpful for the instructor to have worked with the website to troubleshoot particular problems (i.e. the puzzle and clues not fitting on the same page). You can change the size of the puzzle until it fits on one sheet just by clicking the back button. Make sure the students look at the print preview before printing to make sure everything fits. Hint: I have students put their name in the title of the puzzle in order to identify the maker. This is a fun, interactive project. Students enjoy doing it. You cannot caution them enough on the importance of spelling the words correctly when entering them and the clues into the program. If a word is misspelled, the program does not catch it.

Student Reflections/Work samples Included? _X__ No ___ Yes

*based on the North Carolina Six Point Lesson Plan

To top