Direct Instruction and Vocabulary Acquisition

Direct Instruction Model

The Direct Instruction (DI) model is utilized most often when teaching procedural and conceptual knowledge. The DI model could be further enhanced with the integration of technology. Three lessons ideas that could use this model are the following:

1) Standard 2 

Students will understand that volcanoes, earthquakes, uplift, weathering, and erosion reshape Earth's surface

For this lesson I would show a slide show with different pictures that relate to the ideas and vocabulary of changes to the earth’s surface. For this lesson, students would be creating their own presentation. I would guide them through the process of researching pictures, definitions, and ideas. We would learn how to copy/paste, drag/drop, etc… inside the (PPT/ Keynote/ Google Slides) applications.

2) 5.NBT.B 

Perform operations with multi-digit whole numbers and with decimals to hundredths

For this lesson I would first teach/review how to multiply a 2-digit by 2-digit number on the board. After reviewing this concept, I would show students how to use Excel to multiply numbers. (I would use a modified technique to do this. Instead of putting the entire number in each cell, I would have the students put each numeral in its own cell (i.e. for the number 89, “8” would be in cell A1 and “9” would be in cell A2) I then have students multiply numbers in Excel with me. Students would gradually start working on their own problems using Excel.

3) Standard 2 

Students will understand that volcanoes, earthquakes, uplift, weathering, and erosion reshape Earth's surface.

For this lesson I would incorporate the use of video to teach about Volcanoes. I would then open the iOS app “Earthquake” and show students how to track seismic activities around the world. We would then begin to graph and map earthquake activity around the world. This would teach students how to read and decipher seismograph data effectively. 

Vocabulary Acquisition Model

The Vocabulary Acquisition model is utilized to develop the learning of vocabulary for students. This helps students develop a deeper understanding of vocabulary that can be transferred among all curriculum areas. 

1) Standard 2 

Students will understand the chronology and significance of key events leading to self- government.

For this lesson I would pre-assess the students on the word “independence”:

: freedom from outside control or support : the state of being independent

: the time when a country or region gains political freedom from outside control

Students would create their own definitions and partner-share. I would then break apart the word “independence" with the class to determine individual meanings within the word.  As a class we would use “Popplet” to determine the class’ ideas in regards to what being independent means. We would then utilize the chapter book “Johnny Tremain” to identify the theme of independence as it is used in the text. A follow-up activity for this would be to compare and contrast the term “independence” as it pertains to us today and people in early America

2) Standard 5 

Students will understand that traits are passed from the parent organisms to their offspring, and that sometimes the offspring may possess variations of these traits that may help or hinder survival in a given environment.

For this lesson I would pre-assess the students on the word “inherit” and brainstorm with students what that word could mean in different contexts. 

: to receive (money, property, etc.) from someone when that person dies

biology : to have (a characteristic, disease, etc.) because of the genes that you get from your parents when you are born

: to get (a personal quality, interest, etc.) because of the influence or example of your parents or other relatives

Students will develop synonyms for the word “inherit” and will use “Answer Garden” to submit their ideas. The teacher will then show a video of traits that can be inherited to guide the students into the science lesson. 

3) 5.OA.A 

Write and interpret numerical expressions

For this lesson I would have students use iPads using the online Merriam-Webster dictionary to define the word “expression”

: the act of making your thoughts, feelings, etc., known by speech, writing, or some other method : the act of expressing something

: a word or phrase

: the way someone's face looks that shows emotions and feelings

Students would then draw the definition of the word “expression” and put them on the wall. I would then put up a mathematical expression on the wall with the other drawings and lead the class on a discussion with the alternative definition of the word expression. Students would then create their own mathematical expression to put on the wall.