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Lesson Plan Template

  • Grade

  • Subject

  • Section

First

ELA

Vocabulary Acquisition and Use

  • Competency

Categories

  • Aligned Standards

Language

  • Strand

L.1.5.b

  • Vocabulary

  • Group: A set of items that have something in common.
  • Different: Not like the others.

Odd One Out

Identify the Word That Is Not like the Others

Prerequisite Skill

Materials and Preparation

  • Picture cards of animals, colors, and furniture.
  • Whiteboard and markers.
  • Worksheet pack including guided practice, independent practice, exit tickets, homework, and assessment.

Learning Objectives

  • Students will understand that some words go together in groups based on common characteristics.
  • Students will identify words that do not belong to a group of related words.

Introduction

Start the lesson by showing pictures of a dog, cat, and rat. Ask the students what these pictures have in common. Explain that these animals belong to a group because they are all animals. Then show pictures of orange, green, pink, and black, and discuss how these are all colors. Introduce the idea that some words belong to a group because they have something in common, while others do not.

Explicit Instruction/Teacher modeling

Explain that we can group things that have something in common and that we can also find items that do not belong in a group. Show pictures of a couch, chair, table, and car. Discuss how couch, chair, and table are furniture, and car is not. Model identifying the word that does not belong and explain the reasoning clearly.

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Guided Practice

Distribute picture cards of various items (animals, colors, furniture). Work with the students to sort these cards into groups. Once sorted, ask the students to identify which card does not belong in each group and explain why.

Independent Practice

Provide students with a worksheet where they will see sets of words. Students will circle the word that does not belong in each set and explain their choice. Example sets: (apple, banana, carrot, orange) and (blue, red, yellow, pencil).

Differentiation

Support

  • Pair students with a partner for the independent practice.
  • Provide additional picture cards for hands-on practice.
  • Use simple and clear language, and offer visual aids to support understanding.

Extension

  • Create more complex groups with more subtle differences.
  • Introduce categories like "vehicles," "clothing," and "food" for more advanced grouping.

Assessment

Use the assessment worksheet from the worksheet pack to evaluate students' ability to identify groups and find the word that does not belong. The assessment should include multiple sets of words and a space for students to explain their reasoning.

Review and closing

Review the lesson by discussing some of the examples from the guided practice and independent practice. Address common misconceptions, such as misunderstanding the characteristics that make up a group. Allow students to ask any final questions, share their observations, or express any curiosities they have.

Misconceptions

  1. Students may think that any word that is different in appearance does not belong.
  2. Students may group items based on personal preferences rather than common characteristics.
  3. Students might struggle with abstract categories like colors and shapes.
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