Lesson Plan Template
Name: Carolyn Roselli Grade: 5th
Lesson Intro to Vocab Words Week 1: Meet the Words Date:
Title:
GPS/GSE Standard(s):
Vocabulary Acquisition and Use
ELAGSE5L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grade 5 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., cause/effect
relationships and comparisons in text) as a clue to the meaning of a word or phrase. b. Use common, grade-
appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph,
photosynthesis). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and
digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
ELAGSE5L5: Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings. c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better
understand each of the words. ELAGSE5L6: Acquire and use accurately grade-appropriate general academic
and domain-specific vocabulary, including words and phrases that signal contrast, addition, and other logical
relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
Individual Education Plan Goal(s) and Benchmarks for the Focus Learner(s):
Learning - Focus Strategies
Essential
Question(s) - What are some real-life examples where we would need the study of
1-3 BIG ideas! How
can these questions vocabulary?
be used to guide
your instruction? - What are some of the advantages of having a wide range of vocabulary in your
everyday language?
Central - Be able to recognize their vocabulary words (tested through visual activity).
Focus/Lesson
Objective(s) - Remember vocabulary definitions
Objectives are
measurable and
aligned with the
standard.
Academic Academic Language Demand (Identify one of the following: reading, writing,
listening/speaking, or demonstrating/performing. The demand will require more or less
Language scaffolding (support) depending on the needs of the students.)
What is the key - Reading/Writing
language demand? Language Functions (Identify the purpose for which the language is being used, with
attention to goal and audience- the one verb from the standard; ex. demonstrates.)
What Academic
Language will you - Create
teach or develop?
What is the key Language Vocabulary (Identify key words specific to the content area derived from
the standard- ex. drama, prose, structural elements, verse, rhythm, meter, characters,
vocabulary and/or settings, descriptions, dialogue, stage directions.)
symbols? What - Reference
opportunities will - It’s
you provide for
students to practice - Caption
content - Citation
language/vocabulary
and develop fluency? - Index
- Bibliography
- Book
- Complete
- Problem
- Questions
Remember to pay particular attention to when planning:
Language Discourse (structures of written or oral language; how participants of the
content area speak, write, and participate.) and Language Syntax (set of conventions
for organizing symbols, words, phrases into structures.)
- Students should be able to comfortably use the words by the end of lesson.
Assessment/ Assessment Plan for IEP Goals (Before lesson, formative & summative):
Evaluation Assessment Plan for Learning Objectives (Before lesson, formative & summative):
Every standard listed - Before: The hook/focus is used as the ‘before lesson’ assessment to see how
above must be
assessed and well their base knowledge is on the word. I will come up with a variety of funny,
included. Formative
and summative wrongly worded sentences to demonstrate how NOT to use the word in context.
assessments should
be considered while I will assess if they understand the meaning of the word by the way in which the
planning. Questions
to consider while students correct my incorrect sentence.
planning:
How will students - Formative: Assessing where the students are at by the way in which they are
exhibit an
understanding of the forming definitions and describing the word.
lesson’s objectives?
How will you - Summative: Vocab Test at end of unit
observe and/or
provide feedback?
What evidence will - Evidence of student progress and mastery (complete after lesson has been
you collect to
demonstrate implemented): Quizzing the students on vocab words after definitions are
students’
understanding/maste made.
ry of the lesson’s
objective(s)?
Materials - Vocab strips
What resources can - Pencil / paper
be used to engage - Highlighter
students?
Introduction to
Lesson/ - Hook: Tell the students what vocabulary words they have this week and use
Activating
Thinking them in incorrect, funny sentences that misuse the vocabulary word. Students
How will you
introduce the lesson? should correct teacher as needed. This will assess their initial understanding of
What is the ‘hook’
for the lesson to tap the word.
into prior knowledge
and develop - Introduction/focus: Once the students correct teacher on their incorrect sentence
students’ interests?
This should tie the teacher goes through each word as a group and discusses where we have
directly into the
lesson’s objective used these words in our own lives and due to the context clues we describe we as
and standard.
***Use knowledge a group discuss the meaning of the words. This will guide us into the body of
of students’
academic, social, our lesson where we will develop definitions and practice learning and using the
and cultural
characteristics. words correctly.
Body of Lesson/ - Body: Now that the students are somewhat introduced to the word the teacher
Teaching Strategies
What will you have leads the class discussion to come up with definitions of the words. The teacher
the students do after
you introduce the will pose the question, “so why when I said *insert vocab word here* did you
lesson to learn the
standards? all correct me? What was so wrong with the sentence?” Class discusses. Teacher
poses next question “So, how would you use this word correctly in a sentence?”
Class gives examples. Teacher poses question “How did you know that the word
was incorrect at first and correct with your sentences?” Students should at this
point defend why they used the word and due to their argument, the teacher and
students create a working definition. Lastly, they look it up in dictionary to
confirm if their definition is correct. After this is repeated for all ten words the
students’ classwork is to write each word in their vocabulary journals.
Closure/
Summarizing - Closing: Teacher will explain that these vocab journals need to go in their
Strategies:
How will the vocab bin. Teacher will explain that we will be working on a worksheet the
students prove they
know and understand following days to help use these words in the real world.
the standard(s)? How
will you review the
standards and close
the lesson?
Modifications/ Differentiation Category: Why does the student need modifications/accommodations?
Differentiations for Grouped in IEP groups with coteacher and on scores on MAP testing
Students’
Individual Needs
How will you Modification(s)/Accommodation(s):
modify or
differentiate the Differentiated groups and coteacher support as IEP groups rotate
experiences in your
lesson to meet
Rationale: Why is this modification/accommodation appropriate?
students’ individual
Students will rotate with whom they are on the same level with, so the teacher is able to
needs?
modify the rate and difficulty of lesson accordingly.
***Credit for this template belongs to Tennessee State University and Columbus State University.
