I wrote the following lesson plan to be used as part of an ongoing vocabulary unit that lasted over the course of six-weeks. Everyday the students would work on a new academic vocabulary term. They were each given a vocabulary book consisting of photocopied pages of the Frayer Model. The students were given a pre and post test to monitor their growth. The students played vocabulary games to reinforce the new vocabulary terms they were learning.
Subject: Vocabulary Grade: 9-10 Lesson Topic: Vocabulary
1. Introduction:
IEP Goal:
By [date], [name] will determine the meaning of words and phrases as they are used in the text, including both literal and figurative meanings with support, as measured by curriculum based assessments, student work samples, or oral assessments on __ out of __ trials with __% accuracy.
By [date], [name] will determine the meaning of words and phrases as they are used in informative text, including technical meanings and analyze the impact of specific word choices on meaning with support, as measured by curriculum based assessments, student work samples, or oral assessments on __ out of ___ trials with __% accuracy.
Content Standards:
CCSS.ELA-Literacy.L.9-10.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-Literacy.RI.9-10.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Focus Learners:
This lesson is intended for small group of students in the resource classroom. All the students in the group are struggling readers and have IEP’s with transition goals and most of them have writing goals as well. Today’s classrooms contain a high percentage of ELL learners; therefore, the lesson incorporates SDAIE and GLAD techniques such as frequent checks for understanding and interactive strategies. The student’s disabilities and learning styles vary; therefore, the lesson incorporates many different techniques effective for learners of all modalities. This is a comprehensive lesson intended to be broken up into smaller lessons over the course of a week; or as long as needed for students to complete the writing task.
Identify Bridges from Past Learning:
We will review previous skills necessary to being able to successfully learn the new skills being introduces. The skills differ for each of the daily lessons below.
2. Learner Outcome(s)/Objective(s):
Students will be able to have a clear understanding of specific academic vocabulary words.
Rationale:
Students need to develop strategies and vocabulary skills to understand unfamiliar vocabulary words and to comprehension what they are reading.
3. Pre-assessment Activity:
Vocabulary:
I will ask students what strategies they use to understand words they do not understand when they are reading.
We will write down these strategies on the board.
4. Differentiation, Adaptation & Accommodation Strategies:
Strategies
SDAIE Strategies: Checking often for understanding and working as pairs to discuss material are effective SDAIE strategies.
Marzano’s Vocabulary Instruction: This is a six step process to teaching students how to understand the meaning of words that they do not understand.
Rationale:
Students are able to grasp concepts if they are presented in a multi-modality approach. Verbalizing what they have learned and working in pairs are effective multi-modality strategies.
Students need to have strategies, as well as knowledge of specific academic vocabulary to help them fully understand text, and to increase their vocabulary knowledge.
5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level)
· White board
· Different colors of white board markers
· Plain Paper
· Pencils
· Frayer Model for vocabulary
Rationale:
A variety of tools are necessary to successfully teach the lesson. All materials should be prepared and accessible so the lesson delivery is uninterrupted. The tools will assist students with learning new concepts and skills.
6. Learning Activities:
Review the Frayer model for vocabulary instruction with students.
Go over each section and what those sections contain.
Introduce the word for today organize.
Ask the students to look up the definition on their Chromebook or phone. Write the definition up on the board.
Then have students look up pictures of what represents the word on their Chromebook or phone. Discuss the different pictures students found.
Have students pick a picture that they choose and feel helps them understand the word clearly. Have them draw this picture in the box for facts/ characteristics.
Discuss with the class how the word applies to their own life. Have them describe how the word would be represented in their own life. Once they have discussed have students pick a situation and draw it in the box as an example.
For a non-example discuss what the opposite of their picture would be and have them draw it.
Rationale:
Direct instructional strategies that incorporate GLAD and SDAIE strategies are interactive and allow students access to the curriculum in the learning modality that is best for students. These strategies include cooperative learning, highlighting, making connections to prior knowledge, frequent checks for understanding, as well as interactive vocabulary development and dialogue.
7. Learning Activities: Guided Practice/ Collaborative Practice
The learning activities are embedded within the direct instruction in this lesson.
Rationale:
Students need to practice skills that are taught during direct instruction to ensure understanding. Guided practice enables the teacher to work with students to identify any misconceptions or misunderstanding of the material and correct it. Using SDAIE strategies, such as frequent checks for understanding, and graphic organizers during guided practice helps students feel comfortable asking question and taking control of their own learning.
8. Independent Practice:
Students will later work independently when completing assignments that contain the work organize. They will also play a vocabulary game with their peers later in the week that will help them practice the meaning of the word and other words they have learned.
Rationale:
Allowing students to practice in pairs helps them discuss and practice the skills and concepts taught by the teacher. Discussion is a very effective way for students to anchor their learning, so they can build on it when learning new skills. Independent practice helps students take the new knowledge they just learned and apply it.
9. Assessment and Evaluation:
The assessment for this lesson will be their Frayer model packet that contains all the vocabulary words they have learned before.
Rationale:
An informal assessment of these skills would give me enough information to know if students have grasped the concept or need re-teaching. I do not feel a formal assessment for these skills in necessary.
10. Closure:
This concept will need to be reviewed often. I think reviewing what students felt was good about the strategy and if they have any questions would be a good review of the concept. Talking as a group would be helpful and a good closure to this lesson.
Rationale:
Reviewing lessons as a group helps students synthesize information and put the pieces together verbally and in an auditory way. It also gives students an opportunity to ask questions and clarify any misconceptions they have.
Student Work Sample:
Subject: Vocabulary Grade: 9-10 Lesson Topic: Vocabulary
1. Introduction:
IEP Goal:
By [date], [name] will determine the meaning of words and phrases as they are used in the text, including both literal and figurative meanings with support, as measured by curriculum based assessments, student work samples, or oral assessments on __ out of __ trials with __% accuracy.
By [date], [name] will determine the meaning of words and phrases as they are used in informative text, including technical meanings and analyze the impact of specific word choices on meaning with support, as measured by curriculum based assessments, student work samples, or oral assessments on __ out of ___ trials with __% accuracy.
Content Standards:
CCSS.ELA-Literacy.L.9-10.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-Literacy.RI.9-10.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Focus Learners:
This lesson is intended for small group of students in the resource classroom. All the students in the group are struggling readers and have IEP’s with transition goals and most of them have writing goals as well. Today’s classrooms contain a high percentage of ELL learners; therefore, the lesson incorporates SDAIE and GLAD techniques such as frequent checks for understanding and interactive strategies. The student’s disabilities and learning styles vary; therefore, the lesson incorporates many different techniques effective for learners of all modalities. This is a comprehensive lesson intended to be broken up into smaller lessons over the course of a week; or as long as needed for students to complete the writing task.
Identify Bridges from Past Learning:
We will review previous skills necessary to being able to successfully learn the new skills being introduces. The skills differ for each of the daily lessons below.
2. Learner Outcome(s)/Objective(s):
Students will be able to have a clear understanding of specific academic vocabulary words.
Rationale:
Students need to develop strategies and vocabulary skills to understand unfamiliar vocabulary words and to comprehension what they are reading.
3. Pre-assessment Activity:
Vocabulary:
I will ask students what strategies they use to understand words they do not understand when they are reading.
We will write down these strategies on the board.
4. Differentiation, Adaptation & Accommodation Strategies:
Strategies
SDAIE Strategies: Checking often for understanding and working as pairs to discuss material are effective SDAIE strategies.
Marzano’s Vocabulary Instruction: This is a six step process to teaching students how to understand the meaning of words that they do not understand.
Rationale:
Students are able to grasp concepts if they are presented in a multi-modality approach. Verbalizing what they have learned and working in pairs are effective multi-modality strategies.
Students need to have strategies, as well as knowledge of specific academic vocabulary to help them fully understand text, and to increase their vocabulary knowledge.
5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level)
· White board
· Different colors of white board markers
· Plain Paper
· Pencils
· Frayer Model for vocabulary
Rationale:
A variety of tools are necessary to successfully teach the lesson. All materials should be prepared and accessible so the lesson delivery is uninterrupted. The tools will assist students with learning new concepts and skills.
6. Learning Activities:
Review the Frayer model for vocabulary instruction with students.
Go over each section and what those sections contain.
Introduce the word for today organize.
Ask the students to look up the definition on their Chromebook or phone. Write the definition up on the board.
Then have students look up pictures of what represents the word on their Chromebook or phone. Discuss the different pictures students found.
Have students pick a picture that they choose and feel helps them understand the word clearly. Have them draw this picture in the box for facts/ characteristics.
Discuss with the class how the word applies to their own life. Have them describe how the word would be represented in their own life. Once they have discussed have students pick a situation and draw it in the box as an example.
For a non-example discuss what the opposite of their picture would be and have them draw it.
Rationale:
Direct instructional strategies that incorporate GLAD and SDAIE strategies are interactive and allow students access to the curriculum in the learning modality that is best for students. These strategies include cooperative learning, highlighting, making connections to prior knowledge, frequent checks for understanding, as well as interactive vocabulary development and dialogue.
7. Learning Activities: Guided Practice/ Collaborative Practice
The learning activities are embedded within the direct instruction in this lesson.
Rationale:
Students need to practice skills that are taught during direct instruction to ensure understanding. Guided practice enables the teacher to work with students to identify any misconceptions or misunderstanding of the material and correct it. Using SDAIE strategies, such as frequent checks for understanding, and graphic organizers during guided practice helps students feel comfortable asking question and taking control of their own learning.
8. Independent Practice:
Students will later work independently when completing assignments that contain the work organize. They will also play a vocabulary game with their peers later in the week that will help them practice the meaning of the word and other words they have learned.
Rationale:
Allowing students to practice in pairs helps them discuss and practice the skills and concepts taught by the teacher. Discussion is a very effective way for students to anchor their learning, so they can build on it when learning new skills. Independent practice helps students take the new knowledge they just learned and apply it.
9. Assessment and Evaluation:
The assessment for this lesson will be their Frayer model packet that contains all the vocabulary words they have learned before.
Rationale:
An informal assessment of these skills would give me enough information to know if students have grasped the concept or need re-teaching. I do not feel a formal assessment for these skills in necessary.
10. Closure:
This concept will need to be reviewed often. I think reviewing what students felt was good about the strategy and if they have any questions would be a good review of the concept. Talking as a group would be helpful and a good closure to this lesson.
Rationale:
Reviewing lessons as a group helps students synthesize information and put the pieces together verbally and in an auditory way. It also gives students an opportunity to ask questions and clarify any misconceptions they have.
Student Work Sample: