Name:

Khalaf Alanazi

Date: 11/12/2015

Southwestern College-Teacher Education

Unit Planning Guidelines and Template with Lesson Plan format embedded

Unit Title: Academic Vocabularies

Grade level(s) ESL

Directions: Use the following template for unit and lesson planning. The unit planning components
are only done once for the unit-this includes all sections from Standards to Unit Outline. The
Lesson Plans sections are then copied and completed for as many lesson sessions as the unit entails.
In the space below, list standards that will be addressed in the unit. Use Common Core Standards for ELA and Math. Use state standards
for other disciplines.

ILOs:
1. Student will be able to speak and write in academic English.
2. Student will be able to identify the part of speech for a given word.
3. Student will be able to use vocabulary words in sentences appropriately (spoken and written?).
4. Student will be able to present academic speech or presentation.
5. Student will be able to make use of the context, to assist in determining the correct definition of the vocabulary word.
6. Student will be able to make use of the dictionary to choose the correct definition for the vocabulary word.
7. Student will be able to increase awareness of synonyms.
8. Student will be able to put vocabulary learning into practice in context/real world settings.
9. Student will be able to interpret lectures, news, documentary movies and academic journals to Arabic.
10. Student will be able to pass the test.
11. Student will be able to exempt a class of (English program for academic purpose) in the college.

What will student know, understand, be able to do as a result of this unit? (The nouns and verbs to be listed come from the
standards for the unit-select the key nouns/verbs or noun phrases that will focus the learning and instruction.)
Know (nouns)
Definition

List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this
context.

Academic vocabularies - the vocabularies that are traditionally used in academic dialogue and text.

Part of speech - traditional grammar classifies words based on eight parts of speech: the verb, the noun, the
pronoun, the adjective, the adverb, the preposition, the conjunction, and the interjection or it define how words

are used in a sentence

Synonym - a word having the same or nearly the same meaning as another in the language, as happy, joyful,

elated.
Definition - A definition is a statement of the meaning of a term (a word, phrase, or other set of symbols).
Sentence - (grammar) a set of words expressing a statement, a question, or an order, usually containing a
subject and a verb. In written English sentences begin with a capital letter and end with a period (.), a question

mark (?), or an exclamation point (!).

A presentation - a means of communication that can be adapted to various speaking situations, such as talking

to a group, addressing a meeting or briefing a team.

Dictionary - a reference book containing an alphabetical list of words with information about them.
Test - an assessment intended to measure a test-taker's knowledge.
Be Able to Do (Verbs)

List the verbs that are key learning

targets, then determine the cognitive
demand level (Blooms) with verbs in
context by highlighting the appropriate
box:

Understand
Speak
Write
Identify
Present

Level I

Level II

Remember
Memorize
facts,
definitions, &
formulas

Understand
Perform
Procedures

Level III
Apply
Demonstrate
understandin
g

Level IV

Level V

Analyze
Conjecture,
Generalize,
Prove

Evaluate/Creat
e Solve nonroutine
problems;
make
connections

X
X

Interpret
This standard means a student will know and be able to do(use your own student friendly words)

the student will be able to identify the definition of the word, the located in the sentence, and how can he/ she
pronounces it and. So, the student will be able to present an academic presentation or speech and interpret an academic
journal.
Essential Questions: What big idea question(s) focus this unit? Think: broad overarching question that can bridge subject
areas and units.-This unit wont end the learning on this question.(1 question is sufficient but definitely not more than 3.)

What are the benefits of academic vocabularies?

Does academic vocabularies have a profound effect on student comprehension of academic content? Why?
Unit Questions: Guiding, open-ended, unit-specific question(s) that help build understanding of the Essential Question. (insert
addition rows below if needed)

How many syllables in this word?

How can we pronounces the words?
What is the part of speech?
What is the synonym of this word?
Summary: In the space below, write a brief summary for the unit. Provide a concise overview of your unit explaining what is to be learned
and how students will attain the learning goals. Consider answering: Why is this unit/lesson needed? How will students benefit?
I will teach this unit to prepare students before starting their college life. They will increase their vocabularies by teaching those academic
vocabularies in conjunction with synonyms, part of speech, and how to use the words in sentences. They will be qualified to understand an
academic lecture, write academic paper, do presentation, and interpret an academic journal to their native languages. So they will keep
pace with their counterpart from native speaker students by short time.
Data analysis: What data do you have showing the need for this unit/lesson(s)? How does the data indicate differences in learner needs?
Data type: (standards review-looking at grade level before and after standards to get baseline and toward line; preassessment; previous unit work that connects to upcoming unit; informal assessment; student surveys)

Students data will be collected before starting this level because their Data will determine if
they deserve this level or not.
Data should meet one of the following:

Listening
( at least)

Speaking
(at least)

Grammar
(at least)

Reading
(at least)

Writing
(at least)

B-

B-

C+

Total
(at
least)
70%

Placement-test

65%

80%

80%

65%

70%

75%

TOEFL test(out of
120)
IELTS test(out of 9)

12

20

----------

16

63

4.5

5.5

----------

4.5

skill
requirement
Level 4

Analysis details: (What does the data you have tell you about this learning group in relation to the standards
selected for this unit of instruction/learning?)

Students should have adequate knowledge to be qualified to intend this course. To understand
and practice these kind of vocabulary, students should cover specific areas of English skills
such as grammar, reading, listening, speaking, and writing. This unite is not designed to nonEnglish speaker students (new students) because it will be difficult for them. Hence, students
should already learned all of English skills because these skills are requirements for this unit.
So, their data will tell me if deserve this level or not because their data will reflect their
understanding of these skills.
Assessment: How will you know students have learned? It is important to think about your assessment before planning lesson(s). How will the
student(s) demonstrate they have met the objective?
Formative Assessment should be conducted regularly throughout the lesson(s). Pre-assessment may be conducted prior to lesson(s). Assessment
may be informal-teacher observation, checklist, journal entry, practice tasks. It may
It may be a weekly test that include the whole list before I start teaching this list. So, the pre-assessment test will provide information
about each student background. For formative assessment, I will use two assessment methods (Matching and Fill in-the-blank questions
from Selected Response & Short answer items from Written response).

Summative assessment will generally be at the end of a unit or series of lessons on similar learning goals. be formal-written task, performance
task, paper/pencil or computer based quiz/test. You may come back and make adjustments to the assessments as you progress through planning
or even after teaching the lesson to ensure objectives, instruction, and assessment are aligned and students are meeting the objectives.
Performance Task(s):

Through what authentic performance tasks will students demonstrate the desired understandings?

A. Interpretation of academic English articles to Arabic language will be required.

B. Doing presentation by using these vocabulary will be required.

By what criteria will performances of understanding be judged?

Interpretation of academic English articles to Arabic language will be required.

Interpretati
on

does not
match with
text

a little
matching
with text

matching
and
covering the
whole text

Grammar

more than
five
grammar
mistakes

between 24 grammar
mistakes

matching
and almost
covering
the whole
text
no
grammar
mistakes

Organizatio
n

It is not
organized

It is a
little bit
organized

It is
organized

No
grammar
mistakes +
professional
ly using
right
Conjunction,
Articles, and
prepositions
Professional
paper

Doing presentation by using these vocabulary will be required

and
prepositions

Other Evidence:

Through what other evidence (e.g., quizzes, tests, academic prompts, observations, homework, and journals) will students
demonstrate achievement of the desired results?

Doing homework by using dictionary to figure out the meaning of words will help
students to profoundly learn the process of using dictionary and receive the
meaning.
Synonyms homework
Sentences homework

So, students will demonstrate their achievement and I will collect their progressive from
doing homework.

How will student reflect upon and self-assess their learning?

Playing cards game will let students assess them self. So, it will reflect their learning and
I will collect the evidence of their achievements.

Formative- Summative

There is a test which could be used twice Monday and Friday (same test will be used twice as formative
and summative)
This is a sample (example)

Students name. Date.. Score15

1- choose the correct answer:

acknowledge ( e ) a- to lose something or have something
taken away
briefly

( c ) b- to show something to the public

exhibit

( b ) c- for a short time

forfeit
being given it

( a ) d- to obtain something by buying or

acquire

( d ) e- to accept that something is true

2- Part of speech:
Gather ( V )
Hue

(n)

Oblige

(V )

Partisan ( adj )
Convincingly ( adv )

3- Write a sentence :
Sensible (adj) : I think that's a very sensible idea
Replenish (v) : to replenish food and water supplies
Quota

(n) : to get your full quota of sleep

Materials and Resources: In the space below, brainstorm any materials you might need to complete the lesson in your classroom. This
may include teacher and student books, guest speakers, technology, materials/supplies needed for demonstration and instruction or
needed by students to complete tasks, etc. As you continue to work on your lessons, you will likely add to this list.
abcde-

Oxford dictionary (electronic dictionary)

Pencil
List of words
Card games
Laptops

Unit Outline-Lesson Segments: Provide a brief description of each session in the unit sequence.
Session

Instruction and Learning Experience

1
2
3

Pre-assessment test-Examine words list- pronunciation-part of speech-ask questions-using lab-homework (definition)

Check and collect the homework-play cards game(definition)- synonyms list as homework- using lab
Check and collect the homework-review and set the closest synonyms- play cards game(definition+ synonyms)- sentences list
as homework
Check and collect the homework- presentation or interpretation(every two weeks)
Play cards game (definition+ synonyms+ part of speech)- doing test- second plan(based on the result of he test)

4
5
cont

Lesson 1
Lesson title: examine the academic vocabularies
Objective (s): student will learn how to use dictionary, how to identify the right definition,
what the part of speech is, and how to pronounce each word. Also, they should be prepared
and familiar with the following:

Students should have a list of words, pencils and their laptops that Oxford electronic
dictionary is downloaded on.
evaluation sheet (in the beginning of each week, I will give each student a sheet to
evaluate their needs such as the time of class, the method of teaching, the teacher, and
what they suggest).
Asking question will be a part of participation.
The same list will be as homework.

Assessment:

Monday and Friday, in the beginning of class, the students will have an assessment test
which includes all of the words that on the list.
Homework.
Playing cards game of definition.
Doing presentation.

Meeting the needs of various learners/accommodations:

I will meet the students needs with these assessments. So, I will determine their levels,
background and the differences between them. This is going to help me to lead the whole
class.

Students who are struggling readers may face problem with polysyllabic words. I provide
new a strategy which called DISSECT one of to help them to decode the word and read it
correctly. ( DISSECT, a word identification strategy )
For gifted students, they will using Lab to start their homework. During this time, I will
working with struggling readers. When I make sure that each students can pronounce
the words correctly, the gifted students will help to teach them how to use Oxford
dictionary.

Instructional Plan- after detailing each plan component, indicate the approximate time
allocated to carry out that part.
Opening:
Ask them questions that engage them and reflect the importance of the list.
For example:

What Is Academic Vocabulary? (The Common Core State Standards (CCSS) define
academic vocabulary words as the words that are traditionally used in academic
dialogue and text.)
Why Is Teaching Academic Vocabulary Important? (in each skills of English)
What are the differences between Tire1, Tire2, and Tire3 words?

Instruction:

I will explain the instruction of the list and how its related to the dictionary
For example

Vocabulary
Word def#

Part of speech
n-v-adj-adv

Definition
From the dictionary

The number of the word in

the dictionary

Noun- Verbadjectiveadverb

Using pictures to explain words

I will let them ask.

Practice:

I will read each word outlawed and students will repeat it with me.
I will show them on the board how many syllables that each word has. Then we will start
doing syllables together
I will send them to the lab to start their work, if they do not finish their work let them
complete the list as homework.

Closing;
In the rest of class time, I will let the students start doing their homework and I will help
them if they need.
After Assessment:

o I will know if the students need help or not.

I plan to correct their homework and give them opportunity to redo it again.
Help them with their presentation before the due date.

Lesson 2

Lesson title: synonyms

Objective (s): student will learn how to find and receive the closest synonym for each word

Student will have a list to find synonyms

Pencils and laptops that Oxford electronic dictionary is downloaded on.
Asking question will be a part of participation.
The same list will be as homework.

Assessment:

I will give them a list of same words then they will start looking for the closest
synonyms.
Playing cards game of synonyms.

Meeting the needs of various learners/accommodate

Students who could not find closest synonyms should get some help by two ways

Teach them how to find synonyms by giving them some specialist websites.
Allow them to get the synonyms from Oxford dictionary.

Gifted students will be allowed to help their classmates, or start play cards game.

Instructional Plan- after detailing each plan component, indicate the approximate time
allocated to carry out that part.
Opening:

Aske question and explain the importance of synonyms on all of English skills.
For example:

Why synonyms are important?

1. To be able to understand what you hear and read,
2. So you don't have to use the same words all the time
3. Because it's fun
4. Increase your English fluency
(http://peoplelikehotdogs.blogspot.com/2011/09/why-synonyms-are-important.html )

Instruction:

The list will be described

W
o
r
d

P
ar
t
of
sp
e
ec
h

At least two synonyms

Make sure
that synonym
will be more
common,
which is
commonly
used by people, and has same part of speech ( some words are not used nowadays)
I will let them ask me questions.
Start looking for synonym together

Practice:

They will start looking for synonyms

I will let them read the synonyms loudly.

We will correct synonyms together as a whole class
Playing cards game that related to synonyms

Closing;
In the rest of class time, I will let the students start doing their homework and I will help
them if they need.
After Assessment:

Based on playing cards game and doing their homework, I will know what my students need. If
they are doing well, I will keep the same instruction. If there are some students who need
help, I can give them the synonyms directly. This is going to help me to control the class, and
no students will be left behind.

Lesson 3
Lesson title: writing sentences
Objective (s):
Student will write a sentence about each word

Student will a list of words and write sentence for each word
Pencils and the list.
Asking question will be a part of participation.
The same list will be as homework.

Assessment:

They will take the same assessment test, the assessment includes a section of
written sentences.
They will interpret an academic paper, which includes these words, to Arabic.

Meeting the needs of various learners/accommodations:

Students who have grammar mistakes will be taught some grammars that they
need and reviewed the part of speech.
Students who are gifted will have opportunity to use the internet to listen or read
academic articles from some academic website such as news, Ted talks, or national
geography. They will be free to use the topic.

Instructional Plan- after detailing each plan component, indicate the approximate time
allocated to carry out that part.
Opening:
Ask question and review the importance of writing an academic paper.
For example:

Why is a Strong Vocabulary Important in writing?

Are long words necessary?
What about industry-specific words?
How can we find the right words that can support the sentences?

I will read this paragraph to my students ( http://www.time4writing.com/writingresources/vocabulary/ )

Every good mechanic has a toolbox full of tools. Some tools are used more than others,
but everyone has a specific purpose. In much the same way, writers have a toolbox.
This toolbox is constantly growing and is filled with items like grammar, punctuation,
and capitalization rules; figurative language; rhyme; rhythm; and vocabulary. Just as
really good mechanics can pull out the right tools to make a good engine even more

powerful, good writers can pull out the right tools at the right time to make good writing
even more powerful. One tool that can power up your writing is a strong vocabulary.

Instruction:

I will start explain the list

Part
Wor of
Your own sentence
d
speec
h

Encourage students to use their on sentences

How to use the word and its location on the sentence by reviewing the part of
speech.
Start doing their homework.

Practice:

Closing;

Doing homework
Interpret papers

In the rest of class time, I will let the students start doing their homework and I will help
them if they need.
After Assessment:
Based on the homework and the paper that they interpret, I will know if some students need help
or not.
There are some alternative plans such as using Google translation, copy the sentences of the
dictionary, and get some help from each other.
(continue as needed by copy/pasting headings for additional lesson plans)