Name: Hannah Broder

Lesson # 1 of _1_ Title of Unit and Lesson: Wordly Wise

Duration of Lesson: 20-30 minutes Grade Level(s): 4th GATE/Seminar Subject(s):
Literacy/Spelling/Vocab
[Plan 3-5 consecutive literacy lessons. Lesson plans should be detailed enough that a substitute teacher could implement them. Each lesson plan should be no more than
4 pages. Provide citations for all materials you did not create. List citations by lesson number at the end of Planning Commentary.)

Central Focus of Unit: The central focus should support students in developing an essential literacy strategy and the requisite skills
for comprehending or composing text in meaningful contexts. The content focus addresses what you want your students to learn
about the topic (content knowledge). All your lesson plans should address this central focus. Consider: What do you want your 
students to learn? What are the important understandings and core concepts you want students to develop?
Essential Literacy Strategy Focus: Students will test their knowledge of a given set of 15 vocabulary words in
a structured game/conversation.

Related Skills (skills that support the use of the strategy): Engage in a structured conversation about the
meaning of the provided list of words.

Content Focus: To be able to pronounce the word, recite the word’s part of speech, and provide one or more
definitions of their given Wordly Wise words.

Standards: List CCSS and/or relevant state-adopted content area standards. Include the number and text of each standard that is
being addressed. If only a portion of a standard is being addressed, then strike though the portions that are not relevant.
CCSS L.4.2a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a
word or phrase.

CCSS L.4.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined,
stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when
discussing animal preservation).

Instructional Learning Objectives: Objectives are what  Assessments: How will students demonstrate their learning? List
students will be able to do as a result of this lesson. These  the formal/informal assessments used to monitor student learning
objectives will directly support and align to the Central Focus.  of each objective.
They should also align with standards, instructional activities, 
and assessments.  Write objectives using clear, measureable 
terminology. 
Students will learn a list of vocabulary words and their Formative assessment: students will engage in a
meanings. conversation about the meaning of the words and be
asked to provide detail about the vocabulary words.
Students will participate in a debate/conversation Formative assessment: by coming to the front of the
about the proper use of the words. class and providing their argument about the meaning
of the words.

Language Function and Demands: Consider the importance of speaking/listening/reading and/or writing as a part of all learning. Make sure you provide
students with opportunities to practice using the language function in ways that support the essential strategy.
Language Function: Identify at least one language function Additional Language Demands: Identify additional language
essential for students to develop and practice the literacy strategy demands required to achieve the objectives. Address vocabulary
within your central focus. This language function should be or key phrases. Also, address syntax or discourse.
derived from the objectives.
Public speaking Definition
Word meaning awareness Part of speech
Debate

Resources and Materials: List all resources and materials necessary to complete this lesson. Submit key instructional materials (no
more than 5 additional pages per lesson plan).
Wordly Wise worksheet and word list
Smart Board
Flip chart (pre-made on Smart Board program)
Buzzers
Pencils (one per student)

Student Prior Knowledge: Describe the knowledge, skills, personal/cultural assets your students already have related to the
instructional learning objectives, language expectations, and activities of this lesson. What do they know? What can they do? What
are they still learning to do? Make clear connections to their skills and knowledge.
Students are given their new Wordly Wise words at the beginning of each week. They engage in this game to
assist with their learning of the words and their definitions. The majority of the game is student-led, as they
have been playing the game for over a year now. However, the teacher is there to facilitate the conversation
and ensure the flow of the game is continuing forward.

Instructional Strategies and Learning Tasks to Support Student Learning: Describe lesson procedure in sequential and detailed steps. Design instructional 
strategies, learning tasks, and assessments that will support student learning and language use. Consider how your teaching is supported by research and theory.

Introduction/Anticipatory Set: How will you introduce the lesson to students? How will you build on their prior learning or knowledge?
Transition from Previous Activity: How Before we begin the game, the students will be give about 10-15 minutes to study their
will you transition students from the prior new list of 15 words. This will be silent study time where the students may use
activity/learning to this lesson? How will whatever techniques desired to study the word list. The activity will be happening at
you incorporate or build on students’ prior the very beginning of the day.
knowledge? (Review.)
Hook/Purpose for Learning: What The students receive their homework packets on Monday morning, at
experiences/backgrounds and/or interests the start of class. The packets will include this Wordly Wise list.
do students bring that could be used to
excite students to the activity? How will you
Students know that they will have time to study the words and then the
set learning expectations for your students? game will begin.
(Introduce)

Focused Instruction (Modeling): How will you present/teach the content and skills to your students?
Briefly go over the purpose of the game and explain the rules to make sure everyone is on the same page.
Teacher will explain that 15 words are hidden behind a box (on the Smart Board program) and one student will
go up to the front and pull words out one at a time. The students are divided into table teams (Rancheros,
Conquistadores and Missionaries) and each team will have a buzzer. When the word is pulled out, one student
from each team will press the buzzer if they can correctly give the part of speech and definition. The other
students will then have an opportunity to contest the answer if they think it is wrong or if they can give another
definition.

Differentiating/Scaffolds – Refer to Context for Learning. How will you further support students who need more instruction beyond what you just provided? How 
will you differentiate instruction for specific groups or individuals? (IEPs/504 plans/English Learners/Struggling Readers/Underperforming Students/Gifted Students)
Students will have adequate wait time to think of their answer before prompted to use the buzzer.
Students have been strategically placed in the classroom, some closer to the front, some with helpful table
partners who can assist with questions throughout the activity.

Guided Instruction/Practice: How will you provide student opportunities to practice what you taught in a supportive and
collaborative learning environment?
The game will begin with one student as the “host”, who will be in charge of revealing the words to the class.
When a student rings the buzzer, they then must go to the front of the room and state the part of speech and
definition of the word to the class. If someone disagrees, they are invited to state why. If someone can provide
another definition to the word, they are invited to the front to present as well. The teacher is there to facilitate
the activity and make sure the students are staying on task and being respectful when contesting each other.

The teacher also has another worksheet with some questions on it that can be read aloud as an extra challenge
if the game is slowing down.

Differentiating/Scaffolds – Refer to Context for Learning. How will you further support students who need more instruction beyond what you just provided? How 
will you differentiate instruction for specific groups or individuals? (IEPs/504 plans/English Learners/Struggling Readers/Underperforming Students/Gifted Students)
Struggling students/IEPs: Teacher can strategically match students up with students of their level to make sure
the competition is fair. Each student will have a chance to speak and use the buzzer.

Independent Practice: How will you provide students opportunities to master what you taught them?
If time permits, after all of the words have been quizzed, students will have an opportunity to work in their
Wordly Wise notebooks. They may complete one of the corresponding worksheets about the current week’s
words as added practice.
Differentiating/Scaffolds – Refer to Context for Learning. How will you further support students who need more instruction beyond what you just provided? How 
will you differentiate instruction for specific groups or individuals? (IEPs/504 plans/English Learners/Struggling Readers/Underperforming Students/Gifted Students)
Gifted students: There are multiple worksheets to be completed as homework, so for the students that finish
one early, they will be allowed to move forward onto their homework assignments.

Closure: How will you bring closure to this activity/lesson? How will you transition students to the next activity?
The closure of the lesson can end with the teacher prompting the students to share their favorite word from the
list and to remind students to keep and eye out for the words during the week because for every Wordly Wise
word they find on their own they get a dollar (class currency).