Lesson Plan Format:

Teacher: Leanne Thiec Grade Level: Third

1 Content and Standards: CC.1.2.3.F Determine the meaning of
words and phrases as they are used in grade-level text, distinguishing
literal from nonliteral meaning as well as shades of meaning among
related words. C.C.1.2.3.J Acquire and use accurately grade-
appropriate conversational, general academic, and domain-specific
words and phrases, including those that signal spatial and temporal
relationships. C.C.1.3.3.I Determine or clarify the meaning of
unknown and multiple-meaning words and phrases based on grade-
level reading and content, choosing flexibly from a range of strategies
and tools.
2 Prerequisites: Students will need to know the definitions of the
specified words.
3 Essential Questions: What would happen next in the picture of
the boy with the bird on his head? How would you explain heaving to
someone? Can you describe a time when you have been part of an
activity that created a din? What do you think is wrong with the car?
Why do people write songs? Why do people consider four leaf clovers
to be lucky? What do you think the people in the car are thinking?
How can this problem be fixed? What codes do you already know
how to decipher?
4 Instructional Objective: Students will identify definitions and
match them with vocabulary words.
5 Instructional Procedures: (Before) [3 minutes] Agenda will be
written on the board. Students will be given scrap paper. I will read
a definition and they will write the vocabulary word on the paper and
hold up their answers. A word bank will be available on the board.
(During) [20 minutes] Students will be paired in partners. Partners
will have discussions and rotate through the ten stations of the
Robust Vocabulary Reinforcement Walk. A chime will be used to
indicate movement to the next post. Students will discuss the
questions. (After) [2 minutes] Two sentences will be written on the
board. Students will be given exit tickets to fill in the correct
vocabulary word. They will underline clues from the sentence that
helped them determine their choice. A word bank will be available on
the board for word choices.
6 Materials and Equipment: Robust Vocabulary Reinforcement
Walk Cards, scrap paper, chime, exit tickets
7 Assessment/Evaluation: Matching definitions and words with
hold up cards will be used. Correct use of sentence context clues to
properly place vocabulary words will be used. Participation will be
monitored.
8 VII. Differentiation: Individualized Activities: Switch A:
Students will complete activity with minimal examples. Switch B:
Students will complete activity with several examples. Switch C:
Students may need prompting and various examples.
9 Technology: There is no technology in this lesson.
10 Self-Assessment Teacher observation and student progress
monitoring will be continual. As students are completing work and
discussing, switch approaches may be adapted to meet the developing
needs. Also, considering mass misunderstanding will result in
clarification and possible reteaching.