Learning-Focused Strategies Extending Refining Lesson Plan:
EATS
Name: Madi G, Avery R, James W, Sydney C. Date: Due in class: 2/27/19 Grade Level: 4th
Topic: Holocaust/Denmark in the 1940’s
ESSENTIAL QUESTION: Students will build their vocabulary using text from Number the Stars. Students will
What is the most important concept in
this lesson? What skills should the
students master?
What is the key question for this
lesson?
ACTIVATING
STRATEGY:
How will you activate your lesson, link
to prior knowledge. and promote
knowledge of key vocabulary words?
(Examples: KWL, word maps,
Wordsplash, etc.)
TEACHING
STRATEGIES:
What instructional strategies will you
use in your lesson?
(Examples: graphic organizer,
distributed guided practice, distributed
summarizing, collaborative pairs, etc.).
Context: Number the Stars by Lois Lowry
build an interactive notebook with words and images for the following vocabulary
words: frothy, exasperated, sneering, protruded, ruefully, and abruptly.
Students will be able to define vocabulary words through pictures and sentences using
the context clues in Number the Stars.
How can I use context clues provided in the text to help me determine the meaning of a
word?
We will begin the lesson plan by reviewing the following vocabulary words: frothy,
exasperated, sneering, protruded, ruefully, and abruptly. The teacher will introduce the
vocabulary words on the board and prompt the students, “Can someone take an educated
guess about the definition of the following word?” Students will attempt to use the the
new vocabulary words in a sentence with a small group. After the students collaborate,
we will begin building the interactive notebooks.
I do: The teacher will present the vocabulary words to the students and prompt them to
make an educated guess about the meaning of each word, “Can someone make an
educated guess about the meaning of this word?” The teacher will then model how to
define the meaning of a word using context clues. Finally, the teacher will show the
students how to build the interactive notebook they will be completing. The interactive
notebook will be a sheet of printer paper with 6 flaps for each vocabulary word (an
example will be provided below).
We do: On the overhead projector, the teacher will show where the word frothy in
Number the Stars is. She will ask students to use other words around frothy to determine
the meaning. Together, they will fill out the first flap of their interactive notebook.
You do: The students will be turned over to work with a partner and determine the
meaning of the remaining words. Upon completion of the interactive notebook, the
students will write a 3-2-1 as a way to summarize/demonstrate what they have learned
through the activity.
 SUMMARIZING After completing the interactive notebook, the students will produce a 3-2-1 ticket out
STRATEGIES: the door. The students will write three sentences using three of the vocabulary words.
The student will write two statements that describe what two skills they learned by
completing the task. Finally, the students will write one question that they still have after
How will students summarize what completing the activity.
they are learning during the lesson and
at the end?
(Examples: Ticket out the Door, 3-2-1,
etc.)
Answer the EQ.

REFLECTION
Prediction of how we think it will go,
more in depth later.
How well did the student grasp
concepts in this lesson? Will you use a
re-teaching strategy after this lesson?
After designing this lesson plan, I believe that creating an interactive notebook will be
an effective way to teach students vocabulary words and build comprehension skills.
The teacher will model how to build the notebook as well as use context clues to predict
the meaning of words. By providing a model, the students will have a solid
understanding of how to successfully complete the task.

https://www.scholastic.com/teachers/lesson-plans/teaching-content/number-stars-discussion-
guide/