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Teacher Candidate: William Blomquist and John Guercio Subject: Professional Development Grade Level:
Grad students Lesson Number: 1

Central Focus/Overall Goal: Students will be able to apply at least three vocabulary lessons to their own
classroom.

Learning Segment/Unit Language Function: Apply

State-adopted NYS Teaching Standard 3. Element 1

student academic Teachers use research-based practice and evidence of student learning to
content standards provide developmentally appropriate and standards-driven instruction that
motivates and engages students in learning.
Lesson 1. Students will be able to define word wizard, concept cube and graffiti
Objectives/Targets/ boards.
Goals
2. Students will be able to apply word wizard, concept cube and graffiti
edTPA requirement boards to their own classrooms.

1. Roster Check
Evidence
2. Exit slip

Common A common misconception is that all vocabulary strategies are useful in the
Misconceptions/ classroom. To address this misconception the teachers will use the hook to
Possible Student
Errors & How they will
show how ineffective poor vocabulary teaching can be. The teachers will then
be addressed model and have the students participate in, effective research bases
vocabulary strategies.
Procedure – Hook:
• To hook the students into the vocabulary strategy lesson the teacher will start
Label: Instructional with an ineffective vocabulary strategy.
method(s), learning
• The teacher will turn their back to the class and write a vocabulary word on the
tasks, modeling,
guided practice, board. The word is “Potentate” which means a monarch or ruler, especially and
scaffolding, autocratic one. Then the teacher will ask the students “who knows what this
independent practice, means?” The teacher will then have students take out their phones and look up
activities and/or other the definition.
• The teacher will then instruct the students to turn their papers over so they
cannot see the word, then ask them what the word is and what it means.
• The teacher will see how the students felt about that activity and ask them if
Label: Bell Ringer
they feel it is an effective strategy to use in their own classroom?
Also may be called:
anticipatory set, hook, • The teacher will then explain that this is not an effective strategy to teach
introduction, review, vocabulary in the classroom.
Do Now, Write Now, Introduction:
Silent Starter, warm- • The teacher will then introduce the agenda and objectives for the day. Which
up will be previously written on the board.
• The teacher will introduce each of the three activities for the day as effective,
research based vocabulary strategies that are used to teach the students and
have it stay in their long term memory (Academic Language introduced: Word
wizard, graffiti board and concept cube).
• The teacher will then transition into the first activity for the day.
Graffiti Board Activity
Label: Transitions • The teacher will then model the activity for the students on the board using the
word “Saftey” (modeling). During modeling the teacher will instruct the students
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Label:
Accommodations for
Learning Modalities
visual, auditory, and
kinesthetic
Label: Checks for
Understanding:
directions, and/or
content (formal or
informal)
Label: RBIS
Label: Evidence of
Cognitive Student
Engagement (CSE)
Label: Academic
Language
(introduced/practiced/
assessed)
Label:
21St Century Skills
Label: Adaptations/ Word Wizard
Accommodations for
diverse learning
needs (not required)
Label: Differentiated
Instructions (content,
process, and/or product
–ability/readiness) –only
required in 1 LP
Label:
Interdisciplinary Skills
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to work together as a group.
• The teacher will ask at least two students to repeat the directions for the
activity back to the class (CFU- Directions).
• To start this activity the teacher will break the students up into four groups.
This grouping will be based off of learning style. They will be grouped this way
to ensure they all have a similar goal when working on the board (inTASC 3j).
• The teacher will place a colored dot at the top of the page to ensure the groups
are separated based off preferred learning style. This data was collected from
the pre-assessment. (inTASC 7b) (inTASC 8a)
• In each corner of the classroom there will be a sheet on the wall with the same
colored dot that was on the top of their page. The students will be instructed to
go to the paper that matches theirs. The teacher will ask two students to repeat
the directions back to the class (CFU- Direction)
• The teacher will inform students to get into their groups.
• The teacher will supply the groups with the necessary materials: construction
paper, makers and other writing tools (inTASC 4g).
• The teacher will remind the students that prior to starting each of the students
must be heard on their thoughts on the vocabulary words (inTASC 3q).
• The teacher will inform the students that they have seven minutes to do their
graffiti board. Reminding the students that they should all participate at least
once (21st Century Skill- Collaboration) (inTASC 3o) (inTASC 7c) (Academic
Language Practiced: Graffiti board) (RBIS #1)
• As the students are doing the graffiti board the teacher will give the students
positive and corrective feedback on their graffiti board while using proximity
(inTASC 3p) (inTASC 8b)
• As the students are completing the graffiti board the teachers will do a roster
check to ensure that each student is successfully completing the assignment
(CFU- content, formal) (inTASC 3r).
• The teacher will inform the students when there is one minute left.
• Once the time is up, the teacher will use the “Red robin” method to gain their
attention.
• The teacher will then have the students share their graffiti boards with each
other. The teacher will then ask a member for each group how would apply this
in their classroom and to share with the class. (inTASC 8i) (inTASC 5o) (CFU-
content, informal)
• The teacher will transition into the next activity by having the students return to
their seats.
• The teacher will model the activity for the students using the word colony.
(Modeling). Once the teacher has finished modeling the teacher will ask at
least two students to repeat what needs to be done for this activity (CFU-
Directions) (Academic Language Practiced: Word Wizard).
• If the students do not understand the directions/activity the teacher will modify
the lesson to fit what the students need (inTASC 4f).
• The teacher will pass out the word wizard handout. In this activity the students
will be grouped based on content. The students will be matched using their
vocabulary words. Each student will have his or her vocabulary word pre-
written by the teacher on the bottom of the page.
• Students will be reminded that they are to work on their own work first,
developing their own images, examples and non-examples. Then they are to
share their work (inTASC 5f).
• The students will be instructed to get into their groups with the students who
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have the matching color dots. The teacher will ask two fstudents to repeat the
Label: Closure directions (CFU- Directions).
• Once they are in their groups the teacher will use the “class, yes” method to
gain their attention. The teacher will inform the students that they have five
minutes to fill out the word wizard work sheet.
• When students are completing this task the teacher will use a roster check to
ensure that each student is properly filling out the sheet (CFU- content, formal)
• The teacher will inform the students when there is one minute left. When the
time is up the teacher will use the “class, yes” method to gain their attention.
• The teacher will then have the students share what they have come up with
and how they will apply this strategy in their own classroom (inTASC 7a)
(inTASC 8h) (CFU- content, informal).
• The teacher will then transition into the final activity by having the students
return to their seats.
Concept Cube
• This is the only activity in which students will be working independently for the
remainder of the activity.
• The teacher will do this activity by first modeling it for the students using the
word student. The teacher will have the steps on the board as well as verbally
express them to ensure each student can understand what the activity is.
(inTASC 6r)
• The second teacher will make sure each student is paying attention to the
model rather then going ahead. The teacher will ask at least two students to
repeat the steps of the activity to the class (CFU- Directions)
• The teacher will then inform the students that they are to make the concept
cube themselves. They can use any content specific vocabulary they wish. The
teacher will give the students three minutes to do fill out their sheet. The
teacher will ask at least two students to repeat the directions back to the class
(CFU- Directions).
• During the students doing this activity, the teachers will do a roster check to
ensure that the students are properly doing this assignment (CFU- content,
formal) (Academic Language Practiced: Concept Cube). (inTASC 8e)
(RBIS#2)
• When the three minutes is up the teacher will encourage students to start
making their concept cube. The teachers will assist anyone who needs help.
They will have five minutes to make it.
• When there is two minutes left the teacher will inform the students. When the
time is up the teacher will use the “class, yes” method to instruct the students
to clean up and start the game.
• The teacher will ask students to pair up by content. Explaining that we will play
a game where they roll the dice and have to come up with the definition,
synonym and so on.
• If this process takes longer, we can use time planned for the self-assessment
to finish their concept cubes. (inTASC 10t)
Self-assessment
• The self-assessment will aim to have students define the activities that were
done in the lesson. The questions will also focus on the student’s comfort level
with the assignments and how this can be raised by setting goals and
modifications. (inTASC 6e)
• The teacher will give the students ten minutes to complete this. Once there is
two minutes left the teacher will inform the students. When time is up the
teacher will transition to the closure. (inTASC 8f)

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Closure
• The closure will be an exit ticket. The students will be given this ticket after the
self-assessment.
• The exit slip will ask the students to provide a description of the strategy as
well two examples of how they would use each strategy in their own
classrooms. Students will also be asked to provide at least one modification for
one of the strategies that would make that strategy reach all students. (CFU-
content, formal) (Academic Language Assessed: Graffiti Board, Concept Cube
and Word Wizard) (inTASC 6b)
• The students will be given the remainder of the time to do the exit slip
Formal Assessments

Name the assessment and describe the 1. Evaluation Criteria and 2. Feedback Method
purpose/what is being assessed
(include related objective(s))

1. Roster Check: 1. Evaluation Criteria:

Objective: 1. Students will be able to
define word wizard, concept cube and
graffiti boards.
Purpose: The purpose of this
assessment is to evaluate student
participation and understanding of the
strategies during the activities.
What is being assessed here is student
participation and if they can complete
the task for each activity.
2. Exit Slip:
Objectives: 1. Students will be able to
apply word wizard, concept cube and
graffiti boards to their own classrooms.
2. Students will be able to define word
wizard, concept cube and graffiti
boards.
The purpose of this assessment is to
evaluate how students describe and
apply these strategies in their
classrooms.
What is being assed with the exit slip is
how students describe and how they
would apply these strategies in their
classrooms.
Students will receive a maximum of two points.
They will receive one point if they copied down the
teacher definition as well as provided a definition
in their own words. Students will receive a point if
they used this week’s vocabulary in their writing,
verbal discussions and or other assignments.
2. Students will receive their feedback the next
day. This feedback will be motivational and aimed
at encouraging the students to participate more in
class. The teacher will give them examples on
how to do this (i.e. answering questions,
volunteering, etc.)
1. Students will receive a maximum ten points for
this exit slip. They will receive one point for each
correct definition of this strategy, one point for
each example they give of how they would use
this in the classroom and one point for a
modification.
2. Students will receive their feedback the next
day. This feedback will be mostly corrective
feedback that will fix the students definitions. The
feedback will also be positive feedback based off
of the way the students would use these methods
in their own classrooms.

Academic Language Academic Language: Graffiti Board, Word Wizard and Concept Cube
required for the lesson
Introduced:
How will the language be
introduced, practiced, &
The academic language will be introduced as research based vocabulary
assessed? strategies that are used to effectively teach students vocabulary so that it
stays in their long term memory. The teacher will provide students with a
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description of the terms verbally as well as have the descriptions written on

the board.

Practiced:
The academic language is practice when the students are participating in
the activities associated with the strategy. During the Graffiti board activity
students are practicing the academic language through non-linguistic
representation as well as collaborating as a group to form a stronger
understanding of the strategy. During the concept cube activity students
practice the academic language through the creation of a manipulative.
During the word wizard activity students have individual practice on their
assigned term then come together to teach their classmates about their
assigned vocabulary term.

Assessed:
The academic language is assessed with the exit slip. The exit slip asks students
to describe the strategy and give two examples of how they would use the
strategy in their own classroom and how they would modify the strategy so that it
can be used effectively for all students.
Instructional Resources/
Materials 3 Roster Checks
Self-assessment
Exit Slip
Poster Boards
Markers
Glue
Scissors
Word Wizard Handout
Graffiti board handout
Concept cube template
Research and/or Theory
Supporting Instructional RBIS #1 Graffiti Board Activity UDL (3.1 7.2) Graffiti board are a cooperative
Decisions (at least 2) engagement strategy in which students write or visually represent ideas about a
topic on a shared space in the classroom. Graffiti boards can help students
brainstorm and present prior knowledge, demonstrate logical reasoning or exhibit
comprehension of a topic.
RBIS # 2 Concept Cube UDL (5.1) Use multiple tools for instruction and
composition. Students are exposed to a new and exciting way to learn
vocabulary. They are able to construct their own type of cube using various
materials and they can use this cube to play games and learn vocabulary.
Include key instructional materials and assessments. Provide citations for materials that you did not create.

Formative Lesson Plan Template Hackett 2018 – includes practice for the edTPA Prompts/Language in blue are requirements from the edTPA Secondary Handbooks - Copyright © 2017 Board of Trustees of the Leland
Stanford Junior University. All rights reserved. Reminder: This information can only be used with candidates in programs and courses that are preparing students for the edTPA exam. All materials must remain secure.

Objectives, input, anticipatory set, guided practice, independent practice, checking for understanding, closure

Hunter, M. (1982). Mastery teaching: Increasing instructional effectiveness in elementary and secondary schools, colleges, and universities. Thousand Oaks, CA: Corwin Press.

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