Teacher Candidate

Name:

Hattie Zinter, Molly Hirsch, Breanna Hauge

Grade Level:

5th

Subject:

English/Language Arts

Date:

Wednesday, October 12, 2016

Millicent Atkins School of Education: Common

Lesson Plan Template
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson:

6.R.I.4
Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings.

List the Learning Objective(s) to be addressed in this lesson. Use the

following format: Students will be able to

Students will be able to understand the meaning of the words we introduce

and understand how to use them in a sentence.

Describe how the objective is relevant to students lives.

Understanding and applying vocabulary is a vital connection that students

will need to make throughout their education as well as in their everyday
life.

List the words relevant to the content area that you will either introduce
and/or review during your lesson.

Anxiety, Civilization, Remnants, Bristled, Territory, Vixen, Mimicking,

Bureau, Slaughter

List the materials you will need to teach the lesson.

Expo Markers, White Boards, Paper & Writing Utensils for Anchor Chart

ASSESSMENT
Pre-Assessment: Describe the instrument or process you will use to
measure students level of understanding toward the learning objective(s)
prior to teaching the lesson.

The teacher will do a verbal question and answer of the definitions of each
word with the students.

APPENDIX: Include a blank copy of the lesson pre-assessment. (if

applicable)
Is your pre-assessment included at the end of this lesson plan?

Describe the timeline as to when you plan to administer the preassessment?

(Recommended timeline is a minimum of two days prior to teaching your
lesson).

The pre-assessment can be done while the teacher is reading the book that
contains the vocabulary words as she comes across the words. So if the
teacher reads the chapter/chapters containing these words on a Monday,
she can stop at these words and provide a brief definition to the students
and then on Wednesday she can teach the lesson on these words.

Create and insert a table/chart/graph that shows the pre-assessment data

results. (if applicable)

Insert an image of your table/chart/graph here.

Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives,
instruction, and post-assessment.

The students may or may not know the definitions of the vocabulary words
and this will give the teacher an idea of comprehension. This will also give
the teacher an idea of the time needed to spend on each word and will
help us get a rough idea for how thoroughly one word may need
explaining.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment

you will use to measure students level of understanding toward the learning objectives after
teaching the lesson.

Is your post-assessment included at the end of this lesson plan?

APPENDIX: Include a copy of a Key/Product (completed by you, the teacher) which

provides a model of the desired outcome.

Is your key included at the end of this lesson plan?

TECHNOLOGY
Describe the instructional and/or assistive technology that you plan to
incorporate into the lesson to enhance instruction and student learning.

N/A

ACCOMMODATIONS
Describe the accommodations/differentiation/modifications you will use to
meet the needs of all learners and accommodate differences in students
learning, culture, language, etc. * Be sure that these accommodations are
based on what you identified/described in your contextual information
(Task I).

We will have prior knowledge to any individual IEP that we may need to
know about in order to offer the best instruction and teaching to each
student.

MANAGEMENT
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged
throughout the lesson.

Our classs attention will be held by showing that we are excited about our
lesson that were introducing to the class. We will teach explicitly by
involving the entire class with our white-board project.

LESSON IMPLEMENTATION
I Do
(Teacher introduces lesson and models expected outcome of
learning objectives)
Describe how you will activate student interest and present the learning
objective in an engaging way (this is your lesson opening).
We will introduce the words first by using a fun and vibrant anchor chart
that will grab their attention and keep their eyes at the front of the class.
We will also discuss with them that theyve already read these words in the
book Pax with their teacher. We will communicate throughout the
classroom with choral responses so that the entire class is involved and
engaged.

Describe how you will communicate (to students) how the objective is
relevant to their lives.
We will explain to students how important it is to understand vocabulary to
enhance their own personal vocabulary and how it will help them in and
outside of school.

Describe what instructional strategies you will use to

model/explain/demonstrate the knowledge and skills required of the
objective. (cite theories/theorists)
We will explicitly teach the words and definitions to our students by
providing easy-to understand definitions that will make sense to them and
hopefully be memorable. We will use Think Pair Share by asking the
students to discuss if they remember noticing these words in their book

that they are reading with their teacher (Pax), this will be a short class
discussion limited to only a few minutes (2 or 3 min.)

Describe how you will check for students understanding before moving on
to guided practice.
We will check for students understanding by reviewing the definitions with
the class and have the students give us the definitions after weve
explained them to the class.

We Do
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to
practice the skills and content needed to meet the learning objective(s).

We will include the class in a discussion and ask them, for example, What
word is similar to mimicking? Copying? Imitating? By introducing
synonyms to the students this may build their understanding for what the
words mean.
We will also have them act out some of the the vocab words in pairs.
(Anxiety, mimicking, territory, vixen). For mimicking, students will mimic
each other, ect. We will ask if any groups want to share their
demonstrations of the word.
Describe how you will check for students understanding before moving on to independent
practice.

Before moving on to independent practice we will assess the students

understanding with group discussion and choral responses such as, Okay
students so if I am mimicking somebody I am doing what? If the class is
engaging in the conversation and seems to be fluidly moving through the
lesson we will continue, if not we will touch on the definitions a little more.
You Do
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills
required by the lesson objectives? (this is the post-assessment)

To assess the students independent knowledge of their vocabulary words

we will incorporate the whiteboards in their classroom. We will give a

definition verbally to the students and have them write down what word
they think best fits the definition on their whiteboard.

APPENDIX: Include a blank copy of your post-assessment.

Is your BLANK COPY of the post-assessment included at the end of this
lesson plan?

Lesson Closing
Describe how you will reemphasize the lesson objective and any
skills/content that were taught in an interactive manner (whole/small
group, etc.).
First, we will tell them how great it was to be able to come into their classroom! It
was a great experience to be able to teach a lesson to them. Then we will go over
the words as a class to review what the students learned (say it together, which
words means to imitate, etc) while looking at the anchor chart one last time. Also,
we will point out that the vocab words will more than likely continue to be
throughout the book, so pay attention to those words!

ANALYZE
(This portion may only be done after the post assessment is
collected/scored.)
Describe the results of the Post-Assessment and be sure to address the following:
Students progress from pre-to-post assessment. (if applicable)
Factors that may have influenced the post assessment results.
How the results of the post assessment highlight what areas of the lesson

will require re-teaching (if any).

If applicable, insert a table/chart/graph (below) that shows the post-assessment data
results. If you used the same document for both the pre and post assessments, it is strongly
encouraged that you show the comparison.

Insert an image of your table/chart/graph here.

Description:

REFLECT
List and describe two things you feel you did well to plan, implement, or assess instruction
(successes).

1.
List and describe two things you feel were challenges during the planning, implementation
and/or assessment of the lesson.

1. Knowing we didnt have very much time to teach these nine vocab words
put a little bit of weight on our shoulders because of our little classroom
experience. Trying to decide which techniques and tactics were the most

time-efficient was difficult and challenging.

2.

List and describe two ideas for redesign you would make if you were to teach this lesson
again.

1. Allow more time for teaching the overall lesson plan. It is difficult to involve
group discussion/games in a 20 minute time span.