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UNION UNIVERSITYS LESSON PLAN FORMAT

(Template available at http://www.uu.edu/programs/epp/resources/)


Revised Summer 2014

Name Samantha Konstantin


Date April 6, 2017 Grade/Subject Third/ Vocabulary

TENNESSEE ACADEMIC STANDARD (S):


CCSS.ELA-LITERACY.L.3.4
Determine or clarify the meaning of unknown and multiple-meaning word and phrases based
on grade 3 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-LITERACY.L.3.6
Acquire and use accurately grade-appropriate conversational, general academic, and domain-
specific words and phrases, including those that signal spatial and temporal relationships
(e.g., After dinner that night we went looking for them).

GOAL (S):
Students to recognize academic language
Students get exposure to academic language
Students to choose an activity that helps them develop their academic language
development

LEARNING OBJECTIVES, ASSESSMENT, AND THINKING:


Level of
What measurement
Thinking in
criteria will be used
Formative or Blooms
Learning Objectives to assess the
Summative Taxonomy OR
(stated behaviorally) objective?
Assessment? Webbs
(minimum of 3 for
Depth of
the lesson)
Knowledge
TLW identify the Score on Quizlet Live formative Comprehension
matching definitions Game/ Student response Creating
of their vocabulary during discussion Analyzing
words
TLW apply their Student exit ticket formative Comprehension
knowledge of Creating
vocabulary words in Analyzing
different tasks
TLW choose two Student work on choice
formative Comprehension
vocabulary tasks and board Creating
complete the two Analyzing
task they choose.

WHAT IS THE IMPORTANT THING? : Students recognize definitions of their vocabulary


words

PRIOR KNOWLEDGE/SKILLS: Familiarity with math terms

INSTRUCTIONAL PROCEDURES:
Lesson Opener (5 minutes)
o Attention-getter: Ask students to clear off their desks
o : Hook Tell students they are going to play Quizlet live!

o Bridge (relate to past learning) Allow students to look at words and ask
volunteers to provide their own definitions or the ones given to the 12
different academic terms.

Development of concepts and/or skills


o Step-by-step Explanation (include planned questions, differentiation,
technology integration
I DO- The teacher reads each vocabulary word to the students and
the definition
The teacher writes the words on the Promethean Board
The teacher asks students about their familiarity with each of the 12
math terms.
We do- The teacher asks if anyone can connect these words to their
previous learning, or other experiences.
Have students write connections to each of the words, accept any
reasonable answers. i.e. polygon from geometry and they draw an
example of a polygon.
Have students take turns reading the word and definition and trying
to find a connection to past learning.

Guided practice (include how it will be monitored and assessed)


o They do- Quizlet live
Teacher logs into quizlet and pulls up the academic terms. The
students will each be randomly assigned a team
The team members sit together and use the ipad to play the game
A definition pops up on each teams screen (each team gets a
different word at a different time)
The students have to work as a group to see who has the correct
term to math the definition
Students get familiar with academic language

Independent Practice, if applicable


o YOU DO-Students are given an option of two different choice boards
o Students get to choose two activities to complete on their choice boards.
o The teacher will offer support to students as needed.

Alternative and/or supplemental activities for additional practice


o Playing headbands with academic language

Lesson Closure (include question for reflection)


o YOU DO- Exit ticket
Students can provide me with one definition for one of their 12
academic terms. Students create a visual or verbal representation of
the word they chose

Accommodations for individual learners with disabilities (include adaptations


for at least three types of disabilities)
Disability
(low/high cognition, behavioral differences,
Accommodation specific to this lesson
learning disabilities, hearing/visually
impaired, physically impaired)
Student choice Students are given choice boards
and
Choose which activity they want to
Complete-visual
Student choice Students are given choice boards
and
Choose which activity they want to
Complete- linguistic
Student Choice Students are given choice boards
and
Choose which activity they want to
Complete- artistic
ADHD Flexible seating/ extra time

FUTURE ASSESSMENT/ACTIVITIES THAT SUPPORT RETENTION OF CONCEPT (S) &/OR


SKILLS:
Students will test on these vocabulary words by matching words and terms and by
applying the word in a sentence.

CROSS-CURRICULAR/MI ADDRESSED:
Vocabulary words are math terms

CLASSROOM LEADERSHIP/MANAGEMENT STRATEGIES TO BE USED:

Preventative: X Greet, seat, complete


X Active learning/multiple modalities incorporated
Cl Mgmt Plan: Rules/consequences/routines/procedures
Parents contacted
Supportive: X Directions given
X Students redirected
X Positive learning behaviors recognized
X Academic feedback given
Proximity control used
X Individuals/small groups monitored
Appropriate learning behavior cued
Lesson pace considered
Teacher withitness anticipated
Classroom management plan implemented
(routines/consequences/routines/procedures)
Corrective: Procedures and rules cued
Individual behavior observed
Individual behavior described
Correction for individual behavior planned
Plan executed

ROOM ARRANGEMENT, MATERIALS, AND TECHNOLOGY NEEDED FOR THE LESSON:


iPads or computers, quizlet, choice boards, paper, pencil
REFLECTIONS ON TEACHING AND LEARNING:
1. How do you think the lesson went (be specific)?

2. What was the strongest component of the lesson?

3. What instructional component needs the most refinement and what do you plan to do
to improve that area?

4. How did you know which students accomplished the goals and objectives of the lesson
and which did not?

5. How did you provide academic feedback to your students?

6. What insights are you discovering about your teaching?

7. How did your choices and actions of classroom management support student
learning?