USF Elementary Education Lesson Plan Template (rev S19) Name: Jessie Peck

Grade Level Being Taught: 4 Subject/Content: Reading/Vocabulary Group Size: 6 Date of Lesson: January 24, 2019
Lesson Content
What Standards (national or LAFS.4.L.3.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
state) relate to this lesson? on grade 4 reading and content, choosing flexibly from a range of strategies.
(You should include ALL applicable
standards. Rarely do teachers use
just one: they’d never get through
them all.)
Objectives- What students will Students will be able to accurately identify at least two meanings a single word may have, and use the word
know or be able to do after the correctly according to it’s meanings.
instruction – the learning
outcomes
Content (WHAT students are
learning- look to the standard)
Action (HOW students will show it-
there might be clues in the
standard)
Measure (HOW WELL they need to
do it)
(Note: Degree of mastery does not
need to be a percentage.)
Assessment Plan- How will you Before starting their riddle worksheet, I will conduct an informal assessment by having the students
know students have mastered self assess. They will give a thumbs up if they think they understand the concept of multiple meaning
your objectives? words, a sideways thumb if they have somewhat grasped the concept, and a thumbs down if they need
more help.
Address the following:
◻ What formative evidence will As a formative assessment, students will complete a graphic organizer where they will provide two
you use to document student different definitions, sentences, and illustrations of the same word.
learning during this lesson?
◻ What summative evidence will
you collect, either during this
lesson or in upcoming lessons?
Lesson Implementation
USF Elementary Education Lesson Plan Template (rev S19) Name: Jessie Peck
Grade Level Being Taught: 4 Subject/Content: Reading/Vocabulary Group Size: 6 Date of Lesson: January 24, 2019
Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use whichever
(What exactly do you plan to do in responsible plan is appropriate for the content taught in this lesson. For example, in
teaching this lesson? Be thorough. (Teacher or science, you would detail the 5 Es here (Engage/Encountering the Idea;
Act as if you needed a substitute to Students)? Exploring the Idea; Explanation/Organizing the Idea; Extend/Applying the
carry out the lesson for you.) Idea; Evaluation).

**Management & Environment • Students will meet me at the back table during rotations.
(integrated into each section of • I will make sure E. is seated next to me so I can easily keep her on task and
your step-by-step plan): engaged.
 How will you arrange • Introduce and explain the concept of multiple meaning words.
yourself and the students • Ask the group what they think “multiple meaning words” means.
(location in the classroom, (think, pair, share)
seating)? • Definition: “Sometimes a word can have more than one meaning. We
 What processes & call these multiple meaning words. We use clues in the sentence to
procedures will you use? figure out which meaning is the right one.”
• Words that look and sound the same, but have different meanings are
How and when will you
called homonyms.
communicate those to • For example: Show a fork and ask the group what it is.
students? • Students should reply, “A fork.”
 What expectations will • Ask the students to come up with a definition of a fork with their
you have for the partner. (think, pair, share)
students? How and when • Display the sentence, “We came to a fork in the road and decided to go
will you communicate left.”
those to students? • Ask the group if this sentence is using the meaning of a “dinner fork.”
 What strategies will you • Model thinking to figure out the meaning of the word, “fork.”
use if students do not • Show image of a fork in the road next to a fork and discuss how these
words look and sound the same but have different meanings.
meet your expectations?
• Students will then complete a quick assessment to identify the homonym in a
Are there specific series of sentences and match the sentences which use the word in the same
students who require a way.
more extensive • Ask the group to identify the homonym by underlining the word in
management plan? What each sentence.
will that consist of? • Students should underline the word, “bat.”
 What will students do if • Next, ask the students to identify which sentence uses the word “bat”
they complete the task the same way as the first sentence.
quickly? • Students should circle the sentence number three.
• Ask students how they came up with their answers. (think aloud)
USF Elementary Education Lesson Plan Template (rev S19) Name: Jessie Peck
Grade Level Being Taught: 4 Subject/Content: Reading/Vocabulary Group Size: 6 Date of Lesson: January 24, 2019

Where applicable, be sure to

address the following:
◻ How will materials be
distributed?
◻ How will students transition
between activities?
◻ What will you as the teacher
do?
◻ What will the students do?
◻ What student data will be
collected during each phase?
◻ What are other adults in the
room doing? How are they
supporting students’ learning?
◻ What model of co-teaching are
you using?
USF Elementary Education Lesson Plan Template (rev S19)
Grade Level Being Taught: 4 Subject/Content: Reading/Vocabulary Group Size: 6
Meeting your students’ needs as
people and as learners—how
might you integrate information
from your student profile &
assets collection tool? How does
this lesson connect to the
interests and/or cultural
backgrounds of your students?
Differentiation—based on the
needs of your students how will
you take individual and group
learning differences into
account?
Name: Jessie Peck
Date of Lesson: January 24, 2019
• Explain the “Make your own riddle” worksheet.
• Ask students to self assess by giving a thumbs up, sideways, or thumbs down
according to if they understand the concepts.
• If they give a thumbs up, students will select a word randomly to complete
their worksheet.
• If students give a sideways thumb, I will ask questions to determine how they
are confused.
• If students give a thumbs down, I will ask questions to determine how they
are confused and provide more examples of homonyms for them to
reference.
NA
• BL: Will determine two different meanings of their multiple meaning word with a partner, using their own
words. The group that is below level will all be working on the same multiple meaning word. I will also
provide a word bank of possible definitions for these students to help guide their thinking.
• OL: Will determine two different meanings of their multiple meaning word with a partner, using their own
words.
• AL: Will determine two different meanings of their own multiple meaning word independently, using their
own words.
• I will make sure E. is sitting next to me to ensure her success by keeping her on task and engaged.
USF Elementary Education Lesson Plan Template (rev S19) Name: Jessie Peck
Grade Level Being Taught: 4 Subject/Content: Reading/Vocabulary Group Size: 6 Date of Lesson: January 24, 2019
Which FEAPs do you anticipate • 3d: Modify instruction to respond to preconceptions or misconceptions
demonstrating during this I will do this by asking students to think aloud what they think their multiple meaning word means. By
lesson? How will you having them think aloud, I can easily assess if they are on the right track and understand the concept and
demonstrate them? address any misconceptions they may have.
(Include all relevant FEAPs from
Domains 1-4) • 3i. Support, encourage, and provide immediate and specific feedback to students to promote student
achievement.
As I observe the students working, I will provide immediate feedback to promote achievement. I will doing
this by providing support to those who require it and recognizing and celebrating those who have grasped the
concepts.
Does this lesson connect to your NA
inquiry work/wondering? Are
you trying a strategy or
integrating something learned
from data collection/literature?
Are you collecting data during
this lesson that will contribute to
your inquiry work?