Differentiated Lesson Plan

Name: Trinity Belcher Date: 1/30/20

Subject: ELA Topic: Vocabulary

Grade: 4th Length of Lesson: 30 minutes

The Big Idea: I can add new words to my vocabulary.

Domain: Language

Cluster: Vocabulary Acquisition and Use

Standard: ELA.4.41
Acquire and accurately use grade-appropriate general academic and domain-specific words
and phrases, including those that signal precise actions, emotions, or states of being (e.g.,
quizzed, whined, and stammered) and that are basic to a particular topic (e.g., wildlife,
conservation, and endangered when discussing animal preservation).

Specific Objective: Students will be able to use the acquired vocabulary words appropriately
as demonstrated by the completion of a graphic organizer.

Introduction:
The teacher will introduce the lesson by displaying the daily amazing words on the board and
reading them out loud.

Method(s):
Read aloud, graphic organizer

Materials/Equipment/Technology/Community Resources:
Graphic organizer
Sugar: Cross Country Traveler
ELMO projector

Direct Instruction/Warm-Up Activity/Presentation/Model Lesson/Make Connections:

The teacher will read aloud the story “Sugar: Cross Country Traveler,” telling the students to
listen for the amazing words (endowed, agility, crisis, leaped). The teacher will display the story
on the board with the ELMO projector so the students can read along.
Guided Practice:
The teacher will begin a discussion about the amazing words, beginning with agility. The teacher
will reread the sentence from the story that contains the word agility. The teacher will ask the
students what word in the sentence helps the reader to understand the meaning of the word
“agility” (stride). The teacher will explain that agility is the ability to move easily and quickly.
The teacher will ask the student to think of something that requires agility, randomly calling on
students to share their examples. The teacher will have the students all stand up and have them
display their agility by dancing.
The teacher will next discuss the word “endowed” by rereading the word in the sentence and
explaining that if someone is endowed with something, they have been given it. The teacher will
have the students think of a skill that they or their peers have been endowed with and randomly
select some students to share their examples. If appropriate, the teacher will allow one or two of
the students to demonstrate the skill they are endowed with.
Next the teacher will provide a definition for “crisis” and ask the students to tell about a crisis
they have heard about on the television. The teacher will have the students act out how they
might feel if they were in a crisis.
Last, the teacher will provide a definition for “leaped.” The teacher will have the students all
stand up again and practice leaping across the room.

Independent Practice:
The students will work in groups of four to complete graphic organizers for each of the four
words. Each student in the group will be responsible for one of the amazing words.

Differentiation:
The teacher will help the students understand the amazing words by having the students think of
real-life examples, as well as by having the students act out the words or examples of the words
when applicable.
The students will be working in groups of mixed abilities. All levels of students will be able to
help each other and receive help from each other.

Evaluation/Assessment:
The teacher will assess that the students are able to appropriately use the amazing words through
the completion of the graphic organizers.

Wrap-Up (Lesson Closure) /Concluding Activity:

The teacher will close the lesson by having one student from each group share a sentence using
one of the amazing words. Each group will share a sentence with different word until all four
words have been used.