USF Elementary Education Lesson Plan Template (S 2014)

What Standards (national

or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

Essential Understanding

Objectives- What are you

teaching?
Rationale

Evaluation Plan- How will

you know students have
mastered your objectives?

Name: Rachael Doyle

Lesson Content
WL.K12.IM.7.1 Use expanded vocabulary and structures in the target language
to increase content area knowledge.
LAFS.K12.L.3.6 - Acquire and use accurately a range of general academic and
domain-specific words and phrases sufficient for reading, writing, speaking, and
listening at the college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when encountering an unknown term important
to comprehension or expression.
SC.5.L.15.1 Describe how, when the environment changes, differences between
individuals allow some plants and animals to survive and reproduce while others
die or move to new locations.
How do I use context clues to understand the meaning of a word or phrase?
Why is understanding vocabulary important for understanding informational text?
How can this information be used to apply to the real world?
Students will be able to use vocabulary in a variety of contexts.
Students will be able to provide reasoning as to why vocabulary is so important
I chose to focus on the vocabulary pillar because that area is where my three focus
students all had the struggling commonality. My above level student had a similar
struggle in the word recognition category of the FAIR test and I figure that
vocabulary and word recognition could go hand-in-hand.
With vocabulary, it is important for students to know the meaning of words as well
as be able to make relationships between them
o
If students dont understand what a word means, how are they able to
understand what theyre working on/reading as a whole?
This lesson fits within a larger plan because it can help students with informational
text overall. The strategies applied wont be applicable to just this lesson alone.
I believe that the main goal of evaluating vocabulary is for students to be able to
take it and apply it to a context that doesnt have them recite a dictionary
definition. Students shouldnt be confined to dictionary or textbook definitions. A
Reading Rockets article defines the vocabulary acquisition process very well (Stahl
& Bravo, 2010):
Generalization: The ability to define a word
Application: Selecting an appropriate use of the word
Breadth: Knowledge of multiple meanings of the word
Precision: The ability to apply a term correctly to all situations

USF Elementary Education Lesson Plan Template (S 2014)

Name: Rachael Doyle

Availability: The ability to use the word productively

What Content Knowledge
is necessary for a teacher
to teach this material?
What background
knowledge is necessary for
a student to successfully
meet these objectives?

What misconceptions
might students have about
this content?

Teaching Methods
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)

This lesson could be a unit introduction. It is a mix between language arts and
science content areas.

The students have just finished learning about the structures and their functions of
the human body. Now, they will be moving on to learning about the different
structures and their functions in plants.
I have a very diverse group of learners both ethnically and academically.
They grasped the human body unit very well, so they should be able to move onto
this unit successfully
Common misconceptions students may have:
Weeds are not plants
Soil provides food for the plant
Plants obtain their energy directly from the Sun
Lesson Implementation
The main method in this lesson would be direct instruction.
Time
12:45
2:00p
m

Who is
responsibl
e (Teacher
or
Students)?
Start off
being
teacher
led, then
giving
partial
responsibil
ity to the
student

What will you do if

Students will be given a piece of informational text that

includes some of the vocabulary that will be included in the
unit.
Preview the vocabulary what could this text be about?
As a class, we would go through and text-code the piece of
literature, focusing on context clues surrounding the already
highlighted vocabulary words. This process would include
classroom conversation that discusses how this information
could be used/applied in their life, creating a garden or using
the geographical commonality, the Strawberry Festival
After text-coding, the students will be put into groups and do
a concept sort based on the content-area vocabulary.
Ask the students to sort the words into pre-determine
categories OR categorize them in a way thats meaningful to
them.

a student struggles with the content?

I would spend more time with the students who needed additional help.

USF Elementary Education Lesson Plan Template (S 2014)

Meeting your students

needs as people and as
learners

Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials

Name: Rachael Doyle

a student masters the content quickly

There are a lot of gifted students in my internship classroom so if theyre all done
at around the same time, I can have them group up and play bingo relating to the
vocabulary words and their definitions.
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
Plant City has had a steady increase in the heavy concentration of migrant
students over the years. The subject could be applicable to those students who
have parents that work in the agricultural field, or have even worked in the field
themselves.
It can give them a deeper understanding of plants other than the observable
characteristics.
If applicable, how does this lesson connect to/reflect the local community?
See above ^
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Provide blank blocks for students to provide their own examples
How will you differentiate instruction for students who need additional
language support?
Providing pictures with the concept sorts
Indefinitely provide the students with the category headers
Not applicable!

Literature piece
Highlighters
Fill-in-the-blank work sheet
Plant bingo sheets and pieces
http://www.readingrockets.org/article/classroom-vocabulary-assessment-content-

USF Elementary Education Lesson Plan Template (S 2014)

Name: Rachael Doyle

areas
http://www.readingrockets.org/strategies/concept_sort
I wouldve LOVED to somehow incorporate this into my lesson but it seemed very
time consuming and something to do over the course of a unit instead of a lesson.
http://www.readingrockets.org/article/multisensory-vocabulary-instructionguidelines-and-activities