UWP Lesson Plan Explicit Vocabulary Instruction Lesson Plan

Teacher Name: Claire Jakaitis Grade Level:

Target Content/Lesson Topic: Explicit Vocabulary Instruction Date: 10/15/2021

This lesson is for a(n) ___x__ whole class _____ small group ___x__ individual

Planning
Essential Question How can I determine the meaning of unknown words in a text using context clues?
- What is the essential question that
this lesson addresses?
- What is the core purpose of the
lesson that includes the strategies
and skills necessary to accomplish
the deeper learning in the standard?
Sequencing Students have been working on prefixes and suffixes within words.
- How does this lesson fit into the Students have also been working on reading comprehension when it comes to nonfiction reading.
larger unit of study? Having content specific word understanding is important for reading comprehension.
- Focus on a logical/hierarchical
sequencing of skills (e.g., main ideas
before details, similarities before
differences).
State Learning Standards R.5.4: Determine the meaning of words, phrases, figurative language, academic and content-specific
List the complete, relevant grade- words, and analyze their effect on meaning, tone, and mood within a text. (RI&RL)
level standard(s).

Learning Target(s) and Learning I can determine the meaning of a word by understanding how words work.
Objective(s)
- Choose your learning target(s) and Student will be able to assess an unknown word and break it apart for information on prefixes and
objective(s) based on the relevant suffices.
state learning standard(s).

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 - Write focused targets and
objectives that describe the specific
learning outcome (what students
should be able to do as a result of
the lesson).
- Be sure they are stated in
observable and measurable terms
(e.g., ABCD+T).
Grouping Students will be work in whole group.
Describe how and why students are Then students will work individually on word mapping unknown words in the texts.
grouped based on
- homogeneous, heterogeneous,
randomized
- ability, interest, IEP goals, social or
social-emotional, behavioral,
language acquisition
Co-Teaching Strategy One teach, one assist. Students will be working individually, both teachers can be walking around checking on
Does this lesson involve co- students and their progress on the word chart.
teaching? If not, state N/A. If yes,
identify the co-teaching model and
what role each teacher will play.
-One Teach, One Observe; One
Teach, One Assist; Station Teaching;
Parallel Teaching; Supplemental;
Alternative; Team Teaching

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September 2021
 Differentiation Content
Describe how you will meet - The website has varied levels of each reading. If a student needs a lower or higher reading level for the
individual students’ needs by same text that is a possibility.
adjusting the content, process, - There are many different nonfiction articles on this website. Picking one that the class would be most
product, and environment based on interested in.
their readiness, interests, and learning
preferences. Process
- Having students work with a peer if they are not as confident doing the word chart themselves.

Product
- Having the student only identify 1-2 words. This allows students that need more to time complete
things to stay on pace with the class.

Environment
- Preferred seating when working with a partner or individually.

IEP Goals Relevant to Lesson (Add rows as necessary.)

Student IEP Goal

N/A

Accommodations and/or Modifications Required for Students in Special Education (Add rows as necessary.)

Student(s) Required Accommodation/Modification

N/A

Supports for English Language Learners (Add rows as necessary.)

Student Necessary Supports (e.g., Sheltered English strategies, grouping strategies)

N/A

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 Assessment
Formative Assessment Students will be completing a word chart where they will break apart complex words and using the prefix and
- How will you monitor student root words meaning determine what the word means.
learning throughout the lesson? This word chart will allow the teacher to evaluate if a student and break apart a word into prefixes, root words,
- Be specific about how your practice and suffixes to assist them in word identification.
assessments connect directly with the
lesson objective.
Formative Evaluation Criteria
- What material(s) will you use to
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.

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September 2021
 Summative Assessment Students when reading this material are going to struggle with the words that are more content specific. In the
How will students demonstrate future I will be able to see if students have mastered this strategy of breaking apart words as we continue to
mastery of the standard? read nonfiction material that has science focused vocabulary.
Note: This assessment does not have
to occur during/after this lesson but
in upcoming lessons.

Summative Evaluation Criteria _ Student breaks apart unknown word into parts
- What material(s) will you use to _student uses known parts of the word to help form an inference on word meaning.
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.

Procedures
Opening: Introduction and To begin students will start by going over different prefixes and their meaning.
Connection to Previous Learning Examples: Pre, Un, Dis, Re
● Anticipatory Activity (Hook) The teacher will create a chart where students think-pair-share to brainstorm words that have those prefixes.
● Activate prior knowledge. Doing this students will begin to see how breaking apart words help them know words that they have never
● Be sure students understand seen before.
procedures and instructions for Teacher will then explain what students will be doing for the follow activity. Students will be doing a non-
the lesson. fiction reading where they will be breaking apart words that they are unfamiliar with.
● Establish clear expectations.
The text that is chosen is a 6-7 grade reading level. I chose a higher reading level because the text will be read
● Model concept.
aloud to the students and they are working on continuing to develop there vocabulary.
The groupings/instruction/lesson
progression may look different in different
parts of the lesson!
During: Lesson Progression Students before reading will be tasked with scanning the reading and underlining 3 or more words that they are
In this portion of the lesson, you will unsure of the meaning. Each student will be getting a word work sheet to take them through brainstorming the
be letting go and letting students unknown word in the texts.
engage in productive struggle;
engaging in gradual release (“I do, we - Students will first identify the words that they are unsure about.

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September 2021
 do, you do”), inquiry, guided or - As a class the text will be read aloud. Students can volunteer to read or the teacher can read the story aloud.
independent practice, or other Students will then after reading be individually be going through the words that they underlined before reading
learning methods. Please write what and do the word chart.
you are looking for in terms of: -The teacher will then assign students partners to share their word chart map and discuss their thinking behind
● Students’ thinking and how the conclusion of what the word means.
they will start the lesson.
● Provide appropriate support Students will answer comprehension questions that the website provides to check for students understanding
(not explaining how to do it). of the text.
● Provide worthwhile
extensions. Words that students will most likely be highlighting:
● Provide opportunities for - Pathogens
students to engage in using - Ecosystem
the academic language. - Ecologist
This is where you will be suggesting - Ensnared
or modeling specific strategies - Facilitating
and helping students choose which - Concentration
strategy makes sense to them.
However, you must make sure ideas
come from students.
Closing: Wrap-Up and Extension As a whole class the students will come back together and do a few examples. Students will lead the teacher
End the lesson with a final review of through there thinking as their peers listen to the thought process. This allows for students to hear other
key ideas and knowledge. This is perspectives based off background knowledge and how a student deduced the meaning of an unknown word.
where you have students talk about
their thinking and share strategies
with the whole class. It’s important
to name strategies and use academic
vocabulary here, extending the lesson
to broader ideas.
● Promote a community of
learners.
● Listen actively and probe
thinking without evaluating
or telling them how you
would do it.

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September 2021
 Summarize main ideas and identify
future problems that they would be
able to solve using the thinking you
have discussed. Provide a brief
preview of what the next lesson will
include.
Curricular and Instructional Online resource for nonfiction article online
Resources or Materials https://www.tweentribune.com/article/tween56/billions-pieces-plastic-spread-disease-coral-reefs/
- List and provide a brief rationale
for all necessary lesson resources and Word chart worksheet
materials. If not original, cite the
source. Computer to read the material
- Attach/link a copy of all materials
the teacher and students will use Computer to answer to comprehension questions
during the lesson; e.g., handouts,
questions to answer, slides, Whiteboard or large paper to do opening work with prefixes and root words.
worksheets, and so on.

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 Supplies, Equipment and
Technology
- List all other supplies that need to
be available.

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Word Chart Rubric

ANALYTIC RUBRIC

Students will identify 4-5 words that are unfamiliar to them. They will then break the word apart into prefixes, suffixes, and root words. Then
students will use prior knowledge and for an inference based off word parts as to what the unknown word means in context of the story.

Level 4 (Highest) Level 3 Level 2 Level 1 (lowest)

[How many points for [How many points for [How many points for [How many points for
this level?] this level?] this level?] this level?]
Criterion 1 Students analyze the root Student correctly defines Student does not Student does not analyze
Infered meaning based word and using other the root and prefix. correctly break apart the the word and break it into
off root word and prefix known words can come However, based off the word into its prefix and its parts.
up with what the word in context of the reading suffix. OR student does
this context would mean. student does not not use background
Students use prefixes to determine the correct knowledge to connect this
help them understand meaning of the word. word to other known
how the author is using words.
the root word.
Criterion 2 Student identifies Student identifies the root Student does not use the Student does not identify
Root word and prefix complex words in the word, prefix and suffix. prefix, root word, of suffix prefix, root word or suffix
identification reading and correctly Student partially identifies to determine the meaning with the unknow word in
identifies the root word, correctly their meaning of the unknown word to question.
prefix and suffix and for inference. create an accurate
accurately concludes inference on the word in
there meaning. question.