+++++High School Daily Lesson Planning Template++++++

Department: Secondary ELA Course: English I Date: 10/1/18

Unit/Lesson Title: READING/VOCABULARY DEVELOPMENT

Power Standards: TEKS 110.31 ENGLISH 1

(1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are
expected to:
(a) Determine the meaning of grade-level technical academic English words in multiple content areas derived from
Latin, Greek , or other linguistic roots and affixes.
(b) Analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and
connotative meaning of words
(c) Infer word meaning through the identification and analysis of analogies and other word relationships
(d) Show the relationship between the origins and meanings of foreign words or phrases used frequently in written
English and historical events or developments
(e) Use a dictionary, glossary, or a thesaurus to determine or confirm the meanings of words and phrases, including
their etymology

Time Instructional Strategy Activity/Advice for Questions Resource(s)/Technolo Level(s) on Grouping

(see strategies listed on Instruction gy Used Bloom
next page) (Include Teacher and
Student Actions)
 -50 - Direct Instruction + This column will -How does - Dictionary -Understandin -Students
minutes note taking provide ​the most one - Anchor Charts g will be put in
(one - Modeling detail​ about your find/identify - https://www.yo -Applying groups for
class *Visual analogy* lesson movements and prefixes and utube.com/wat -Analyzing the activity
period) -Problem solving/ parts. It should include suffixes? ch?v=H2Z4p0 -Creating at the end
cooperative learning the following: -Can one au1yk where they
-Class share out 1.​ ​Introduction: utilize (background create their
-Exit ticket - Go over class prefixes and knowledge own visual
objectives and suffixes to video) analogy to
agenda, and make - Common represent
summarize meaning? prefixes and the process
what students -How does suffixes of breaking
should be able one handout down and
to know by the properly http://teacher.scholast defining a
conclusion of use the ic.com/reading/bestpr word.
the lesson dictionary to actices/vocabulary/pd
- Students can confirm f/prefixes_suffixes.pdf
identify prefixes these -
and suffixes meanings?
- Students can
use prefixes
and suffixes to
make meaning
- Students can
use the
dictionary to
confirm
meanings
2.​ ​Modeling/ Direct
Instruction:
- Play youtube
video
https://www.yo
utube.com/watc
h?v=H2Z4p0au
1yk
To build
background
knowledge
- Present visual
analogy made
by teacher for
the word
“etymology”/
use the word in
a sentence
- Ask students if
they can create
a sentence
using the word
in question
- Go over Ppt.
presentation of
CALP
vocabulary and
have students
take notes in
class
notebooks
- PREFIXES= ​A
 prefix​ is placed
at the
beginning of a
word to modify
or change its
meaning.
- SUFFIXES= A
suffix​ is added
at the end of a
word to form a
derivative, e.g.,
-ation​, -​ fy,​ ​-ing​,
-itis.
- ETYMOLOGY=
the origin of a
word and the
historical
development of
its meaning.
- Present
common
suffixes and
prefixes chart
via handout
3.​ ​Guided instruction:
- Split students
into groups of 4
- Present PPT
slide detailing
instructions for
 collaborative
activity:
- “Pick a word
from the bank
and make a
visual analogy
of your own
that (1)
identifies the
prefixes and
suffixes of the
word (2) details
the etymology
and (3) uses
the word in a
sentence”
- Students will
share their
visual
analogies with
the class after
completion
- Open floor to
compare/contra
st class
discussion
4.​ ​Checking for
understanding
- EXIT TICKET:
“Pick a word
 presented by
another group
and use it in a
sentence
based upon the
meanings
derived via
prefixes and
suffixes.”
5. Cognitively Complex
Task: Student-
Designed Task
**SEE FOLLOWING
PAGE FOR
ELABORATION.
 ADDING COGNITIVELY COMPLEX TASKS TO LESSONS 
STRATEGY: STUDENT DESIGNED TASKS  
 
“The teacher asks students to design a task that deepens their understanding of a topic that relates to the class’ learning target or unit. 
This is done when students are comfortable performing the various types of cognitively complex tasks (Marzano, 48).” 
 
ETYMOLOGY INDEPENDENT PROJECT:  
● ​Step 1​:Choose an etymology topic from the provided list to research or come up with your own topic.  
 
● Step  2:  Conduct  research  and  take  notes  about  what  you  learn  in  an  organized  word  document.  Be  prepared  to 
hand in your research notes alongside your visual project.  
 
● Step 3: W ​ ork on a presentation for the class:  
a)  You  need  to  create  a  visual  project  (poster,  sign,  report,  pamphlet,  etc.).  Your  project will be displayed in 
our  classroom  or  hallway.  Please  make  sure  that  your  project  includes  a  title,  your  name,  and  information 
about your topic.  
b) Make sure your visual includes:  
● An introduction to your topic 
● The questions raised by your topic  
● The answers you discover based upon your research  
c)  You  will  also  teach  our  class  about  the  topic  through  a  brief  5-minute  presentation.  You  do  not  need  to 
write  your  oral  presentation;  you  simply  need  to  tell  the  class  about  the  knowledge  you  gained  from  your 
research.  
 
ETYMOLOGY RESEARCH TOPICS:  
(1) How do dictionaries decide what new words to add to the dictionary each year? 
EXAMPLE:  
● Merriam-Webster  added  841  ​new  words  to  the  dictionary  in  September  2018,  including  'TL;DR,'  'biohacking,' 
'bingeable,' 'cringey,' and 'time suck.'  
○ Consider the implications of why these specific words (and/or other examples) are added to the dictionary: 
■ Do these words represent life/describe the world around us? 
■ Why are these words deemed important enough to be added? 
■ Is language meant to be ever-expanding? 
 
(2) What is slang? Is slang good or bad? Are there slang words that should be permitted in school or in formal settings? 
EXAMPLE:  

 
● The  processes  by  which  words  become  slang  are  the same as those by which other words in the language change their form or meaning or 
both.  Some of these are the employment of ​metaphor​, ​simile​, folk etymology, distortion of sounds in words, generalization, specialization, 
clipping,  the  use  of  ​acronyms​,  elevation  and  degeneration,  metonymy,  synecdoche,  ​hyperbole​,  borrowings  from  foreign  languages,  and 
the play of e​ uphemism​ against taboo. (​https://www.britannica.com/topic/slang​)  
● According  to  Katherine  Barber of the Canadian Oxford Dictionary, the fact that teens are developing new slang words is a good thing. “If 
the  kids  are  picking  up  new  words  and  new  meanings  then  that  means  that  they’re  playing  with  the  language,”  she  says. 
(​https://www.oxfordlearning.com/slang-maybe-not-a-bad-thing/​)  
 ● Why is Knowing Slang a Good Thing? (​http://www.omniglot.com/language/articles/whyslangisimportant.htm​)  
○ Makes you stay current and understand local dialects  
■ "Learning  slang  in  language  allows  you  to  remain  current  in  your  spoken  ability,  and  makes  it  possible  to  hold  fluent 
conversations with people of all generations", - says Mary Walton, a researcher from SimpleGrad. 
○ Helps you understand faux pas  
■ if  you  don't  understand  the  nuance  in the language, and a wide range of slang, then it's possible to create awkward social 
situations whereby you insult somebody or accidentally say something you don't mean. 
○ Creates a sense of belonging  
■ "Slang  is  used  in  order  to  create  a  sense  of  belonging  and  help  create  a  community.  As  well  as  local  dialects,  groups  of 
people within certain regions will use slang to feel like they are part of a group". - Jane Reed, language researcher  
○ Helps learn local history  
■ To  understand  how  slang  works,  you  must  understand  history  and  context.  When  you  discover  new  slang  words,  you 
learn more about the region and improve your understanding of local people at the same time. 
○ Evokes emotion  
 
(3) “Britishisms”  –  Research  words  that  are  different  in  British  English  and  American  English  (like  lift/elevator.)  You  may  also  want  to 
look at how words are spelled differently in England and the United States. (color/colour) Why are there these differences? 
EXAMPLE:  
Autumn​ which is mostly used in British English compared to ​Fall​ as used mostly in American English. 
According  to  Merriam-Webster,  poets  were  inspired  by the changes ​autumn brought and over time, the phrase "the fall of the 
leaves"  became  associated  with  the  season  and  was  ultimately  shortened  in  the  1600s  to  ​fall​.  Both  autumn  and  fall  were  born  in 
Britain, and both emigrated to America, but autumn was the more popular term. 
 
(4)   Choose  a  new  word  (or  several  new  words)  that  has  been  added  to  the  dictionary recently, and research the new word. How did this 
word get “invented”? What does it mean? Why was it added to the dictionary? 
EXAMPLE:  

Oxford Dictionary Word of the Year for 2015: pictograph called the “Face with Tears of Joy”  
- It was chosen because “it best reflected the ethos, mood, and preoccupations of 2015”  
 - Huge increase in the use of “emojis” because of the prevalence of texting and social media 
- Invention of “emoji” keyboards  
OR EVEN BETTER:  
COME UP WITH YOUR OWN QUESTIONS ABOUT WORDS. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
RUBRIC:  
My project includes detailed information about the etymology topic  ___________/3 points 
I chose. My information is accurate and in my own words. 
 

My project is organized, well executed, and demonstrates thorough  ___________/2 points 

understanding of the topic.  
 
Words are spelled correctly, and I use correct capitalization and  ___________/2 points 
punctuation. 
 

I include a “Works Cited” page that lists the websites and books I  ___________/1 point 
used.  
 

I complete my project on time.   ___________/1 point  

 

I presented about my topic to the class. I spoke clearly, and included  ___________/1 point  
the most important facts that I learned about my topic.  
 

  TOTAL: _________/ 10 Points 

https://www.scholastic.com/content/dam/teachers/blogs/alycia-zimmerman/migrated-files/ety_etymologyprojectasignment.pdf 
 
 
 
 
 
 
 
 
 

High School
 Daily Lesson Planning Template

Instructional Modifications/ Teacher feedback/reflection on lesson plan

Strategies: Accommodations:

Card Sort 5.​ ​What kinds of (we will provide suggestions and ideas for improvement before you teach
Choral modifications might be and after you teach)
Response needed (conversation
Cooperative with your mentor is
Learning needed here)
Cornell Notes
Exit Slips
Four Corners
Gallery Walk
Groups
Independent
Problem
Solving
Independent
Projects
Interactive
Manipulatives
Journals
Lab Studio
Learning Logs
or Walks Remember 4 Non Negotiables
Line Ups Questions:
Philosophical 1) What do we want * Incorporate reading and writing strategies in each lesson plan
Sticks/Rando students to learn? * Objectives need to be posted and able to be read by students and staff
m What should each * Limit direct teach
Pictionary student know and be * Varied instructional strategies
Quick Writes able to do after each * Higher level questions
Role Play unit? * Bell-to-bell instruction
Scavenger 2) How will we *Engage, explore, explain, and elaborate
Hunt consistently know if *Warm up/Exit Slips
Skits the students have
Socratic learned the standard?
Seminar 3) What will we do if
Stations the students are not
Think Alouds proficient in the
Think-Pair-Sh standards? What
are process is in place to
Warm up provide additional time
White Board and support for
Check-ins students who are
Other experiencing
difficulty?
4) What will we do if
they already mastered
the standard?