Concordia University Nebraska Education Department Lesson Plan Format

Name: Kirsten Hall Grade Level: 2nd grade

Topic/Central Focus: Subject: Language Arts

Vocabulary Time Frame: about 60 minutes

Standard(s) to be met in the lesson:

LA 2.1.5.b Identify and use context clues (e.g., word and sentence clues) and text features to
help infer meaning of unknown words.
LA 2.1.5.c Acquire new academic and content-specific grade-level vocabulary, relate to prior
knowledge, and apply in new situations.
Learning Objective: Assessment Tool(s) and Procedures:
TSWBAT define each vocabulary word -Student-created definition and actions for
TSWBAT use the vocabulary words in correct each word (Is the definition correct and
context does the action make sense?)
-Pictures of how groups organized pictures
to go with the vocabulary words (Are the
pictures with the correct word?)
-Context clues, definition, and sentences
worksheet (Were the students able to
define each word and use it in correct
context?)

Research-Based Best Practice used in lesson and why it is appropriate/useful

Explicit Instruction – I do, we do, you do
Scaffolding
Student Engagement used throughout the lesson
Students with story, vocabulary words, actions, and pictures

Academic Language:
Vocabulary Words:
Mischief
Gnashed
Rumpus
Tamed
Frightened
Materials: Technology:
Where the Wild Things Are by Maurice Sendak N/A

Faith/Values Integration:
The value of family and friendship.
(Many different values can come out of Where the Wild Things Are, but this lesson is not

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Concordia University Nebraska Education Department Lesson Plan Format

focused on those values. I would have another lesson where the students have deeper
discussions about this book to uncover those underlying ideas.)
Assets (Knowledge of Students: personal, cultural, community)
Second grade – should have some basics skills in reading and writing. Most of them should
be able to read and write simple sentences. I can guide those who need extra support.

Differentiating Instruction
Identify the elements of the lesson that are differentiated (content, process, product).
Identify the student characteristic you will use to differentiate (readiness, interest, learning profile).
Explain how you differentiate (whole class, groups of students, individuals, or students with IEPs or 504 plans)

The product can be differentiated based on readiness for individuals.

Struggling students/ELLs: Draw a picture for each word and then tell me the sentence.
Advanced students: Write out sentences then think of synonyms for each word.
Procedure with time allotments:
A) Hook/Engage/Pre-Assess Students (about 5 minutes)
-Gather students to the carpet
“Today I am going to read you a book titled Where the Wild Things Are written by
Maurice Sendak.”
“As a reminder while I am reading a book our voices are off and listening ears are
on.”
-Read book

B) Communicate the purpose of the lesson to students (objective/assessment)

“There may have been a few words that seemed new to you. These will be our
vocabulary words today. I am going to go over these words and we will practice
understanding them together. We will then be able to explain the meaning of each
word and use them in correct context.”

C) Instructional Sequence:
I do (about 15 minutes):
“Our vocabulary words today are mischief, gnashed, tamed, frightened, and rumpus.”
-Write these words on the board
(Pointing to the word mischief) “This first word is mischief. Class what is this word?”
Students: Mischief!
“In the book Max put on his wolf suit and made mischief. He put on a costume of a
scary animal and looking at the pictures, Max is standing on books and holding a
hammer. He is misbehaving and causing trouble. Mischief is misbehavior or
troublemaking. The context of the word and pictures can help me figure out the
meaning.”
(Pointing to the word gnashed) “The next word is gnashed. Class what is this word?”
Students: Gnashed!
“In the book the monsters gnashed their terrible teeth. The monsters also roared,
rolled their eyes, and showed their claws, so this shows me that gnashed is probably
not a very friendly word. Gnashed means to rub your teeth together really hard,
usually as a sign of anger or frustration.”
(Pointing to the word tamed) “This next word is tamed. Class what is this word?”
Students: tamed!

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Concordia University Nebraska Education Department Lesson Plan Format

“In the book Max was able to tame the monsters by saying ‘Be still!’ which gives me a
clue as to what the word tamed means. Tame means to make something less
powerful or easier to control.”
(Pointing to the word frightened) “This next word is frightened. Class what is this
word?”
Students: Frightened!
“In the book the monsters were frightened after Max tamed them all. In the pictures
the monsters even looked scared because Max was able to tame them. The word
frightened means scared or afraid.”
(Pointing to the word rumpus) “Our last word is rumpus. Class what is this word?”
Students: Rumpus!
“In the book the monsters and Max have a wild rumpus. With this word, the pictures
on the following pages provide a huge help to what that word may mean. In the
pictures they are jumping, swinging, and maybe singing. The word rumpus means a
wild party or loud disturbance.”
“Now that we know what these different words mean, I am going to read the book
again, so you can hear them in the story.”
-Read story

We do (about 20 minutes):
ACTIVITY 1:
“Now you are going to work in groups. We are going to have five groups. Each group
with be given a short passage with one vocabulary word highlighted in the passage.
Together you will use context clues to decide on what the correct definition is. Have
someone in the group write down the definition and then together come up with an
action for the word to show the whole class. I will be walking around to help groups
as well. You will have about 7 minutes to work on this.”
-Assign groups, hand-out passages, and then walk around to help groups.
-Give them a one-minute warning to wrap-up
“Class?” “Yes?”
“Each group is now going to come up to the front of the classroom, read their word
and definition, and show us the action you came up with for your word.”
-Each group will come up and as a class we will decide if the definition they came up
with is correct and if their action makes sense for their word.
ACTIVITY 2:
-In the groups again, the students will be given pictures. Together they will have to
sort them into mischief, gnashed, tamed, frightened, rumpus, or other.
-I will come take pictures of their end product they produced without any help and
then offer them guidance if they put some pictures in an incorrect spot.

You do (about 15 minutes)

ACTIVITY 3:
“Alright, everyone needs to find a spot to be seated for the next independent
activities.”
“First everyone is going to receive a couple of short sentences for each word. With
these sentences, I want everyone to highlight or underline what are the clues that
help you understand the meaning of the vocabulary words.”
-I will provide an example from the book.

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Concordia University Nebraska Education Department Lesson Plan Format

“After you have underlined or highlighted the context clues, you will write out the
definition again for each word.”
“After you have identified the context clues and written a definition for each word,
you will write your own sentence for each word.”

D) Closure (about 5 minutes)

“Class?” “Yes?”
“To close our vocabulary lesson we are going to go through each of the actions you
created as a group for the vocabulary words. We will do each word action altogether
as a class.”
-Each group will come up to the front of the classroom again one at a time to show us
the action for their word and then we will all do it together.

Analyzing Teaching (Reflection):

Completed after the lesson is taught.

Give evidence that the lesson was successful for students meeting the learning
objective(s).

If you could teach this lesson to the same group of students again, what are two or three things you would do
differently to improve the learning of these students based on their varied developmental and academic needs and
characteristics? Consider missed opportunities and other aspects of planning, instruction, and/or assessment.
Explain in the table below.
Clearly state each change you would Explain why and how you would change
make. it.

How were the students at achieving the standards?

Great: + Decent: x Poor: -
Standard Students

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 Concordia University Nebraska Education Department Lesson Plan Format

Name

Name

Name

Name

Name

Name

Name
Name

Name

Name

Name

Name

Name
Name
Name
LA 2.1.5.b Identify
and use context
clues (e.g., word
and sentence clues)
and text features to
LA 2.1.5.c Acquire
new academic and
content-specific
grade-level
vocabulary, relate to
prior knowledge,
and apply in new
situations.
Define each
vocabulary word

Use vocabulary
words in correct
context

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Concordia University Nebraska Education Department Lesson Plan Format

ACTIVITY 1 Short sentences

The children would always get into mischief when left by

themselves. They would throw their toys and stand all the tables.

Tyler began to gnash his teeth when his little brother kicked him.
He always got very angry when his brother did this.

The neighbors were being very loud. I could hear the rumpus from
down the street. I wish they were not being so wild.

As soon as Ellie climbed to the top of the mountain, she became

frightened. She has a fear of heights.

The horse was acting wild and afraid. After a while, the ranchers
were able to tame the horse. The horse was then calmer.

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Concordia University Nebraska Education Department Lesson Plan Format

ACTIVITY 2 Pictures
(Students will place the appropriate pictures under the vocabulary words. There
will also be an “Other” section for pictures that do not match any of the words)

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Concordia University Nebraska Education Department Lesson Plan Format

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Concordia University Nebraska Education Department Lesson Plan Format

ACTIVITY 3
Mischief
1. Underline context clues:

His friend was always getting into trouble by causing mischief.

2. Definition:

__________________________________________________________________
3. Sentence:

__________________________________________________________________

__________________________________________________________________
Gnash
1. Underline context clues:

His enemy began to gnash his teeth because he was angry.

2. Definition:

__________________________________________________________________
3. Sentence:

__________________________________________________________________

__________________________________________________________________
Frightened
1. Underline context clues:

When I saw the spider, I screamed because I was so frightened.

2. Definition:

__________________________________________________________________
3. Sentence:

__________________________________________________________________

__________________________________________________________________

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Concordia University Nebraska Education Department Lesson Plan Format

Rumpus
1. Underline context clues:

There was a great loud rumpus when the children entered the
house.
2. Definition:

__________________________________________________________________

3. Sentence:

__________________________________________________________________

__________________________________________________________________
Tamed
1. Underline context clues:

The boy tamed the monsters, so they were calm and nice.
2. Definition:

__________________________________________________________________

3. Sentence:

__________________________________________________________________

__________________________________________________________________

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