Lesson Plan Template

Candidate Name: Mai Boone

Grade Level: 5th
Content Area: ELA (vocab)
Estimated Lesson Length: 25 min
Setting: (x) whole class (x) small group ( ) Individual- asynchronous
Co-Taught Lesson: (x) yes ( ) no
MAIN CONCEPT/Central Focus
Students will learn eight new vocabulary words that they will be using throughout the week in
different activities. The students will be able to define and use the vocabulary in sentences. These
vocabulary words are important to the essential question and genre topic for the week.
RATIONALE
This lesson is important for students to build upon their preexisting vocabulary and language skills. It
is important that students know how to use what they already know to define the words and use
them in sentences for future activities.
STANDARDS
ELA
ELA.RI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a text
relevant to a grade 5 topic or subject area.
ELA.RF.5.3. Know and apply grade-level phonics and word analysis skills in decoding words.
ELA.L.5.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 5 reading and content, choosing flexibly from a range of strategies
ELA.L.5.4a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the
meaning of a word or phrase.

ELD
ELD.P2.5.6. Combine clauses in a few basic ways to make connections between and join ideas or to
provide evidence to support ideas or opinions.
OBJECTIVES
● Students will be able to define the eight new vocabulary words by using the example sentences
given by the teachers to decode the meaning.
● The students will be able to discuss their definitions with their table partners before sharing it
with the teacher.
● Students will also be able to utilize their new vocabulary to create descriptions of new
television shows in writing.
● Students will repeat the new vocab words back to the teacher after the teacher models the
word.
ASSESSMENTS
Students will be doing a think pair share for each definition of the vocabulary words, when they share
out I will know that they have discussed with their partners to come up with an understanding of the
vocabulary word whether or not their answer is entirely correct. Additionally, students will be
completing the tv show worksheet, I will collect these at the end and grade them. When grading, I will
be looking to see that they used the vocabulary word correctly in their sentences.
ACADEMIC LANGUAGE DEMAND
The students will be tasked with learning eight new vocabulary words. They will need to activate
their prior knowledge of how to decode word meanings when trying to figure out the definitions of
the new words. Students will also be using language when writing their tv show titles and
descriptions. They will need to include at least one new vocab word into their tv show descriptions. In
addition, they will be using vocabulary they already know as well as their knowledge of sentence
writing to complete the assignment. The pair shares will help students formulate a better
understanding of the new vocabulary.
CONTENT VOCABULARY
Vocab list
● circumstances
● consideration
● consults
● destiny
● unsure
● reveal
● presence
● expectations

Additional Vocab
● essential questions
● genre
● fairy tale
● comprehension strategy
● simile/metaphor
● compare/contrast
● description
STRATEGIES/TECHNIQUES TO SUPPORT ACADEMIC LANGUAGE DEVELOPMENT
Sentence frames will be provided as well as a modeled example of the T.V. show worksheet.
Additionally, the vocab cards will be on display with the corresponding picture showing. Example
sentences for decoding the words will be given. Additionally, students will be able to discuss their
definition ideas with their table group.
STRATEGIES FOR ENGLISH LANGUAGE LEARNERS
The vocabulary cards will be posted on the board with the matching image for students to reference.
Students will participate in table think-pair-share with their table groups to discuss the meanings of
the words. Students can listen to shares from their classmates for examples.
STRATEGIES FOR STUDENTS WITH SPECIAL NEEDS
ELL
● sentence frames
● example completed on the worksheet
● can work with in high/low reading groups
● vocab cards displayed on whiteboard
● Repeated instruction if needed
● think-pair-share
Special Needs
 ● sentence frames
● completed example on worksheet
● vocab cards displayed
● access to lesson materials online
TASK ANALYSIS
Students should have a basic understanding of using prior information and sentence examples to
determine the definitions of words. Additionally, students should be familiar with basic story genres
and have some understanding of fairy tales. Students should have practiced using different
vocabulary words in sample sentences.
INSTRUCTIONAL SEQUENCE:
Introduction: The teacher will introduce the genre (fairytale), comprehension skill (compare and
contrast), vocabulary strategy (simile and metaphor), and the essential question (what can you do to
get the information you need?) Then the teacher will pull out the vocabulary cards and introduce the
eight words.

Lesson Sequence: The teacher will go through the eight words one by one. The teacher will say the
vocabulary word and then ask the students to say the word back all together. The teacher will then
give the example sentence for the word. The teacher will ask the students to do a think pair share with
their table group to determine the meaning of the word based on prior knowledge and context from
the picture/sample sentence. Once a desired definition is achieved the teacher will write the
definition in on the sample unit vocab sheet. The students will write that definition on their paper.
These steps will repeat for the remaining seven words.

Closure: Now that the students know the definitions and have seen multiple examples of the word
being used. The teacher will introduce the activity. Students will be asked to come up with 7 television
show ideas using vocabulary words in the descriptions. The students will create a show name and
then a description complete with one vocabulary word from the list. The teacher will model an
example before letting the students complete the worksheet.
CONTENT EXTENSIONS
Students who finish early will be encouraged to help lower level students develop their ideas for their
worksheet. They can use their worksheet as a model/example.
CONTENT INTEGRATION
Using the T.V. show idea worksheet, the students could develop their ideas further into a pitch
complete with a story board. The students would flesh out their idea for a television show further in a
multiparagraph pitch. In addition they can complete a storyboard with images for the first episode
which stretches into visual art.
SOURCES
● Met with CT and other grade level teachers to discuss the lesson. The lesson was also
discussed with my English Curriculum professor.
● Vocabulary Cards
● Wonders Teacher Manual
August, D., Bear, D., Dole, J., Echevarria, J., Fisher, D., & Francis, D. (2017). Wonders. McGraw Hill
Education.
MATERIALS AND SUPPLIES NEEDED
● 8 vocabulary cards
 ● Unit 2 Week 2 Worksheets, 1 per student (31)
● Wonders Teacher manual, pgs. T100-101
● Overhead projector
● Whiteboard and whiteboard marker (teacher)
PERSONAL TEACHING FOCUS
I included a think pair share element to incorporate peer to peer interaction. I wanted to have the kids
be creative when using their new vocabulary words so I used the tv show activity. It is my hope that I
extended this lesson further than just introducing new vocabulary and having the students practice
basic sentence writing.