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SETON HILL UNIVERSITY

Lesson Plan Template Abridged
(May be adapted based on instructor’s needs)

Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)
Formative
AND/OR
Summative
Assessment
Evidence

Objective
A-B-C-D
Bloom's Taxonomy
Webb's Depth of
Knowledge (DOK)

DETAILS
Matthew Sartore
High Frequency Vocabulary
2nd Grade
10/07/15 20-30 minutes
 1.1.D Learning to Read Independently: Demonstrating a
rich listening and speaking vocabulary.

CK

Formal Evaluation
 Broken Teleprompter (Fill in the blank) activity
Informal Evaluation
 Observation. Q&A.
Differentiation
 The teleprompter can be edited to leave any words
blank. Therefore, high frequency words can be chosen
based upon difficulty for specific students. An easier
version can be made with some missing letters instead
of an absent word.

The student will be able to select appropriate high –
frequency words to fill in the blanks in provided
sentences during the “broken teleprompter” activity.
The student will be able to choose the correct words
with 90% accuracy.

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
 Recall the previous reading activities in class form the
“Neighborhood News” script and bookwork.
Hook/Lead-In/Anticipatory Set
 Ask students how news reporters know what to say,
leading to asking what a “teleprompter” is. Provide a
definition and explain.
Explicit
Big Idea Statement
Instructions
 High-Frequency words help build and expand our
Big Ideas
vocabulary.

CK

Essential
Questions

Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications

Materials
(reading,
technology,
equipment,
supplies, etc.)
Closure

Other—(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature

Essential Questions
 What do our high-frequency words mean and how are
they used in daily language?
Key Vocabulary
 Already, prove, eight, everything, through, woods,
guess, short, finally, hundred, bicycle, special,
sometimes, exercise.
Pre-Assessment of Students
 Discuss the high frequency words. Ask students to
provide some form the word wall and their meaning.
Modeling of the Concept
 Show students a slide from the teleprompter activity,
explaining how it will work.
Transition
 This activity will be done in centers.
Guiding the Practice
 Explain the procedure to the students as being
compared to a fill-in-the-blank activity. Assist with
possible word solutions. Use sight-word wall as word
bank.
Providing the Independent Practice
 Encourage students to respond to the teleprompter
prompts without the help of each other or teacher.
Adaptations/Accommodations for Students with Special Needs
 Teleprompter can be paused, slowed down, or repeated
to help with focus of the two autistic children.
 Script taken in part from Harcourt text and adapted.
Entered into www.cueprompter.com
 Displayed on projector controlled form computer.
Summary & Review of the Learning
 Summarize used high-frequency words and their
meanings.
Homework/Assignments
 Review reading assignments for Neighborhood News
play

Teacher
Self-reflection
 What
worked?
 What would
you
change?

Lesson took about 25 minutes total. Only 10-15 for each
group.
Overall, it was a bit easy for them. They’ve been reading
the news story for a while now and knew the words with
no trouble. The second group read together well, first
group not so much. This would have worked better as
the whole class projected onto the screen. This was the
intention, but with Ms. Bombich being out I did not have
access to the computer/projector.