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Two Day Vocabulary Lesson Plan

Teacher: Mrs. Elizabeth Martin, taught in Mrs. Aimee Porco’s Vernfield Elementary Class
Grade Level: 1st grade

I. Content and Standards:

a. PA Standards Aligned System - Standard - CC.1.2.1.K - Determine or clarify the
meaning of unknown and multiple-meaning word and phrases based on grade-
level reading and content.
b. PA Standards Aligned System - Standard - CC.1.3.1.F - Identify words and
phrases in stories or poems that suggest feelings or appeal to the senses.
II. Prerequisites:
a. Students have an understanding of synonyms and antonyms
b. Students have knowledge and experiences that may help them to learn the
c. Students can use reading strategies to decipher meaning within text.
III. Instructional Objective:
a. This will be an explicit vocabulary lesson on three select tier-2 words from a
mentor text book. At the end of the lesson, students will be able to do the
following and are presented with this learning objective: I can learn the meaning
of words I don’t know in books by using my reading strategies.
IV. Instructional Procedures:


i. Read and mini-lesson (9-9:15am – Day 1)

ii. Apply in context (9:15-9:30am – Day 1)
iii. Apply in context (12:45-1:05 – Day 2)

*This lesson plan will introduce the concept of determining the meaning of tier 2 vocabulary words
in context by using specific reading strategies such as picture and context clues. Tier 2 words
are not content-related words (tier 3) or those which are easily explained and understood,
including sight words (tier 1). Instead, tier 2 words are defined as sophisticated vocabulary that
readers will encounter mainly in text and not typically in every day context.

DAY 1:

a. Students will come to the carpet and I will read them The Pout-Pout Fish in the
Big-Big Dark by Deborah Diesen. As we read, we will be listening for enjoyment
in order to hear the story as a whole and listen for changing emotions throughout
the book as the story progresses.
b. When reading is finished, I will revisit the following pages and re-read them with
exaggerated emotion, one at a time to introduce the tier 2 vocabulary words. A
card with each of these words will be placed in columns in the pocket chart:

iv. Page 1 – “drowsy”

v. Page 6 – “grimmer” (demonstrate how root word is grim)
vi. Page 26 – “glorious”

c. The objective of the day will be stated and mirrored - I can learn the meaning of
words I don’t know in books by using my reading strategies. For each word,
we will mirror the word and then turn and talk to our partners about what we think
this word could mean based on reading strategies that we were able to use.
d. I will have an anchor chart pre-populated with the tier 2 words, a word map for
synonyms, and space for an emoticon that I can stick on. As I call on students to
predict the meaning of the words, we will together populate the chart with
synonyms and the emoticon. For each I will show them the corresponding
emotion stone (Appendix B) that has the word taped to the back. I will pass this
around for a tactile representation of the word. This will show them how their
new word is equated with a known emotion (tired, sad, happy) when they see the
visual emotion stone and the synonyms listed on the chart.
e. Finally, I will return to the pocket chart. I will have real-life scenarios written on
sentence strips. As I read each, I will call on students to tell me if they would feel
drowsy, grim or glorious for each scenario and we would sort them into the
pocket chart in columns under each word.
f. After: After the minilesson is completed, we can close by doing a delayed
Morning Meeting greeting. As we go around the circle, each student will be
encouraged to say good morning to the class and if they feel drowsy, glorious or
grim today. They may choose to demonstrate by acting out the emotion. They
can chose their own motions to accompany their word; they will not be modeled
other than myself modeling how glorious I feel today.

DAY 2:

a. To reinforce the learning we have done of our word, during the Poetry/Phonics
block the next day, I will present students with a new poem for their poetry
binders. It is called I Use My Words and is one that I adapted from an online
resource by Jaymie Gerard
b. We will read the poem 3 times together – 2 times we will chorally read and the
last time they will read alone. I will have them highlight the emotion words in the
poem. Next we will revisit our three tier 2 words and I will refer to the anchor
chart we had done yesterday together. I will have students independently write
glorious/grim/drowsy above the synonym in the first line of each stanza. Then
they will be allowed to color the poem for the remainder of working snack.
c. For the last few minutes, I will revisit our lesson objective - I can learn the
meaning of words I don’t know in books by using my reading strategies.
We will discuss how we felt we met our objective for the lesson.

V. Materials and Equipment:

a. Book The Pout-Pout Fish in the Big-Big Dark by Deborah Diesen
b. Tier 2 vocabulary anchor chart
c. Emotion stones
d. Pocket chart with tier 2 words and scenarios pre-written on sentence strips
e. Poem I Use My Words by Jaymie Gerard, adapted by myself (Appendix A)
f. Crayons
VI. Assessment/Evaluation:
a. Formative assessment will be performed via checklist on the student class list to
gauge understanding throughout the intensive tier 2 vocabulary lesson.
b. Formative assessment will be performed at the end of the first class by having
students use their new words in context during the Morning Meeting greeting.
c. Summative assessment will be performed at the end of the second class by
having students associate their new words to known words in context during
Poetry. Conceptualizing meaning through well-known words such as happy, sad
and tired, will help students to generalize their learning to a new task.
VII. Differentiation: Individualized Activities:
a. This lesson does not need to be modified or accommodated for the child with
Down’s Syndrome in the class. It is a read aloud, vocabulary and social skills
lesson, which will be very beneficial to him and all students in the class. He does
not require accommodations in these areas and will be fully inclusive in the
b. The emotion stones and the visual anchor chart word map, as well as the pocket
chart sorting will appeal to visual and kinesthetic learners.
VIII. Technology:
a. There is no technology incorporated during this lesson; it is not needed to meet
the objective.
IX. Self-Assessment
a. I will collect self-assessment data to determine how successful my lesson was
i. Formatively assessing understanding and whether or not students feel
they have met the learning objective, through informal questioning during
the closing.
ii. Checklist will provide a snapshot of who appeared to be understanding
and who did not during the whole-group lesson and the closing activity
each day. This will show how successful my lesson was in teaching the
iii. The instructional objective will be stated and revisited several times
throughout the lesson, whenever a new activity is introduced and at the
end of the lesson. This will ensure that the objective is the goal of the
lesson and allow me to self-evaluate if this was the case.
iv. I will self-assess classroom management during the lesson by having the
students mirror important directions back to me and by having them
repeat new transition tasks to me before transitioning.
v. I will be able to collect measurable data during the Poetry session when I
can see if students were able to generalize their learning to a new
activity by conceptualizing new learning to prior knowledge of tier 1
emotion words (happy, sad, tired).
Appendix A:
Appendix B:

Below are the emotion stones that will be used during the lesson. I will physically pass the three
corresponding to my three emotions – drowsy, grim, and glorious – around for the students to feel
and observe.