Augustana Individual Lesson Plan

The Content:
1. Previous Learning- The students have continuously learned new and complex vocabulary. These
six words were chosen by Mrs. Small for me to instruct. She advised me that these words,
through her experience, are difficult, which shows the progression of student learning. Students
slowly build upon their skills from beginners to what is now proficient in terms of vocabulary.
Students have been encouraged during conversations and talks to utilize new vocabulary they
learn, which shows the real world application of them.
2. Future Learning- The students will be able to apply the words taught and use it in their own
conversations and writing. The words all will vastly improve or supplement their lexicon. It also
builds upon their language skills and ability to determine the meaning of words through context
clues and syntax.

The Environment:
3. The classroom is set up in grouped seating. The students are in groups of four and this is how I
will instruct the mini-lesson and the activities involved. Students will be doing work in their
seats and in groups, pairs, and individually. There will be an event where we will be situated in
the reading corner but only for the hook.
4. The students being seated with rectangular tables with four available seats can work in pairs
during the development portion of the lesson. They can work comfortably while being
productive. These grouped seating arrangements will help create learning communities and
improve collaborative and team skills. The Ipads and chromebooks are availbe on carts and a
table separated from the class. An LCD projector is available to use to demonstrate or showcase
content from the computer to the whole class.
a. [How will your choice of materials and resources (technology) and your arrangement of
the physical environment enhance learning?
b. In my original lesson plan, I had a presentation of a slideshow which was the bare
minimum in terms of technology. There was no smartboard even when I did the original
lesson, just a LCD projecter. However with the added inclusion of Ipads with
applications and chromebooks, students can retrieve resources that current innate
knowledge or books can not do. These technologies will enhance the variety in terms of
presentation. Speaking about a concept or idea orally can be beneficial, but
supplementing it with a technology image or visual that was created yourself adds much
more. Students become more involved and hands-on with different media.Students in
grouped seating can learn more with other students and then become invigorated to
continue learning.
The Lesson:
1. Vocabulary/Grade 7/ 11 March 2020
2. Performance Objective: Students will be able to define, in their own words, the six selected
vocabulary terms chosen by Mrs. Small. In addition to the definitions, students will be able to
apply the terms in conversations, for example their weekend talks, and journaling, where they are
able to write about topics given to them and use the vocabulary in these instances.
3. Rationale:
a. Students become effective readers during times of independent reading. These words can
and will be involved in their conversations with one another and writing. They gain an
awareness of powerful, descriptive words that improve their writing and conversational
skills.
b. [CCR-SL-2: Integrate and evaluate information presented in diverse media and formats,
including visually, quantitatively, and orally
ISTE STANDARD 2A-Design or adapt relevant learning experiences that incorporate
digital tools and resources to promote student learning and creativity.
i. Students in my classroom need to be technology literate in future careers and
classes. By having an activity where they develop a product through a creative
project, they will surely be able to transfer those skills in tech to other fields. The
activity is both educational and engaging for students to work collaboratively
amongst another.
c. CCR-SL-1: Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
i. This is a result of them being taught the six new vocabulary words. Students can
apply the learning and include the words in their everyday writing and articulate
them through speech.
d. CCR-SL-4: Determine or clarify the meaning of unknown and multiple-meaning words
and phrases by using context clues, analyzing meaningful word parts, and consulting
general and specialized reference materials, as appropriate.
i. Students will be introduced to these words in the context of outside materials/text
rather than the definition first. Students are encouraged to explore the word in real
world application rather than
4. Assessment Strategy
a. Students will be assessed through their conversations with classmates and observing over
the work they created on the vocab squares will show me how they are able to work on
the material and find the meaning and application of the vocabulary. Also the
 collaborative work done by the students in the game and activity will determine their
teamwork and abilities of mastering the vocabulary terms.
5. Accommodations for Exceptional Learners
a. Students who are struggling in word associations/definitions will be accompanied
alongside a group and then partner work over the course of the lesson. Also the final task
that is done individually and is the same sentence that was used in the introduction or
hook of my lesson, so they would have had prior experience with the word. Those who
have struggles in pronunciation and speaking of the words will have opportunities to
practice reciting the word through their conversations with peers during the activity. Also
the sheet includes a pronunciation guide to speaking the word.
6. Supporting Academic Language Development
a. Language Function:
i. [Students will be able to synthesize the information presented on vocabulary
through visual images, definitions, and synonyms/antonyms, combining them all
to form a definite meaning of the word.]
b. Key Learning Task Related to Language Function
i. [Students will work in groups, partners, and individually on analyzing a sentence
which includes a new vocabulary term. Students will then dissect the material into
chunks, connecting words and finding meaning. Finding important words in the
sentence and using context clues will aid in their synthesis of the information. The
activity will allow them to understand the vocabulary term in a variety of ways.
Students will be able to visualize the word, define it, and compare it through the
vocab squares. They will synthesize all of these components to create a table that
represents the learning created. ]
c. Additional Language Demand--vocabulary AND discourse and/or syntax
i. [For many of the students these words being taught, could be their introductions
to them. The vocabulary required in order for them to understand them are the
following: antonym, synonym, definition, visual learning, context clues, and word
associations. Although not definite, the example sentences may have words that
students are not familiar with. I will inform them of their meaning but the students
are encouraged to learn, through my careful guiding, the meaning on their own]
d. Language Supports
i. [I will through formal and informal discussion will describe the processes of the
vocab square that run closely to the needed vocabulary for understanding. The
slides themselves possess dictionary definitions from Cambridge University on
their correct meaning. During the enactment and development of the lesson,
students would be needing access for technology. I will, to help them learn and
 construct their projects, model an example of how to create an animation to
demonstrate the use of the vocabulary term. Also the chromebooks will be
available to use if needed for online resources in defining or looking up
information. The game also includes synonyms, antonyms, and images that were
all from Cambridge and Merriam-Webster. These words will be discussed and
taught throughout the lesson. The slideshow and my conversations with them will
assist them in understanding the proper terminology to understand the vocab.]
7. Grouping Strategy
a. Students will begin grouped in the reading corner for the hook to work and then relocate
back to their grouped seating. During the course of the lesson, I will be modeling (I do,
we do, you do). At these points I will instruct the class as a whole, and slowly have them
work as groups, parents, and finally individually. The final portion is a game of review,
which will be done by the groups is a competition of sorts to see if they understood the
material.
8. Materials
a. Activities Worksheet: Vocab Squares (Burke 268, 270) (28+)
b. Foldout paper of sentence example for hook.
c. Slideshow (6 slides)
d. Review Game
i. Whiteboards/pens (7 per table)
e. Role-Play accessories for Hook
f. Cambridge Online Dictionary and Dictonary.com
g. [Ipads and Chromebooks]
h. [Padlet Sharing Website/Application]
9. Enactment
a. (5-6 minutes) Hook:
i. Class gathered around the reading corner for just a second. All right with
everyone seated and listening, let us begin the lesson.
ii. So Class today we are learning… (PHONE RINGING) you know I have an
urgent call I have to make, I’ll be right outside and meet with a member of the
school but I’ll send in a sub.
iii. Exit room; Enter (Role-play Mr.Rogers)
“It’s a beautiful day in Pleasant Valley, A beautiful day for a student. Could you
be mine? Won’t you be my student?”
Well, hello class. I’m Mr. Rogers. Mr. Do told me that I should watch over the
class and teach you some things about ELA. I actually have a good friend of mine to help
me out as well. Say hello to the class, Dante the Dragon. (Puppet) Hello. Now don’t need
 to be scared of them, Dante. You need a good speaking voice and project volume. Now
how about we do the sentence of the week, a new idea that Mr. Do was planning to do
but had an important meeting to go to. Now here is the sentence

Our family has no more cookies so we need to replenish our cookie supply.

Dante remember to sound out the words and slowly read them out. “Our family
has no more…
Dante: Mr. Rogers what are cookies?
Mr. Rogers: Well, how about it, can anyone define and help Dante know what a
cookie is?
STUDENT: A cookie is a dessert.
Dante: What does a cookie look like?
Continue identifying new word for Dante the Dragon.

Oh look Mr. Do is signaling to me that he finished his phone call. I guess that the lesson
is a little cut short. Everybody return to yout seats once Mr. Do come back in.
Exit Room; Re-enter as Mr. Do

b. (3-5 minutes) Student Aim:

i. Sorry, class, that phone call took longer than expected. I see that the class was
working with Mr. Rogers on sentences and vocab. Dante the Dragon learned a
new word today. Class, what we are doing today is learning new vocabulary and
understanding their definitions in a variety of methods that will be addressed.
There are six new vocabulary terms and we will learn all of them and their
meaning. We will be using vocab squares. A vocab square is a graphic organizer
This is a slightly altered form of the square but still very similar. Now what the
vocab square does is that it allows all of us to study a passage or sentence, in our
case, and really take a good look at the word that we are analyzing. The words
will be in bold, and on the worksheets, so we can know what they mean. Here in
one box are the synonyms and antonyms of the word. The next would be the
picture/logo. Now this box is where you get to draw a scene, action, person that
represents the word. For example if the word was bear, then I would draw a bear.
Draw anything that you like that will help visualize and allow you to remember
the idea. The final one is definition, ones that you make up in your own words and
those we find in the dictionary. This strategy helps with your comprehension
skills as you are able to analyze, investigate, and synthesize the information.
 Gathering all the clues. You interpret through context clues the meaning of words.
We will do the words one by one. Now here are the slides on where to begin.
c. [12-15 minutes; The reasoning behind the time change was when I performed and
enacted this lesson in my clinical, students knew many of the vocabulary terms and
definitions. A comment made by Dr. Hanson was that pacing could have been increased,
so for this technology focused lesson. The development or enactment portion is greatly
reduced in time because students would have, I assume, know much of the vocabulary.
d. (25-30 minutes) Development:
i. She spent a month in the country to recuperate after the operation.
1. This word is recuperate and how about I model for you all how to find
meaning. Using context clues I can see that she, the main subject, has
stayed in a place for a very long time, a month in fact. But why is she still
staying in the country for that long can anyone in the class help me out.
a. Because of an operation
2. Thank you so much for that answer (STUDENT NAME). The operation is
why she stayed in the country for so long. Now has anyone had to go to a
doctor and after an examination or operation did the same thing of staying
for a while. Now she stayed there for a long time and why does someone
need to stay and stick around for that long after an operation.
a. Any ideas?
i. To get better
ii. Recover
iii. Get Well.
3. Very good now combining all of this into our brain what can someone say
the word recuperate may mean.
4. (DEFINITION)-Nice observation and combining of ideas!
5. Okay now for the picture of the logo, draw anything that you feel is
representative or allows you to remember what the word recuperate
means.
ii. The police were called in to quell the fighting.
1. The word we are studying is quell. Now how about we do some work.
Now the (COLOR) table why won’t we work together on this. Is it alright
if we work together on this. Be an example for the other groups for the
next words. What can we see is happening in this sentence. Who are we
talking about, what is happening?
2. (STUDENT) Well the police are involved and they try to stop things
 a. Yeah, there is fighting so the police could be doing something
about that.
3. Very good. So we have the subjects involved and we have the who. But
what about the verb. What verbs can you see?
a. Called, quell
4. Excellent observations (STUDENT NAME).
iii. They are demanding the restitution of ancient treasures that were removed from
the country in the 16th century.
1. The vocab word we are studying is the word restitution. How about you
work with your groups to understand what the word means. I will come
around and see the progress made and discussions to see the work and
learning being done.
2. All right (COLOR) group. What progress has been made. What do you all
know so far about this sentence.
a. Well, Mr. Do we have the context clues. We know that they the
subjects are wanting the treasures of the ancient peoples
iv. The idea of cheating in an exam is morally repugnant to me.
1. Now do it in your groups this time as previously shown. I will walk
around and see if anyone needs assistance. Talk so you all can each hear
the members ideas and work with the story.
2. SIMILAR PROCEDURE AS BEFORE
3. If morally is a word unknown:
a. Mr. Do, I don’t know what morally means.
b. Well (STUDENT NAME) let’s work together and understand what
it may mean.
c. So we have the word cheating. Now (STUDENT NAME) what the
teachers in PV Jr. tell you about cheating on assignments.
4. Now we have the word exam here. We all have taken big tests and they
are a big deal.
a. Now cheating on a big test can be very bad for you.
5. Now using this information what can be said about repugnant.
v. She is a millionaire recluse who refuses to give interviews.
1. Now for this one do it with your shoulder partner. Work alongside them to
find the meaning of the word and create a picture that best describes your
ideas and try to relate to any words that are its syn. or antonyms. We will
share ideas right after 4 minutes.
2. SIMILAR PROCEDURE
 3. Share ideas
vi. Our family has no more cookies so we need to replenish our cookie supply.
1. Now for the last one, I want everyone to do it individually and the word is
Replenish. I will come around and individually conference and see if the
learning is on the right path.
(SHARE IDEAS)-All right class. I enjoyed the ideas that sprung. They were great
remembering techniques you all did, but there is still one more thing missing.
e. [For further explanation the following activity after this highlighted portion was part of
my original lesson plan, but for a modified and technology focused lesson, I will be
removing it. But I felt that it was okay to leave the original alone but not include it.]
f. (25-30 minutes) Class now that we have done the vocabulary word definitions,
synonyms, and drawn an image to help us remember them, how about we apply them into
scenarios and use them in real writing and scenarios We will be creating our very own
sentences that use the words that we have just learned. I have all the Ipads from the tech
lab and computer department, and you will work in pairs with the application known as
FlipaClip. It is an animation clip and if you know a flip-o-rama like in Captain
Underpants, like that, then that is what you will do. If you don’t want to do an animation
on FlipaClip, then we also have the chromebooks for Powtoons where like FlipaClip, you
make an animated presentation. If your pair enjoys comic books and writing storyboards
like a movie then we also have the Canva application for you to use on the chromebooks
as well. I also know that we have a video recording app on the Ipad that you can use and
with the green screen that we have, you can perform a skit or play of the word being
used. Those are all the ideas and applications available for you to use. I know that all of
these applications are ones you have used in the past classes for presentations and other
classes, so you are all accustomed to them. I have an example and model of one I did.
i. Ex. Powtoons animation of a person walking a dog and then passing garbage and
on the walk both are disgusted with frowny faces.
ii. “Here kids, this was the animation I did. I have the sentence underneath the
animation: “Ted and his dog were walking on the street and then walked past the
repugnant garbage.
g. I want you all to do the same with the different applications that are available. Create a
sentence that uses one of the six words correctly and accurately. Then create a sequence
of images using FlipaClip, an animation like Powtowns, a video recording, or a comic
like on Canva to help visualize your ideas. This activity will help visual learners who
may learn through seeing the material and content. Some students may know the vocab
more if they can picture a sequence of events or a picture of a scene. Also this activity
allows you to apply these words in writing which can be transferred to creative writing
 assignments, journals, and everyday conversation. These are real applications that can be
used to boost your lexicon and writing skills.
h. These creative projects in length shouldn’t be that long perhaps a 2 minutes at most, if for
a longer animation or projection. Email or share with me the link or clip of the video and
then we can all see the hard work paid off. After class, I will share the videos with
parents through the class’s social media site and email subscriber list. I’m sure your
parents and family will be happy with the creative work. Now also remember that these
are being shared so make sure the content is appropriate and also amke sure to have fun
with this project, so people who do watch them can enjoy them as well.
i. So after the directions are set. The pairs can go to their devices. I will be around
to help and assist in any way you see fit. The time limit for this task is twenty
minutes or so, and then we will watch the animations and storyboards for
tomorrow's class when we begin. All right with that being said, go on and make
cool stories.
1. Ex. Scenario where a pair whats some assistance.
2. “Mr. Do, STUDENT NAME and Iwere wondering which word we want
to use. I want to use the word replenish and STUDENT NAME wants to
use quell.
3. Well that is a predicament that is not so bad, how about you combine the
two. You can create a creative project that has both words in a sentence.
4. Oh that will work , I even have an idea we can use. How about , “The
survivors needed to replenish their defenses in order to quell the attacking
zombies.”
5. Wow, that’s really good. I can’t wait to see how you two draw that scene
up. Remember that the visuals should match with the description and that
when you do show the animation or project, that the sentence is visible for
all to see also.
ii. Time Lapses: All right class seems that everyone has completed the activity and
sent me the link to the projects through email. How about we watch the
animations and projects for the reminder of class.
iii. [Substitute Teacher Variant: If a sub would need to do this lesson, the
development would be the students working in their small groups and having
online dictionaries/thesauruses with them on their chromebooks for supplemental
evidence. The students in their groups would work on the graphic organizer
finding the definitions and other information. After the students have completed
the graphic organizer, then the students can work on the projects. The students
have used the programs before in other classes, so they would know how to
 operate the systems. All the sub would need to do is monitor productivity and
technology used. The Padlet Sharing exit slip would only need to be provided to
students for the process to work.
i. (4-5 minutes) Now class. It’s game time. I would like you all to flip the papers over to
the other side, so you cannot see the other side. This is a review game where we will see
if you were able to recall and retrieve the information from this lesson. On the slideshow
there are a couple of images and words, and the goal is to use the right word that best fits.
It’s your table vs every other group. So here are whiteboards one for each table and your
group has to work together to find the right word. So an image or a set of words will
appear and the group who answers correctly the most wins. The word that best fits the
description wins the point. Now it's important to talk quietly so the other groups can’t
hear you. Let us begin. Each correct answer is one point.
i. Ex. First slide. (Image of a single house high in the mountains) Recluse
1. All right class, talk with the group and try to find the word that best
matches the picture.Write down the word on the whiteboard and once you
are okay with the answer we will wait for all and see the answers.
ii. REPEAT process once completed
j. (2-3 minutes) Culmination: All right class. Everybody did a wonderful job at the vocab
squares. What we did was use our analysis skills to study the words and the material that
were utilized in a variety of ways. Each work done on these papers was for your
individual learning, the image was for you to understand the vocabulary. Doing so
activates your brain cells to retain this information. So whenever you feel you want to use
the word you can retrieve the information from memory and recall the images,
definitions, antonyms/synonyms, and use them in your own writing or reading. The
different ways to learn these words show the diverse learning opportunities and how we
are all different learners who approach assignments in different ways.
k. [Now before we go to the next class, I want everyone with their pairs once again to go to
their devices, chromebooks, Ipads and go onto Padlet, I have the link up on the projector
for all of you to see. This will be an exit slip of sorts for the two of you to complete. I
want the two of you to discuss and think about writing one new idea that you learned
today and next what you look forward to doing with what we learned today. A small
sentence or phrases is sufficient to answer the prompt. Remember this is anonymous, so
you don’t need to be wary of privacy but be mindful of what you say. Only tell about the
lesson today and nothing else. These ideas will, of course, be on the Padlet screen so we
can all see the great ideas provided in class.
i. Students post ideas and can see the responses as they appear on the projector
image.
 l. Thank you for your ideas and sharing, that was an exit slip of sorts to see what you
learned and how to continue learning.
m. (1-2 minutes) Leap: Class, now that we have a solid understanding of the words that we
learned today. You all will be able to use these words in your future writing and
conversations with your weekend talks, conversations, papers, and upcoming tests. Now
I’ll end with Dante the Dragon.

Recuperate: to get back : regain

: to bring back into use or currency : revive
recuperate old traditions

Quell: : to thoroughly overwhelm and reduce to submission or passivity

quell a riot
: quiet, pacify
quell fears

Replenish: to fill or build up again

to fill with inspiration or power
to supply fully

Recluse: marked by withdrawal from society

a person who leads a secluded or solitary life

Restitution: an act of restoring or a condition of being restored: such as

: a restoration of something to its rightful owner

: a making good of or giving an equivalent for some injury

: a legal action serving to cause restoration of a previous state

Repugnant: : incompatible, inconsistent

: hostile
 : exciting distaste or aversion

(Merriam-Webster Definitions)
(Cambridge Online Dictionary)

NAME____________________________________________ DATE____________ BLOCK________

VOCAB SQUARES

DIRECTIONS: You will study the sentences shown and from using the context of the word in the
sentence, create your own definition, synonyms/antonyms, and picture/logo to help you remember the
word’s meaning.

V. Syn./Ant.

RECUPERATE
(re·cu·per·ate)
(\ ri-ˈkü-pə-ˌrāt)
Picture/Logo Definition

N. Syn./Ant.

RESTITUTION
(res·ti·tu·tion)
(\ ˌre-stə-ˈtü-shən)

Picture/Logo Definition

N. Syn./Ant.

RECLUSE
(re·cluse)
(\ ˈre-ˌklüs)

Picture/Logo Definition

V. Syn./Ant.

QUELL
(ˈkwel)
Picture/Logo Definition

Adj. Syn./Ant.

REPUGNANT
(re·pug·nant)
(\ri-ˈpəg-nənt)

Picture/Logo Definition

V. Syn./Ant.

REPLENISH
(re·plen·ish)
(\ ri-ˈple-nish)

Picture/Logo Definition