Vocab Lesson Plan
Name: Hannah Carls
Target Content/Lesson Topic: Vocabulary
Essential Question
What is the essential question that this
lesson addresses? What is the core
purpose of the lesson that includes the
strategies and skills necessary to
accomplish the deeper learning in the
standard? How does this lesson fit into
the larger unit of study?
State Learning Standards
Identify relevant grade level standards
and Learning Outcomes from the State
Content Learning Standards, Common
Core Standards, and school learning
outcomes.
Learning Targets/Objectives
What should the students know or be
able to do after the instruction? Use a
common format with a measurable verb
that matches the cognitive domain
standard. This should be a small piece of
the standard stated in measurable
terms.
September 1, 2020
Grade Level: 3rd grade
Date: October 7, 2020
Planning
Can students use the synonym strategy to improve their vocabulary to better comprehend the text
they are reading?
Will students be able to use grade-level phonics and word analysis skills to decode vocabulary words
while reading to comprehend the text?
3 - CCSS 4. Determine the meaning of words and phrases as they are used in a text, distinguishing
literal from nonliteral language.
3 - CCSS 3. Know and apply grade-level phonics and word analysis skills in decoding words.
1. Identify and know the meaning of the most common prefixes and derivational suffixes.
2. Decode words with common Latin suffixes.
3. Decode multisyllable words.
4. Read grade-appropriate irregularly spelled words.
Students will be able to determine the meaning of words used in a text to better comprehend the text
overall…
I can determine the meaning of words used in a text to better comprehend the text overall…
Students will be able to use the synonym strategy to improve their vocabulary knowledge to be able
to read more fluently…
I can use the synonym strategy to improve my vocabulary knowledge to be able to read more
fluently…
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 Grouping Grouping: Students will read the text silently and independently. Students will then work with a
Describe how and why students will be partner to pick out sentences and words from the text that are difficult and then work together to
divided into groups, if applicable come up with the synonym for the difficult word in each sentence from the text.
(homogeneous, heterogenous, random /
based on ability, interest, social
purposes, etc.)
Co-Teaching Strategy Co-Teaching Strategy: N/A
How did you collaborate with your co-
teacher to plan, instruct, and assess
learning? What Co-Teaching Model will
you employ?
-One Teach, One Observe
-One Teach, One Assist
-Station Teaching
-Parallel Teaching
-Supplemental
-Alternative (Differentiated)
-Team Teaching
Differentiation Content: Students who prefer or need to have the book read to them will use an audio book and
Respond to your students’ needs and either have it read to them while they follow along or just listen to it with their full attention.
adjust the content, process, product, Students can choose a fiction book or a non-fiction book to read and complete organizer.
and/or environment to reach individual
learners based on their readiness,
Process: Students can talk to teacher one on one about how they would fill out their graphic
interests, and learning preferences organizer if they prefer not to or cannot write it out.
(Tomlinson, 2014). Discuss planned Product: Students can do a physical copy or digital copy of the graphic organizer depending on their
supports here. specific / special need.
Environment: If students prefer to work alone, they can complete the whole lesson and assignment
individually as opposed to working with a partner.
Assessment
Formative Assessment Teacher will walk around to monitor how students are doing while reading and how they are
How will you monitor student learning working to fill out their graphic organizer with or without a partner. The formative assignment does
throughout the lesson? Be specific not have evaluation criteria, it is about participation for the day.
about how your chosen assessments
connect with the objectives above.
Does your formative assessment
have/need evaluation criteria? If so,
attach a copy of your evaluation criteria.

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September 1, 2020
 Summative Assessment
How will students demonstrate mastery
of the standard? Note: This assessment
does not have to occur during/after this
lesson but in upcoming lessons.
Evaluation Criteria
What material(s) will you use to
evaluate learning? Please attach a copy
of your checklist, rubric, observation
criteria, or other measure.
Describe the presentation of the overall
lesson.
Introduction and Connection to
Previous Learning
● Anticipatory Activity (Hook)
● Activate prior knowledge.
● Be sure students understand
procedures and instructions for
lesson.
● Establish clear expectations.
● Model concept
The Introduction, During, and Wrap-up
groupings/ instruction/ lesson
progression might look different!
During (Lesson Progression)
In this portion of the lesson, you will be
letting go and letting students engage in
productive struggle; engaging in gradual
release, inquiry, or other learning
methods. Please write what you are
looking for in terms of:
September 1, 2020
Students will demonstrate mastery of the standard by a few things. The first is the accuracy of their
graphic organizer. The second is their ability to use this strategy in the upcoming lessons and when
they read. Students will use these vocabulary words in everyday life and the strategy can help them
figure out other words they may not know right away.
I will use a checklist/rubric to evaluate students graphic organizers based on their synonym accuracy
and ability to take sentences from the text to further comprehend. Evaluation criteria is attached
below on the last page.
Procedures (Teacher[s] will…, Students will…)
Teacher will begin by stating that this activity is part of a larger unit about reading comprehension
and vocabulary. Teacher will activate prior knowledge by asking students if they remember what a
synonym means. Teacher will define synonym as “a word or phrase that means exactly or nearly the
same as another word or phrase in the same language, for example shut is a synonym of close (Google
Dictionary).” Teacher will explain that students can choose between two books, one is non-fiction
and the other is a fiction book. Teacher will explain that once they choose the book, they will read it
independently. After finishing the text, students can choose to work alone or with a partner to
complete the graphic organizer. Teacher will distribute graphic organizer and demonstrate an
example of what the students should complete and how writing sentences directly from the text in
the boxes on the left and synonyms in the boxes on the right. Teacher will remind students that every
single student will turn a graphic organizer in with their own work even if they choose to work with
a partner. Teacher will show students their two book options, Moonshot (non-fiction) with unknown
words in sentences like special, near, awkward, spindly or Ruby the Copycat (fiction) with unknown
words like announced, empty, scribbled, or pleasant. Teacher will distribute copies of the texts each
student wants and ask them to begin reading silently. When they are finished reading, students are to
fill out graphic organizer with a partner or independently. The expectations are that students are
silent, until done reading, when filling out graphic organizer volume should be no higher than a two.
If students finish, they are to discuss the book and read more if they would like to.
Students will be reading their copy of the text. If students need assistance, they will raise their hand
and teacher will come to them, otherwise they can come to teacher at her/his desk if they are at it.
Teacher will actively monitor students silently reading to ensure they are focused and actually
reading the text. Students will finish reading and fill out the graphic organizer by picking sentences
from the text that contain a word they may not know. They will write the whole sentence in the boxes
on the left side of the sheet. Students will then highlight the word in the sentence that is unfamiliar to
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 ● Students’ thinking and how they them and write at least three synonyms for the word in the boxes on the right side of the page.
will start the lesson Students will be working on this independently or with a partner. Teacher will be facilitating around
● Provide appropriate support
(not explaining how to do it)
the room if there are any questions from students. Teacher will be walking around the room
● Provide worthwhile extensions. observing student work progress and making sure partners are working well together. When
● Provide opportunities for students are finished they are to discuss the texts with each other and sit quietly until everyone is
students to engage in using the finished and the class period is over for the day.
academic language.
This is where you will be suggesting or
modeling specific strategies and
helping students choose which strategy
makes sense to them. However, you
must make sure ideas come from
students.
Wrap-Up and Extension As soon as students are all done, teacher will bring whole group back together. Teacher will ask
This is where you have students talk students how they liked the books and the activity. Students will give their feedback. Teacher will
about their thinking and share strategies remind them what a synonym is and how synonyms help them decode vocabulary they read in a text.
with the whole class. It’s important to
name strategies and use academic
Teacher will explain to students that they can use this strategy in the upcoming lessons and to help
vocabulary here, extending the lesson to with any text the students will read. Teacher will ask students to turn in their graphic organizers and
broader ideas. put the text in their desk as they will need it a little later in the week for another strategy. Teacher
● Promote a community of will end class and thank the students for their participation. Teacher prompts them to ask any
learners questions they may have and then moves onto the next subject.
● Listen actively and probe
thinking without evaluating or
telling them how you would do
it.
Summarize main ideas and identify
future problems that they would be able
to solve using the thinking you have
discussed.
Instructional Materials, Writing utensil, fiction text (Ruby the Copycat, https://www.youtube.com/watch?v=_h7VlfH8i8Q ) or
Equipment and Technology non-fiction text (Moonshot, https://www.youtube.com/watch?v=o2ApgcRQ7tk or
Attach a copy of ALL materials the https://www.youtube.com/watch?v=dR9JxXyk_q8 ), graphic organizer (pictured below), highlighter
teacher and students will use during the
lesson; e.g., handouts, questions to
answer, overheads, PowerPoint slides,
worksheets. List equipment or
technology that needs to be available.

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