Name: Noah Zeitner Date lesson taught:

Content Area:
Course Title & Grade Level:
Standards: CCSS.ELA-LITERACY.RL.8.2 Determine the meaning of words and phrases as they are used
in a text, including figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including analogies or allusions to other texts.

Objectives:

Content— Students should be able to determine the meaning of new words using familiar concepts.

Language— Given synonyms of familiar words the student will be able to apply the new word correctly 6/6
using positive and negative examples.

Student-friendly— I can determine the meaning of new words using synonyms of words I do know.
Assessment: Formative: we can only progress to the next word when students successfully complete 6/6 examples on one word.
A Kahoot can be played to gather more data too.

Proactive Management: The examples should be done as a class together with unison responses. If you hear
an incorrect answer in the group response, individually test on that word until an understanding is reached.

Instructional Strategies: Teaching vocabulary using synonyms

Note Taking Strategy: students should be filling out their vocabulary packets as you move from word to word

Questions: The questions should be convergent. We don’t want students to guess at definitions of words and because we are
using synonyms to teach vocabulary, they should already have a definition of the familiar word. For example, “… is the tree sturdy
or not sturdy”? We use convergent questions to reinforce the new word with a familiar concept.

Anticipatory Set: 3 minutes

Ask the class what Cinnamon is. Talk about snickerdoodles being a cookie with cinnamon.

Now ask what a Synonym is

Say that a synonym is a word that basically means the same thing as another word

Instead of close, you can shut the door

Why could it be important to know what a synonym is?

The Lesson: 15-20 minutes

We can learn new words by using synonyms.

Sometimes words can be so specific that they need to have their own definitions to be understood like
antidisestablishmentarianism others can be simply defined by another word for example, a wafer is a cookie.

Today we are going to learn and then practice with 3 new words: Sturdy, enormous, and tidy
 (I do) Start with sturdy, model the first example. “the tree was hit by a car and stood tall. Is the tree sturdy or
not sturdy? Sturdy means very strong; I know that cars are pretty strong. I’ve seen them break all kinds of
things. Since the tree’s still standing, I would say the tree is sturdy.”

(we do) “Now we are going to practice some more, I will read the sentence and you tell me if it was
something that was sturdy or not sturdy” at this point, give some help with identifying why something was
sturdy.

As you progress at the end of each set of sentences call on individual students and ask why the thing was
sturdy or not sturdy and how they could tell.

Follow the same procedure for the words Enormous and Tidy.

The “you do” portion of the GRR in this lesson would be the Kahoot, because the practicing as a class is key
at this point.

Closure:
Procedural— Remind the class that time is almost up
Content Summary— Today we learned some new vocabulary words. How did we learn them? Why didn’t we just use the
definition?
References:

Lesson Plan Reflection (required):

1) Highlight Culturally Responsive Teaching (CRT) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned CRT components of your lesson. How did you
demonstrate high expectations, make learning relevant, and motivate students?

Aside from flat out giving my students money, I think Kahoot is one of the most motivational tools teachers have at their
disposal. It makes the class engage in whatever was being taught, you will notice a higher percentage of engagement in a
lesson if you tell them there is a Kahoot on it at the end. (better have a prize for the winner too!)

2) Italicize Universal Design for Learning (UDL) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned UDL components (representation, action &
expression, engagement) of your lesson. How did you differentiate to meet the needs of ALL learners?

By making the decision to use convergent questions I am acknowledging the ability of the class as a whole and eliminating a
possibility of misunderstandings. Using the yes or no question in this case helps students engage and it makes me more alert
to incorrect responses.