Unit 1 & 2 Vocabulary

Instructional Plan for EDI 431-01

Morgan Wright

UFC Dan Zang

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Table of Contents
● Overview……………………………………………………………………Pg 2
● Pretest
○ Test …………………………….…………………………………….Pg 4
○ Data and Discussion.………………………………………Pg 7
● Lesson 1……………………………………………………………………Pg 9
● Lesson 2…………………………………………………………………..Pg 11
● Lesson 3…………………………………………………………………..Pg 14
● Post Test
○ Test …………………………….…………………………………….Pg 16
○ Data and Discussion.………………………………………Pg 19
● Reflection……………………………………………………..………….Pg 24
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Instructional Plan Overview

Audience: The audience of this lesson will be 10th and 11th grade students in a 10th
Grade ELA class.

Topic: Second Trimester Vocabulary English 10

Technology:
● Chromebooks
● Projector
● NearPod
● Google Slides

21st Century Skills:

● Communication: Students will use multiple modes of communication to show
their understanding. This will be done through collaboration boards, in class
discussion, and other forms of formative assessments.
● Collaboration: Students will work together to create a definition and example for
the words they are given in class
● Creativity: Students will have a chance to come up with their own examples and
practice how to represent the vocabulary words in a creative way. Each lesson
will have it’s own addition to this skill.

High Leverage Practices:

● Analyzing & reflecting on instruction to improve
○ Through formative assessment throughout the lesson, I will be able to
decide if we need more instruction time or if we can move on to the next
planned step. With these same formative assessments, I will reflect after
each lesson to decide if I can continue the instructional plan as is, or if
adjustments need to be made. I will also be using this reflectionary period
to look at my teaching as a whole. Looking at how I interacted with
students, how students interacted with the lesson, and if the collaboration
planned went well. This will help me to build stronger relationships with my
colleagues and my students.
● Building strong working relationships
○ Greeting students as they enter class
○ Before writing any of this Instructional Plan, I collaborated with My MT to
give a general overview of what I wanted to do. We used our planning
time to talk out how it would work with different classes, and ultimately
chose the grade level I would apply it to.
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○ These lessons help to facilitate collaboration between students, and even

me as the teacher. Student to student interaction is something that we
need to work on more in my placement. My hope is to try and bridge that
gap by creating a learning environment where students are accountable
for their learning as well as their classmates. This creates an incentive to
do well.
● Checking for understanding throughout the lesson
○ Each part of the lesson lends a formative assessment to the teacher. By
doing things like matching cards, collaborate boards, and other activities, I
am able to see students' understanding of the word they are using each
step of the way.
○ Giving wait time after questions

Accomodations:
● Students with IEPs and 504s
○ Given notes ahead of the lesson
○ Extra work time on assignments
○ Were asked to pick 5 of the written portion questions to complete
● Support for ELLs
○ Verbal and written explanations of the content
○ Visual cues and prompts to activities
○ Given notes ahead of the lesson

Differentiation:
● Lecture
○ Teacher led lecture about some of the words
● Discussion
○ After shared posts to talk about other examples
○ During teacher led lecture to form connections
● Shared Board Posts
○ Students responsible for their learning as well as others. Learning through
self research and creativity.
● Review Games
○ Review in a way that makes it fun. Formative assessments without
students knowing they are being tested
● Student Feedback Opportunities
○ Students get check-in moments throughout the learning process to talk
about how they think the lesson is working.
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PRETEST
DIRECTIONS: Do this test to the best of your ability. Each section will have their own set of
directions. Make sure to read them all carefully.

PART 1 - Multiple Choice: Pick the answer that best fits the sentence.

1) After eating the expired food, the kid had 6) We make . .improvements
a(n) . . complection. to the school when we decorate.
a) Coalesce a) Palpable
b) Impartial b) Fervid
c) Sallow c) Aesthetic
d) Absolve d) Callous

2) When grading the pretest, Mrs. 7) When you bake cookies, you
Wright was worried that the grades must. .the ingredients.
looked . . a) Dire
a) Dire b) Palpable
b) Emanate c) Coalesce
c) Impartial d) Grotesque
d) Palpable
8) When students are on their phones
3) When we play kahoot, the class is in class, Mrs. Wright’s anger
very . .. is. ..
a) Aesthetic a) Sallow
b) Exuberant b) Palpable
c) Impartial c) Exuberant
d) Coalesce d) Altruistic

4) When grading papers, Mrs. Wright 9) The . . football fans

has to be . .. cheered when their team won.
a) Absolve a) Dire
b) Cache b) Fervid
c) Coalesce c) Absolve
d) Impartial d) indolent

5) After the real villain confessed, the 10) Miss Jolene is very . .and
person was . . of the cares about all of our students.
charges. a) Emanate
a) Absolved b) Dank
b) Sallowed c) Circumspect
c) Emanated d) Affable
d) Coalesced
 5

PART 2 - Short Answer: Use these words in a sentence to show understanding.

1) Arduous:

2) Aversion:

3) Austere:

4) Altruistic:

5) Censure:

6) Chastise:

7) Cower:

8) Circumspect:

9) Emanate:

10) Indolent:
 6

PART 3 - Matching: Pick the word on the right that best fits the definition on the
left. Not all answers will be used!

Definitions

1) . . To increase or enlarge Word Bank

2) . .not pleasing to the eye

a) Zealous
3) . .enthusiastically devoted to
b) Censure
a certain interest
c) Augment

4) . .ill will; active dislike d) Dank

e) Grotesque
5) . .Unfeeling and insensitive
f) Deplorable
6) . .To support or be in favor of
g) Incorruptible

7) . .A hiding place; something h) Sallow

hidden in a secret place i) Advocate

j) Cache
8) . .not subject to becoming
k) Callous
dishonest
l) Animosity

9) . .miserably damp and chilly

10) . .regrettable or terrible

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Pretest Data and Discussion

Pretest
Class Average
Number Number Received Average Grade
Expected Of Recieved

AM 3 15 6 6/30
(9:39-10:23)
20%

AM 4 10 6 7.8/30
(10:26-11:10)
26%

PM 4 (1:34-2:18) 4 3 6.7/30

22%

My classes are spread over two sections, AM and PM. Students in the AM section arrive
at school around 8 am for classes that start at 8:05am and run until noon. PM students arrive to
school around 11 am for classes that run until 3:05pm. Students are placed in either AM or PM
section based on their personal choice, usually relating to home life or out of school activities
and responsibilities. We try to schedule our in-person students in the morning section and virtual
students in the afternoon, however, all of my students are in-person. The PM session has much
fewer students and the one section of English 10 we teach has a total of 4 students which is our
smallest class size at NexTech.

A common issue we are having right now is attendance. We have a large number of
students who have reached the truancy threshold once or twice before this trimester. However,
at the beginning of each Trimester, that clock starts back. This means the students that could no
longer miss because of truancy, have the availability to miss school without much consequence.
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This is a trend that we have addressed in other places, but I felt was important to mention
because of how it affects this Instructional Plan.

Alongside the issue of attendance, we have another issue of students actually turning
assignments in. I tried to mitigate that with the pre and post test by making it an in-class paper
assignment. This seemed to work for some of the students, but others only did about half of the
work. This is reflected in their grades, and I feel they do not fully reflect students' actual learning.
I included the number of student assignments expected and the number that I actually received
because it changes the class average significantly.

Based on the pretest data for each class, I decided to break the words into two days, 15
new words each day. I believed that my students needed more one-on-one time with the words
rather than learning them all on day one and reviewing the other days. I could tell that there
were a few students in AM 4 that knew more of the vocabulary words than most of my other
students. After conferencing with my mentor teacher about the results, we realized that these
are the students who are generally performing better and happen to be the students who are
reading outside of the classroom as well.
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Day 1 (Friday 3/4 & Monday 3/7)

Rationale
It is important to teach these words because students will not only learn the words, but
the process by which to define and study words like this. This lesson teaches students some of
the skills that are so important in today’s world such as use of technology and the internet, and
collaboration. This lesson involves direct instruction and independent learning to differentiate
instruction.

Priority Standards
CCSS.ELA-LITERACY.L.9-10.5.B

Analyze nuances in the meaning of words with similar denotations.

CCSS.ELA-LITERACY.L.9-10.4

Determine or clarify the meaning of unknown and multiple-meaning words and

phrases based on grades 9-10 reading and content, choosing flexibly from a range
of strategies.

Process (Lesson)
https://app.nearpod.com/?pin=373F89E6400F384B87D0C1D153208140-1

This lesson will be centered around NearPod. This website allows teachers to build a lesson
with different interactions and activities for students. I have found that it helps me to differentiate
my method of instruction fairly often. Today we will focus on the first 15 words of the list of 30
that students should cover in Units 1 and 2.

This lesson starts off with a check-in to gauge how students feel about their knowledge of the
vocabulary to be learned. At this point, the students have already done the pretest. This is a
very informal assessment of student understanding. Directly after this check-in and
conversation, the lesson is planned to stop and explain what is going to be happening over the
next few days. The way our school is set up, most of the time, we only spend about 20 minutes
on each vocabulary lesson. This lesson plan covers 2 sets of vocabulary words. I value the
relationship I have built with my students and want them to know exactly what is to come over
the next week.
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We then move on to the collaboration board. On this board students will do a “Vocab
Breakdown”. Students will be given a word to find a definition of, use in an example sentence,
and find a picture to represent. This will likely take most of the lesson time. There are enough
words to assign more than one to each student. Depending on class size, I will assign two or
three words to each student.

If time allows, a matching game has been prepared for students to play the last few minutes of
class.

Reflection
Morning: I think this lesson went very well. Students seemed to understand the activities and
there was some growth in their understanding since the pretest. I like to have them do some
individual research/work because it gives them an external reason to participate. They are not
only responsible for their learning, but their classmates as well. I think I will have students do a
practice post or two with my afternoon group because that seemed to be most of the questions I
got.

Afternoon: The students in the afternoon were struggling today. I don’t think it was because of
the lesson, because our afternoon students are generally harder to get on task. Today, we had a
new student and only 3 kids in total in our class. I had to do a larger number of words to make it
balance better for students. Because we had so little, I had students do 3 words each, and I did
the remaining 6. One student flew through it, and the other two I had to hand walk through every
step. I think that tomorrow I will ask my mentor to sit with those students just to help the
process. When I would help one student, the other would shut down. So an extra hand might
help.
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Day 2 (Tuesday 3/8/22)

Rationale
It is important to teach these words because students will not only learn the words, but
the process by which to define and study words like this. This lesson teaches students some of
the skills that are so important in today’s world such as use of technology and the internet, and
collaboration. This lesson involves direct instruction and independent learning to differentiate
instruction. Lesson 2 is focused on reviewing the first lessons words, and learning the remaining
words.

Priority Standards
CCSS.ELA-LITERACY.L.9-10.5.B

Analyze nuances in the meaning of words with similar denotations.

CCSS.ELA-LITERACY.L.9-10.4

Determine or clarify the meaning of unknown and multiple-meaning words and

phrases based on grades 9-10 reading and content, choosing flexibly from a range
of strategies.

Process (Lesson)
https://app.nearpod.com/?pin=3E41122181146A6433D0825D29F97480-1

This lesson will be centered around NearPod. This website allows teachers to build a lesson
with different interactions and activities for students. I have found that it helps me to differentiate
my method of instruction fairly often. We will start with a review game, Time To Climb, that the
kids have played before for a different vocabulary lesson. Today we will focus on the last 15
words of the list of 30 that students should cover in Units 1 and 2.

I did not feel the need to check in with students at the beginning of this lesson and rather opted
to jump right into a review of the previous lesson. My morning students did lesson one on a
Friday and it will be Tuesday when they complete this lesson. This is a formative assessment
that I will use to see if we need to review any words. I believe that putting this in the form of a
game like Time To Climb, students will be showing their understanding without feeling the
pressure from me asking questions in class or them presenting something to the class. They will
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be interacting more later in the lesson, and the next day, so I will be able to do these more
public assessments then.

After the conclusion of the game, I will then do an informal pole on the Nearpod asking students
how they feel about the words. I think that their confidence in the lesson is just as important as
their actual knowledge on the subject. If need be, we will discuss the outcome. If students are
needing/wanting more of a review of these specific words, the lesson on the 3rd day will reflect
that.

The new words will be introduced on slides that look like this:

The slide includes the word, a definition, an example sentence, and a picture that demonstrates
the word in some way. The new 15 words will be introduced in this way.

I will end the class with a “Check-out” post. I posted an example answer with the questions and
my own picture. Students will add a post to a collaborate board on NearPod to answer the
following questions:

1. What are the words you think you need more time to learn?
2. What have you liked about using NearPod?
3. Add a picture to describe how you did in class today.
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These questions serve to guide my next lessons with this class. I believe that students
have enjoyed NearPod for the most part, but by asking these questions, I am giving
students a say in their future learning.

Reflection
The first time I ran this lesson, I felt like I was doing a lot of talking AT the students and wasn’t
getting a ton of interaction. I decided that the second time I taught it, I would have students read
the slides and that I would ask students to give me examples of the words. This really helped
me get more kids engaged in my later hours. I did notice that they struggled a bit with the words
from the last lesson, so we will spend more time on them tomorrow.

The game (the first formative assessment) let me know that some students were still really
struggling with the day 1 words across the board. I decided to use more of these words in the
3rd lesson’s review so students would get more time working with them. The other formative
assessments were student centered. I asked them how they felt about their learning and what
was working for them. I was able to gather their feedback and opinions to help me shape the
remaining lesson. The “Check-Out” post that students did was something I changed from the
last lesson. The first time students used this board, we did not practice posting on the board
first. This time around I asked students to post a gif and say hello. This way I knew that students
could post on the board and that they understood how the different parts worked before I set
them on this task.
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Day 3 (Wednesday 3/9/22)

Rationale
This lesson is purely for vocabulary review. I chose not to teach the students new content in the
last lesson because I felt like they would not perform well on the post test the next day if I
stretched the content over 3 or more days.

Priority Standards
CCSS.ELA-LITERACY.L.9-10.4.C

Consult general and specialized reference materials (e.g., dictionaries, glossaries,

thesauruses), both print and digital, to find the pronunciation of a word or determine
or clarify its precise meaning, its part of speech, or its etymology.

CCSS.ELA-LITERACY.L.9-10.5.B

Analyze nuances in the meaning of words with similar denotations.

CCSS.ELA-LITERACY.L.9-10.4

Determine or clarify the meaning of unknown and multiple-meaning words and

phrases based on grades 9-10 reading and content, choosing flexibly from a range
of strategies.

Process
https://docs.google.com/presentation/d/1UdTvXnjl2da-dnsgfF8SGja7xYHbSaEsqxj1GgxKFVM/
edit?usp=sharing

My original plan for this lesson was to have students do a collaborative activity first, then do
jeopardy. After a conversation with my mentor, we decided that we would not have time. We
focused entirely on the Jeopardy review game.
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Reflection
My original plan for this lesson was to have students do a collaborative activity first, then do
jeopardy. After a conversation with my mentor, we decided that we would not have time. The
morning group loved playing Jeopardy. They were super into it and both morning classes really
latched on to studying the vocab. I think I will find more ways in the future to “gamify” my
lessons and my classroom. Kids want to have fun with it, so why don’t we?

My afternoon folks struggled a little. They are a group that it is hard to get them to focus on
regular lessons. So once we got to the “review” section, they seemed to be wildly guessing
rather than actually showing their knowledge. I am not sure if this is because we haven’t played
a game in class in a while and they just didn’t understand the expectations, or if students really
didn’t understand the content. I think for future lessons with this group that I will make more of
an explicit point to talk about game expectations and work with them to figure out how the game
works. I decided at the end of this lesson to give the students a sheet with all the words and
definitions on it, just in case they wanted to study. Unfortunately, most were left in the classroom
at the end.
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POST TEST
DIRECTIONS: Do this test to the best of your ability. Each section will have their own set of
directions. Make sure to read them all carefully.

PART 1 - Multiple Choice: Pick the answer that best fits the sentence.

1) After eating the expired food, the kid had 6) We make . .improvements
a(n) . . complection. to the school when we decorate.
a) Coalesce a) Palpable
b) Impartial b) Fervid
c) Sallow c) Aesthetic
d) Absolve d) Callous

2) When grading the pretest, Mrs. 7) When you bake cookies, you
Wright was worried that the grades must. .the ingredients.
looked . . a) Dire
a) Dire b) Palpable
b) Emanate c) Coalesce
c) Impartial d) Grotesque
d) Palpable
8) When students are on their phones
3) When we play kahoot, the class is in class, Mrs. Wright’s anger
very . .. is. ..
a) Aesthetic a) Sallow
b) Exuberant b) Palpable
c) Impartial c) Exuberant
d) Coalesce d) Altruistic

4) When grading papers, Mrs. Wright 9) The . . football fans

has to be . .. cheered when their team won.
a) Absolve a) Dire
b) Cache b) Fervid
c) Coalesce c) Absolve
d) Impartial d) indolent

5) After the real villain confessed, the 10) Miss Jolene is very . .and
person was . . of the cares about all of our students.
charges. a) Emanate
a) Absolved b) Dank
b) Sallowed c) Circumspect
c) Emanated d) Affable
d) Coalesced
 17

PART 2 - Short Answer: Use these words in a sentence to show understanding.

1) Arduous:

2) Aversion:

3) Austere:

4) Altruistic:

5) Censure:

6) Chastise:

7) Cower:

8) Circumspect:

9) Emanate:

10) Indolent:
 18

PART 3 - Matching: Pick the word on the right that best fits the definition on the
left. Not all answers will be used!

Definitions

1) . . To increase or enlarge Word Bank

2) . .not pleasing to the eye

a) Zealous
3) . .enthusiastically devoted to
b) Censure
a certain interest
c) Augment

4) . .ill will; active dislike d) Dank

e) Grotesque
5) . .Unfeeling and insensitive
f) Deplorable
6) . .To support or be in favor of
g) Incorruptible

7) . .A hiding place; something h) Sallow

hidden in a secret place i) Advocate

j) Cache
8) . .not subject to becoming
k) Callous
dishonest
l) Animosity

9) . .miserably damp and chilly

10) . .regrettable or terrible

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Post Test Data and Discussion

Pretest Post Test Change

Class
Number Number Averag Number Number Average
Expecte received e Expected received Grade
d Grade Of
Of Recieved
Reciev
ed

AM 3 15 6 6/30 15 9 13.8/3 +26%

(9:39-10:23) 0
20%
46%

AM 4 10 6 7.8/30 10 9 16.3/3 +28%

(10:26-11:10) 0
26%
54%

PM 4 4 3 6.7/30 4 2 15.5/3 +30%

(1:34-2:18) 0
22%
52%

There was growth in all of my classes which was nice to see. Sometimes it is
hard to see how much students are learning unless you are looking at the data in depth.
Though there was growth, I was surprised to see the class average still so low. Based
on their formative assessments, students seemed to be doing better than they
performed on the test. This prompted me to look into some other reasons that might be
happening concurrently with class. Because of some other factors that I would like to
mention, I have included a breakdown of each student's grade below. The color of the
 20

student number corresponds to the class period they are in and the other highlights will
be explained in the key.

Student IEP, Is Pretest Post Test Change

504, Attendance
ESL? A Concern?
Student 1 None Yes x x No Data

Student 2 IEP & Yes x 24/30 or No Pretest

ESL 80% Data

Student 3 IEP No 3/30 or x No Post Data

10%

Student 4 None No 10/30 or 24/30 or +47%

33% 80%

Student 5 ESL No 3/30 or x No Post Data

10%

Student 6 None Yes x 6/30 or No Pre Data

20%

Student 7 None Yes x x No Data

Student 8 None No 2/30 or 3/30 or +3.3%

6.7% 10%

Student 9 Former Yes x 19/30 or No Pre Data

IEP 63%

Student 10 None Yes - Special x x No Data

Concern

Student 11 None No 14/30 or 27/30 or +43%

47% 90%

Student 12 None Yes x 10/30 or No Pre Data

33%

Student 13 None Yes x 11/30 or No Pre Data

37%

Student 14 None Yes x x No Data

 21

Student 15 None Yes 4/30 or x No Post Data

13%

Student 16 None Yes x 28/30 or No Pre Data

93%

Student 17 None No 3/30 or 23.5/30 or +68%

10% 78%

Student 18 None Yes x x No Data

Student 19 None No 20/30 or 28/30 or +26%

67% 93%

Student 20 None No 6/30 or 10/30 or +13%

20% 33%

Student 21 None Yes x 14/30 or No Pre Data

47%

Student 22 None No 1/30 or 3% 8/30 or +24%

27%

Student 23 None No 0/30 or 0% 3/30 or +10%

10%

Student 24 None Yes x 4/30 or No Pre Data

13%

Student 25 None No 17/30 or 28/30 or +36%

57% 93%

Student 26 None No 5/30 or 11/30 or +20%

17% 37%

Student 27 None No x x No Data

Student 28 IEP No 12/30 or 20/30 or +27%

40% 67%

Student 29 None Yes 3/30 or x No Post Data

10%
 22

KEY

Absent during all 3 lessons (and testing days) Did not participate in lessons

Absent for two lessons Attempted one portion of this test

Absent for one lesson Did not attempt this test but was here

A trend for the week following the pretest was better attendance school wide.
This is reflected in the post test “number received”. Even with this attendance trend, I
still had students who either missed lessons, or missed the days of our pre or post tests.
There were 6 students who missed all the lessons and testing days (5 days total). There
were other students who missed a day or two when we were learning the new
vocabulary as well. Surprisingly none of these absences happened on the third day
which was all review.

Specifically looking at the 2 students in my PM 4 class that turned in both the pre
and post tests, Student 26 is a student who generally struggles in class. This week, they
were very good about being on task and trying their best to follow along. Student 28 is
always present in class and generally gets work done. They had large growth in this
lesson and participation throughout which was exciting to see. I think this had to do with,
at least in part, the fact that we were doing a more interactive style lesson with NearPod
most of the time. These two students in particular were interesting to see the pre to post
score change.

Students 11 and 19 were the students mentioned in the pretest discussion to be

the ones performing better in class in general and reading outside of the classroom. I
was surprised to see that these two students did not get 100%. They are usually the
students who have the highest grade and they were very participatory during the course
 23

of these lessons. Actually, student 19 seemed to struggle with the “Use the word in a
sentence” portion of the test. This is where that student lost their 2 points. This student
tends to confuse the words with other common words and use the other word instead of
the vocabulary word in their response. Interestingly enough, the uses of the
non-vocabulary word were correct.
 24

Reflection

Though there were many different factors and issues that popped up with
students, I think that this Instructional Plan went well. It really gave my mentor and I
insight into what students were interested in instructionally and how they learned over a
week of lessons.

There are some things, looking back, that could have changed the outcome of
the Pre vs Post test change. The way students are usually tested on vocabulary is
purely matching the word to its definition, which I included as part of my tests. I decided
against this testing method for all of the questions because I have found our students
just do process-of-elimination and don’t actually learn the material. I wanted to branch
out from their norm and really dig and see if they understood the word. This really
helped me on both the pre and post test because students were not able to easily
guess. If this were my own classroom, I would most likely change all of their vocabulary
assessments to reflect this.

This assignment has helped me learn so much more about how to reflect on data
and how to adapt my lessons between teachings. It was very interesting to reflect on
each lesson, but also the Instructional Plan as a whole. It is important to take a moment
after a lesson to consider what went well, what didn’t work, and even what can be done
to improve the lesson.