Lesson Plan Template

Date: 11-1-23

Teacher: Maddie

Iowa Core:

Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a
grade 5 topic or subject area. (RI.5.4) (DOK 1,2,3)

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5
reading and content, choosing flexibly from a range of strategies.

Today’s Goal (I Can):

I can define the word patriotism
I can use the Frayer Model to successfully define the word

Required Resources:
Montgomery Boycott article
Frayer Model template

Review of Previous Learning:

Review the graphic organizer from last week (patriotism)
1. Review the meaning of “patriotism”:
a. Let's look at our graphic organizer from last week when we broke down the word
patriotism. As you might remember, we defined equipment as “supporting and respecting
your country”
2. Review components of Frayer Model
a. In our concept definition map last week, we came up with our own definition for
patriotism that we just went over. We also came up with three characteristics in the
characteristic box. Remember this is going to be our checklist when coming up with our
examples and nonexamples. Our examples must relate to all three of our characteristics.
If we think of something that only falls under one or two characteristics, it will go into
the nonexample box.
3. Introduce the Frayer Model:
a. Today we are going to look at the Frayer model using new words, remember this model
is to help us define and understand the meaning of words we do not know.

I Do: Teacher provides explicit instruction with modeling. Teacher provides systematic Instruction with
scaffolding.
1. Look at my sample Frayer Model for the word boycott
a. I went ahead and completed a Frayer model for the word boycott.
b. The definition of the word boycott is when people decide not to use or buy something.
c. When thinking of the characteristics of this, I wanted to think of essential things that
 would relate to all my examples. I decided on nonviolent, form of protest, and group of
people.
d. Remember our characteristics will be our check list when coming up with our examples.
e. The first example I came up with is the Montgomery Bus Boycott. I made sure that it was
nonviolent, was a form of protest, and included a group of people.
f. The next characteristic I came up with was protesting a paper towel company because it
cuts down trees. I made sure it checked off all the characteristics.
g. The last example I came up with was protesting a restaurant because it does not treat
their workers fairly. This is another form of boycotting that checks all three
characteristics.
h. Now, looking at our nonexamples, we must remember that it does not meet all three of
our characteristics. Even if it does not fit under one characteristic, it is considered a
nonexample.
i. The first nonexample I thought of is buying toys at the store. This is nonviolent, and
could include a group of people, but it is not a form of protest. Since it has two, but not
all three characteristics, it is a nonexample.
j. The next two nonexamples I came up with were going to the movies with your friends
and attending school. These are both non-violent, done in groups, but it is not a form of
protest.

We Do: The teacher guides instruction focussing on: Providing immediate corrective feedback. Provide
multiple opportunities for students to respond and practice.

1. Introduce “Jake’s Journey”

a. Today we're going to read an article about a young man named Jake who travels for
days on a journey, resulting in him persevering through till the end.
b. Jake was exhausted by the end of his journey, and started feeling weary.
c. Before we read this article, we are going to look at a word that's going to help us better
understand what the article is about.
2. Introduce the word “weary”
a. The word we are looking at is “weary.” Weary is an adjective to describe someone when
feeling tired. In the text, it says, “The word “weary” accurate;y described Jake’s
condition. His body felt heavy, and his muscles ached with every step.”
b. Imagine walking for days in a row. I bet you would feel very similar to how Jake feels.
How do you think he felt?
3. Work together to complete the Frayer model.
a. So we are going to write weary in the middle of our Frayer Model.
b. We are going to start with the definition of the word. From the sentence I read, do you
have an idea of what weary might mean? I did a little research and also looked at where
the word is said in the text and defined it as “feeling extreme tiredness and exhaustion.”
c. So I'm going to write in my own words what I think the word compete means in the
definitions box. I want you to write in the box on your organizer a definition that makes
sense to you.
d. Next, we're going to come up with some characteristics of feeling weary. One that I
came up with when I was thinking about being weary is worn out. Now let's come up
with one together. What is something you know about feeling weary? Have you ever felt
worn out or tired? Something I know is true about both of those things is that those are
definitely feelings someone has when being worn out. (tired) Let's write that in our own
words under the characteristics.
e. Now can you come up with one on your own that would be a characteristic of weary?
 f.Students may be able to come up with their own. If not, you could read the following:
i. When you feel weary it affects your body too. How do you think your body feels?
g. Now let's think of some examples. The first example I came up with was running a
marathon. I remember after my mom ran a marathon, she was very very tired. Let's go
through the characteristics as a checklist and see. When you run a marathon do you feel
worn out? Does it affect your body? Do you feel tired?
h. Let's come up with one together, what would be a good example of feeling weary? If
you're having a hard time thinking of something, think of a time you have experienced
these feelings. (playing basketball)
i. Now, can you come up with one on your own? Let's go through the characteristics like a
checklist.
j. The last box we have to fill out is the non-examples we're going to do very similar things
like we did with the examples but this time we're making sure that the characteristics
don't fit some might fit and that's okay it just can't fit all of them.
k. The first non example I came up with is waking up in the morning. When you wake up in
the morning you feel the opposite of weary, because your body and mind is refreshed.
l. Let's try to think of one together. When I'm thinking of non-examples I'm looking at the
characteristics and trying to think of an that does not fit all three characteristics. If it
doesn't then it would be a good non example because it has one of the characteristics but
not all of them.
m. Now can you think of one on your own?
4. Read Jake’s Journey
a. Before we read, let's go through and underline all the times in the article where it says
weary.
b. After the article: Now that we've read the article, let's talk a little bit about what we just
read. What were some things Jake felt? You can look back in the article to help you think
if you need to.

Differentiation:
I will allow her to look online if she needs to help with coming up with a definition.
- Looking up definition
- Looking at pictures

Progress Monitoring:
She should be able to recall previously learned vocabulary words.

Self-Assessment:
Students will grade themselves on their fluency.

Outcome of the Lesson:

The goal of the lesson is to teach the student how to use the Frayer Model.
The goal of the lesson is to teach the student the definition of weary