CEP 452: Lesson Plan

Section 1: The Plan

LESSON OVERVIEW
Title: Vocabulary in Action
Author: Madeline Wahl, MSU College of Education
Subject: English Language Arts
Grade Level: 3rd grade
Duration: 45 minutes
Unit Description
This unit covers a large selection of words that are used to describe
something.
Lesson Goals
Students will be able to distinguish verbs from nouns.
Students will be able to listen to a definition, as well as give a definition of a
vocabulary word, and be able to identify it in a timely manner, no longer than
60 seconds.
Common Core Standards
CCSS.ELA-Literacy.L.3.4.A: Use sentence-level context as a clue to the
meaning of a word or phrase.
CCSS.ELA-Literacy.L.3.4.D: Use glossaries or beginning dictionaries, both
print and digital, to determine or clarify the precise meaning of key words
and phrases.
Big Ideas
A student will be able to fully comprehend the meaning of a word if he/she is
able to give their own correct definition of the word, and also be able to listen
to a definition, and accurately determine what vocabulary word is being
defined.
Barriers
For those with hearing impairments, they may need a set of headphones in
order to hear the definition being presented throughout the lesson, and
activities planned.
Another alternative for those with auditory impairments is to have the
teacher wear a microphone at all times so that the student can better hear
the directions and presentation of new information.
For those with visual impairments, having access to the PowerPoint, and
vocabulary words on an iPad or laptop is going to be highly effective in their
learning.

METHOD
Anticipatory Set
Provide each student with a list of vocabulary words for this week.
Read students a storybook that includes some of their vocabulary words.
Pause during the story whenever students hear one of their vocabulary
words. Have them independently write down what they think each word
means in their journals.
Introduce and Model New Knowledge
After reading the story, have students share and collaborate with a partner
what definitions they came up with.
Teach students how to use a dictionary to look up their vocabulary words,
and have them copy down each dictionary definition below their own.
Provide Guided Practice
Students will compare and contrast their two definitions, personal definition,
and dictionary definition.
Students will come up with a sentence together that helps them better
understand the meaning of that word.
Once everyone has finished their definitions and sentences, each pair will
present their definition and sentence on the board.
At this time, the teacher will make any necessary corrections.
Provide Independent Practice
Students will be split up into groups of four, and each group gets one iPad to
use.
Review how to play the game Charades using the iPad.
Students will play Charades on the iPad, which features all of their
vocabulary words from this unit, and a few from the previous unit- building
upon their background knowledge.
The teacher will informally assess students during this time by making sure
that they are on task, and that each student is getting an equal amount of
practice.
WRAP UP
Debriefing
As a class, have students participate in one final round where the teacher is
guessing the vocabulary words based on the students definitions.
ASSESSMENT
Informal, Formative, Ongoing Assessment

Students will write a short story in their journal using at least five of their
vocabulary words from this week. In addition to their written reflection, they
are to also include an illustration of some sort. Students have the choice of
using multiple mediums: crayons, markers, paint, chalk, etc.

Summative Assessment
At the end of the unit, students will be given two choices of assessment:
o The first is an oral assessment in which they are to, individually,
either provide a verbal definition of a vocabulary word to the teacher,
or name the vocabulary word when given a definition.
o The second is to play two rounds of Charades with the teacher. One
round the student will guess the vocabulary words, and the other
round the student will provide a definition for the vocabulary word
displayed on the iPad.
o Based on each students current academic level, students assessment
performance will be evaluated differently. Regardless, students will
pass if they are able to provide accurate definitions for 75% of the
vocabulary words they are given. To extend their assessment,
regardless if the student passed or not, each word that the student
defined incorrectly will remain as one of their vocabulary words, and
will roll over to the following list of vocabulary words.
MATERIALS

Vocabulary list for each student

5-6 iPads, depending on class size
Student journals
White boards and markers
Hearing aids for students with auditory deficiencies