Lesson Plan: Words in Context

Teacher Candidate:

Lisa Shelton

Grade and Topic: Grade 4 Words in Context

Date: 02/8/16
Length of Lesson: 55 min.

STANDARDS ADDRESSED:
Tennessee State Standards
RL.4.6-Acquire and use accurately grade appropriate general academic and domainspecific words and phrases, including those that signal precise actions, emotions, or
states of being (e.g., quizzed, whined, stammered) and that are basic to a particular
topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
ISTE Standard

Standard: In a collaborative work group, use a variety of technologies to produce a

digital presentation or product in a curriculum area. (1, 2, 6)

LESSON OBJECTIVES:
Content Learning Goals and Objectives:
1. Given a list of primary vocabulary words, TLW create a vocabulary word table
including a graphic for each word and a description of why it represents the word
with a score of three out of four on the rubric. (Blooms taxonomy: design)
2. Based on the authors choice of words and phrases TLW will determine how these
words could add meaning to the story with a score of three out of four on the
rubric. (Blooms taxonomy: examine)
3. Given a computer and word processing software, TLW create a table that includes a
graphic for each event in the vocabulary word and a description of why it
represents the event as selected by the author or the story. Using Internet access,
the student will then add images to the vocabulary words that correspond to its
content. (Blooms taxonomy: construct)
PROBLEM STATEMENT:
Pretend that you are an author in Tennessee. You have written nine books that appeal
to many readers and ethnicities. The television show 60 Minutes has contacted you
with a question regarding your strategy for writing books. This is a great opportunity
you to not only make a lot of money but to allow others to know about all of your
written works, but you have someone else that edits your books prior to printing
them. The television crew will be to interview you in the next day so you have your
editor to come over and explain to you how the steps of including specific vocabulary

2
in your books so that you wont give the incorrect process in the interview. You will be
given a list of vocabulary words that you will use to place in a table as well as create
images that correspond to these words.
LESSON DESCRIPTION
In this lesson students will demonstrate a clear understanding of how vocabulary
words play a part of stories as well as how the authors ideas are presented in a
story. They will also justify their decision by providing visual representation of their
understanding the vocabulary. The critical academic language that must be
address in this lesson includes: accelerate, friction, gravity, inquiry. This lesson
is a continuation of TN ELA standard 6. Students will use word processing software
to type and create a table. Students will use the website,
http://office.microsoft.com/clipart/default.aspx?lc=en-us , as a resource to access
images to add to the table. The lesson will be differentiated for students who did
not master the objective and for those ready for enrichment by reviewing the
opening concepts needed. Students who did not master the objective will be
provided with a vocabulary practice sheet or directed to online practice activities.
They will be given a grammar reference guide with small clear steps in instruction.
The commanding chores worksheet will be adapted as necessary for practice and
proof of understanding until the students can successfully complete the table
assignment. Students who are ready for enrichment activities will be directed in
communicative activities to ensure their understanding and verbal practice. For
the closure students will volunteer to share their table. At the end of class, the
teacher collects the tables and polls the class for questions.
STUDENT PRODUCT DESCRIPTION:
In this lesson students will create a table including appropriate images for the
vocabulary words selected. Students will also create a product in which they use
given images to show understanding of vocabulary, and later use the information
for a story map for comprehension.
ASSESSMENT EVIDENCE:
Criteria

Correctly sets up table 1

with
or less
the
Following headings:
Vocabulary
Appropriate graphic,

identified 2 correctly identified

3 correctly identified
4 correctly identified

vocabulary words, vocabulary words,

vocabulary words,
vocabulary words,
appropriate graphic,
appropriate graphic,
appropriate graphic,
appropriate graphic,
appropriate

Appropriate description

description

appropriate

appropriate

appropriate

description

description

description

3
Table

The spreadsheet does

The spreadsheet The table
not demonstrate an
demonstrates a demonstrates a The table
demonstrates
understanding of somewhat vaguesomewhat clear demonstrates
a clear understanding
formal commands.understanding ofunderstanding ofA clear
of commands.
formal commands.
formal commands.
understanding
Of formal command.

Student Product
Vocabul
ary

Descript
ion

Acceler
ate

Means
to move
or cause
to move
faster.

Friction

A force
between
surfaces
that
slows
objects
or stops
them
from
moving.

Gravity

A force
that
pulls
objects
toward
each
other.

Image

4
Inquiry

A search
for
informat
ion

Although these are the images that I selected I would question the image
selected for friction to make sure the student had a correct understanding for
the term. I would also have the student to verbally explain to me why he
chose the image for inquiry.