Vocabulary Lesson Plan

1.Describe your future classroom in terms of content area, grade level, and reading abilities
(above, at, or below grade-level)
My future classroom will be a high school general music classroom with a mixture of at
and above grade level reading abilities. Most of the students in the class are ninth graders. The
lesson includes more complex words such as Disaffected, in an attempt to create more rigor in
the vocabulary in preparation for the ACT and SAT.
2. Objective (Using "The student will be able to. . . " or TSWBAT)
When the lesson is complete, the students will be able to define terms that relate to high poverty
rate areas, and will also be able to describe different ways arts programs affect these
communities.
3.Model (How will you model what you want students to do?) Describe the Morphemic Analysis
you will have your students conduct here.
I will explain to the students that I want the to copy down the vocab words as they are
mentioned in the video and add their definitions. I will have the root of some of the words on the
board with the root definition underneath. I will have the students copy these down first. We will
then as a class list the vocab root word, the definition, a visual representation, and a personal
association.
4.Guided Practice (While students are in groups, pairs, or working with the teacher, what will
they do to learn the objective?)
I will show the students the Digital Vocabulary Video for Arts and Communities. The
students will observe the video and take notes, copying the vocabulary words into their Music
notebooks with their definitions. When the video is over, the students will have a chance to
discuss any questions they have in their small groups.
5.Independent Practice (What will they do independently, to show you they have learned the
objective?)
After the Students have watched the video and had a chance to ask questions in group
discussion, the students will also draw a visual representation or clue, and a personal
association with the word to assist them in remembering the meaning of the word in their
notebooks. They will also write a brief one paragraph summary of the Digital Vocabulary Story.
6.Assessment (How will you know that they can do this objective by themselves? If you make
use of a quiz, please provide the questions.)
At the end of the learning module, the students will turn in their Music Notebooks
containing their Vocabulary words, definitions, a visual representation or clue, and a personal
association with the word, along with their one paragraph summary of the Digital Vocabulary
Story.