USF Elementary Education Lesson Plan Template (S 2014)

Name: Sophie Allen

Lesson Content
What Standards (national
or state) relate to this
lesson?

LAFS.K.L.3.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on kindergarten reading and content.

Essential Understanding

Essential Question:
Why is it important that we learn new words?

Objectives- What are you

teaching?

After a guided reading and participating in vocabulary stations, students will match six
vocabulary words to their correct definition, with no errors.

Rationale
Address the following questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it this
way?
Why is it important for
students to learn this
concept?

This is being taught because students need to understand that learning new words helps
them to become better readers and writers. I am teaching it this way because just
repeating words and their definitions over and over to students will not keep them
engaged. Using the Smart Board technology along with other stations will keep the
students moving around and engaged in the material.

Evaluation Plan- How will

you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
What Content Knowledge
is necessary for a teacher
to teach this material?

The formative assessments will be done through turn and talks during the discussion, as
well as how the students are responding to specific questions in the discussion. Through
the turn and talks and the discussion questions, I will be looking for student engagement
and understanding, and will be able to judge how much I need to spend talking about
certain areas of the content. The vocabulary stations done in the We Do stage of the
lesson will also be a formative assessment, as I will be walking around the room to make
sure students are engaged and understanding the content.
The summative assessment will be through the worksheet given to the students during
independent work. It will have the 6 words discussed throughout the lesson and pictures
that represent the meaning. Students will have to match the words to the correct picture
and these will be collected to assess mastery of content.
The teacher has to know the meaning of the 6 words presented to students, as well as
being able to relate the words to a kindergarten context.

USF Elementary Education Lesson Plan Template (S 2014)

What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?

Name: Sophie Allen

Students need to have very foundational knowledge of letters and sounds so that they
can sound out unfamiliar words. They have to understand that it is okay to come across
unfamiliar words while they read.

Students may get confused about the meanings of the words if they know another word
that means the same thing. They may believe that each word only has one meaning,
when it can have more than one.
Lesson Implementation
Scaffolding:
I do Teacher modeling
We do Guided practice
You do Independent Work
There will also be turn and talks throughout the lesson.
Time

25
minut
es

Who is
responsibl
e (Teacher
or
Students)?

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).

Teacher

Students will meet on the blue reading carpet at the front of

the room.
The teacher will go over the topic and essential question.
The teacher will ask students to put on their thinking caps
and think about why it is important to learn new words. Have

USF Elementary Education Lesson Plan Template (S 2014)

How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

30
minut
es

Students/T
eacher

Name: Sophie Allen

a couple of students share their answers.

I DO: The teacher will introduce the book The

Elephants Trunk by showing students the cover page. I

will inform the students that before we start reading we
are going to go over some new words that we are going
to see in our book. With the pre-made anchor chart
(Containing the words, definitons, and an illustration) I
will go over the 6 words, one by one, and have students
repeat the word back to me. I will not say what the word
means until we come across it in the book.
Before starting the reading of the book, I will ask
students to raise their hands when they hear or see one
of our vocab words in the book.
When a vocabulary word is read in the book, choose a
student who has their hand raised to share it with you.
Re-read the sentence that contains the word. Ask
students to turn and talk with their buddy about what
they think the word means. Have a student share what
they talked about. Relate the word to a kindergarten
context and use examples the students can relate to.
Ask students again what the word means to make sure
they understand the meaning.
Repeat this process with the remaining words.
WE DO: Set up four vocabulary stations around the
room. They will be as follows:
o
o

SmartBoard station: Students will have to match the

word to a picture definition on the Smart Board
Vocab Bowling: Using six plastic cups, write one vocab
word on each cup. Give the students a ping pong ball.
They have to bowl the ball and when they knock down
a cup, they have to read the word on the cup and say
its definition.
I Have, Who Has? There are six cards that say I have
(vocab word), who has (vocab word) Students have to
find who has the new vocab word and then say the

USF Elementary Education Lesson Plan Template (S 2014)

What will you do if

Name: Sophie Allen

definition.
o Vocab Picture Puzzles: Students will have to put
together 4 piece puzzles that create pictures that
10
represent a vocab word. They will then have to figure
minut
out the word and say what it means.
es
Students
Students will spend about 7 minutes at each station. The
teacher will rotate around and check in with students to make
sure they are on track and engaged and understanding the
content. (Miss Payne will be helping me with the stations, she
will be staying at the Smart Board station the majority of the
time with the students).
YOU DO: Students will come back to their desks and will be
asked to complete a matching activity that contains the 6
vocab words and a picture of their meanings. This will be
collected as the summative assessment.
a student struggles with the content?
During independent work, I will spend some one on one time with any students
that I notice are struggling with the concepts.
a student masters the content quickly?
If students finish the independent work very quickly, they will be asked to
write sentences on the back of the paper containing their vocab words

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
The book is about animals, and students see animals in all cultures. It will be
interesting to see which animals are significant to each student because of
their culture.
If applicable, how does this lesson connect to/reflect the local community?
Students may make connections with the community since we have a local zoo
that has elephants in it, and that is what the text is about. I know several of
my students are frequent visitors to the zoo.

USF Elementary Education Lesson Plan Template (S 2014)

Name: Sophie Allen

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
For students needing an extra challenge, I could have students use the vocab
words in sentences while at the stations. Additionally, students who need
enrichment could be asked to write sentences containing the vocab words on
the back of their paper.
How will you differentiate instruction for students who need additional
language support?
For students that speak no to little English, they could have a version of the
worksheet that has picture directions or even the vocab word in their native
language so that they could translate the word between the two languages.
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Ethan and Haley - one-on-one time during independent work.

The Elephants Trunk book

Smart board
Plastic cups and ball
I have, we have cards
Picture puzzle cards
Vocab matching worksheet

These materials were chosen because they complement the content in a way that does
not overwhelm the students.

USF Elementary Education Lesson Plan Template (S 2014)

Name: Sophie Allen