Astumbo Middle School

Lesson Plan Format

Teacher Name: Mr. Zapanta
Quarter: 1st/3rd
Content: Health_Chapter 5 Vocabulary
Grade/Course: 7th
Timeline: 2-3 Days
ESLRs Addressed: (choose all that apply)
A chievers of Academic Success
M odel Citizens of the Community
S killed Users of Technology to Connect with the Global Community

Standard(s); CCSS: 3.0 Target (Lesson Preparation [SIOP])


GDOE Health Education Standards & Performance Indicators

MS.1.10: Explain key health terms and concepts.

Lesson Overview; Lesson Purpose:(Develop new

knowledge or extend and apply knowledge)

Introduction of Key Terms from Chapter 5

Learning Targets (Rigor)

2.0 Simpler Content: (One Grade Level Below)


4.0 More Complex: (One Grade Level Above)

Vocabulary: (Building Background [SIOP],Vocabulary
[Big 8])

Nutrition
Carbohydrates
Protein
Fats
Calcium
Sodium
Calorie
Anorexia Nervosa
Strength
Aerobic Exercise
Target Pulse Rate
Warm-up

Lesson Objective(s): (We will: KNOW, UNDERSTAND, and BE

ABLE TO DO; must be measurable and attainable)

In this lesson, students will be able to:
Match Ch. 5 key terms with their definitions
with 80% accuracy through note taking (4 Square), and question
and answer.

Focus Question(s): (Unit Essential Questions or Big Ideas)

What are the key terms associated with Ch. 5, Nutrition
& Physical Activity

Instructions that are italicized include students engagement strategies. Instructions that are underlined embed checking for
understanding. (Instructional strategies are in parentheses i.e. Marzano) [Brackets are instructional strategies pertaining to
SIOP, Big 8, CITW]

Astumbo Middle School

Lesson Plan Format
Description of Lesson
(Lesson delivery; comprehensible input [SIOP]
Anticipatory Set: ( _____ minutes) (Cues/Questions, Building Background, [SIOP] Interaction, [SIOP] Write to Learn [Big 8]
Teacher & Student Questioning [Big 8])
Teacher will present the vocabulary words associated with Ch. 5
Students will repeat the words after teacher has pronounced them.

Instruction and Strategies: ( _____ minutes) (Providing Feedback, Reinforcing Effort, Providing Recognition, Cooperative
Learning, Cues/Questions, Strategies [SIOP], Interaction [SIOP], Practice and Application [SIOP], Student Dialogue &
Grouping [Big 8], Write to Learn [Big 8], Graphic Organizers and Note Takers [Big 8], Teacher & Student Questioning [Big 8],
Document, Technological, and Quantitative Literacy Strategies [Big 8])

Episode 1
o [Students will get into groups of 3 (no more than 4 per group) to match the vocabulary words with their
definition without using the textbook]
o Vocabulary flash cards will be provided by the teacher
Episode 2
o Teacher will go over vocabulary definitions while students compare the accuracy of the card matching activity
Episode 3
o [Students will create a vocabulary listing in their notebook, labeled Chapter 5 Vocabulary]
o Vocabulary words will be done using the 4-square format.
Word in the middle, upper left box is definition, upper right box is a sentence, lower left box is a
picture; lower right box is a synonym/antonym.
o Students may use the textbook and internet device to complete the 4-square assignment

Guided Practice: ( _____ minutes) Providing Recognition, Cooperative Learning, Interaction [SIOP], Practice and
Application [SIOP], Write to, Learn [Big 8], Teacher & Student Questioning [Big 8], Document, Technological, and
Quantitative Literacy Strategies [Big 8])

Episode 1
o [Students will get into groups of 3 (no more than 4 per group) to match the vocabulary words with their
definition without using the textbook]
o Vocabulary flash cards will be provided by the teacher
Episode 2
o Teacher will go over vocabulary definitions while students compare the accuracy of the card matching activity
Episode 3
o [Students will create a vocabulary listing in their notebook, labeled Chapter 5 Vocabulary]
o Vocabulary words will be done using the 4-square format.

Formative Assessment: ( ____ minutes) (Providing Feedback Review and Assessment [SIOP],Student Dialogue & Grouping
[Big 8],Teacher & Student Questioning [Big 8])

Episode 2
o Teacher will go over vocabulary definitions while students compare the accuracy of the card matching activity
Episode 3
Instructions that are italicized include students engagement strategies. Instructions that are underlined embed checking for
understanding. (Instructional strategies are in parentheses i.e. Marzano) [Brackets are instructional strategies pertaining to
SIOP, Big 8, CITW]

Astumbo Middle School

Lesson Plan Format
o
o
o

[Students will create a vocabulary listing in their notebook, labeled Chapter 5 Vocabulary]
Vocabulary words will be done using the 4-square format.
Points will be given and recorded in Grade Book after completion

Closure: ( _____ minutes) (Providing Feedback, Reinforcing Effort, Homework, Closing the Lesson, Interaction [SIOP],
Review and, Assessment [SIOP], Write to Learn [Big 8], Teacher & Student Questioning [Big 8])

Ask students to name at least 5 key terms associated with Ch. 5.
Question can be used as an exit ticket.

Independent Practice: ( _____ minutes) (Homework, Interaction [SIOP], Write to Learn [Big 8])

Episode 1
o [Students will get into groups of 3 (no more than 4 per group) to match the vocabulary words with their
definition without using the textbook]
Episode 3
o [Students will create a vocabulary listing in their notebook, labeled Chapter 5 Vocabulary]
o Vocabulary words will be done using the 4-square format.

Accommodations/Modifications: (Component 3: Helping Students Extend and Apply Knowledge [CITW], Building
Background [SIOP], Student Dialogue & Grouping [Big 8], Text and Media Complexity [Big 8])

Students may work in groups to complete 4-square vocabulary assignment
Selected students may do a 2-square with only definition and picture

Resources (Textbook and Supplemental): (Leveled Materials and Digital, Multi-media Resources [Big 8])

TEACHER:
Glencoe Teacher Wraparound Edition
lap top
multimedia projector
Health Curriculum Binder
Vocabulary Cards

STUDENT:
Glencoe Teen Health Textbook
pen/pencil
notebook

Lesson Reflection/PLC Discussion:
1. What do we expect our students to learn? (Goals/Expectations)
2. How will we know they are learning? (Assessment)
3. How will we respond when they dont learn? (Intervention)
4. How will we respond if they already know it? (At Mastery)

Instructions that are italicized include students engagement strategies. Instructions that are underlined embed checking for
understanding. (Instructional strategies are in parentheses i.e. Marzano) [Brackets are instructional strategies pertaining to
SIOP, Big 8, CITW]