Chelsea Pierson

Fall 2015
Vocabulary Acquisition Lesson Plan
Standards:
VSOLs
9.3 The student will apply knowledge of word origins, derivations, and figurative language to
extend vocabulary development in authentic texts.
b) Use context, structure, and connotations to determine meanings of words and phrases
f) Extend general and specialized vocabulary through speaking, reading, and writing
10.3 The student will apply knowledge of word origins, derivations, and figurative language to
extend vocabulary development in authentic texts.
a) Use context, structure, and connotations to determine meanings of words and phrases
11.3 The student will apply knowledge of word origins, derivations, and figurative language to
extend vocabulary development in authentic texts.
b) Use context, structure, and connotations to determine meanings of words and phrases
f) Extend general and specialized vocabulary through speaking, reading, and writing.
12.3 The student will apply knowledge of word origins, derivations, and figurative language to
extend vocabulary development in authentic texts.
b) Use context, structure, and connotations to determine meanings of words and phrases
e) Expand general and specialized vocabulary through speaking, reading, and writing.
CCSs
CCSS.ELA-Literacy.L.9-10.4.a
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or
function in a sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.11-12.4.a
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or
function in a sentence) as a clue to the meaning of a word or phrase
CCSS.ELA-Literacy.L.11-12.4.c
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses),
both print and digital, to find the pronunciation of a word or determine or clarify its precise
meaning, its part of speech, its etymology, or its standard usage.
CCSS.ELA-Literacy.L.11-12.4.d
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the
inferred meaning in context or in a dictionary).
(A note on the various grade levels: This course is taught to two 9th grade students, four tenth
grade students, three eleventh grade student, and two 12th grade students)
Objectives/Goals:

1. Students will know the vocabulary words

2. Students will know what context clues are
3. Students will understand that vocabulary acquisition requires studying the words, general
exposure to words, and the employment of vocabulary words on a daily basis
4. Students will be able to look up vocabulary definitions using an online dictionary
5. Students will be able to create their own unique definitions and examples for vocabulary
words
6. Students will be able to analyze a sentence and determine unknown words using context
clues
7. Students will be able to correctly use the vocabulary words in a sentence
Assessments:
Diagnostic
Students will complete a Kahoot Quiz today (1, 2, 3, 6, 7)
Formative:
Students will complete a practice sheet of quiz words used in context (1, 2, 3, 4, 5, 6, 7)
Summative:
Students will complete a vocabulary quiz on the following Friday (This quiz will be cumulative
and contain words from previous weeks lessons as well) (1, 2, 3, 5, 6, 7)
Procedures:
Step One (5 mins.)
Direct Instruction
I will ask the students the following questions:
--What does active reading mean? (Opposite of passive, reading with a purpose)
--Why should we strive to be active readers? (Well miss out on deeper meanings)
--How does active reading translate to the real world? (Reading people, being aware of
surroundings, etc.)
--What are some active reading strategies? (Context clues!)
I will then explain the function of a context clue. I will begin by asking them to break down the
phrase, context clues. For example, if they didnt know what the word context meant, they
could look to the word clue, instead. Youd know you are looking for clues. What kind of clues?
Clues for what? Then, youd look back and remember that we are considering how to figure out
words and meanings we dont readily see. So, maybe the word context here means within the
passage!
I will then briefly explain context clues verbatim: Writers often include other words or phrases to
help with the understanding of the new word. These words or phrases are referred to as context
clues. They are built into the sentences around the difficult word to help readers logically guess
what the meaning of the unknown word might be.
Step Two (15 mins.)
Gradual Release (I/We/You)
I will model, using the think aloud strategy and the projector, how to use context clues. Then, the
students and I will work through an example together, still using the think aloud strategy and the
projector. Afterward, the students will independently work on practice problems, and I will

circulate around the room to help ensure the students are working diligently and working
through the problems accurately. Afterward, we will go over the answers as a class.
Step Three (5-10 mins.)
Kahoot/Independent Practice
--I will project the Pin on the board.
--I will instruct the students to log onto Kahoot.it (they are familiar with this process already)
--Once the students log in, the quiz will appear on the board.
--There will be fifteen questions.
--I will read each quiz question aloud as well as read the potential answers to those questions
--As I do, I will also explain to the students that reading answers aloud to see how the word
would fit within a sentence is an excellent comprehension/active reading strategy.
Step Four: (2 mins.)
Wrap Up!
I will simply explain that constant exposure to vocabulary is crucial for retention. I will then let
the students know that they will have continual exposure to these words throughout the week.
Materials Needed:
Writing utensils
Projector
Vocabulary word list (Appendix B)
Worksheets (Appendix A)
Summative Quiz Key for Friday (Appendix C)
Kahoot (Online)
Laptops

Attention to Individual Student Needs:

Three of my students are further advanced than their peers. Their instructions will explain that
after they have used context clues to come up with a definition, they will look up the definitions
in the dictionary to share with the class. Moreover, one of my students is currently up for the
SBIT and could benefit from practicing transferal skills. The collaborative special education
teacher has suggested practicing his hand writing. Currently, only one of my students is overtly
comfortable with writing by hand. The practice will not equate to more than a page of written
work and therefore will not violate any of my students IEPs. My students have not been exposed
to handwriting frequently, so this learning activity will be new to them, and I expect to meet
resistance. Therefore, you will see modeling as well as slow and deliberate directions.
As with my past lessons, if students become disruptive, you will hear me say, Take a five,
please. This strategy is in accordance with Glassers Choice Theory and is the main behavioral
management strategy implemented at Murray High School. Finally, in period two, there are two
ninth graders, four tenth graders, two eleventh graders, two senior, and one sophomore student
who will be graduating early next spring. The levels in this course vary greatly, so I have set the
minimum expectation to one paragraph, working under the premise that the students who can

write more, will write more. This expectation has been set up previously, and the students know
what is expected of them.

Appendix A
Student Name: ______________________________

Date:___________________

Each of the following sentences contains context clues that can help you
with the meanings of the boldfaced word. Write what you think the word
means. Afterward, we will compare, as a class, the created definitions with
the dictionarys definition.

1. A spy posed as a loyal subject to the king. When the king learned of this
treachery, he punished the spy severely.
My Definition ___________________________________________________________
Dictionarys Definition ____________________________________________________

2. Arrogance led the young woman to believe she didnt need friends or
associates in her life
My Definition ___________________________________________________________
Dictionarys Definition ____________________________________________________

3. His theft of money from the company is likely to repulse many fellow
workers
My Definition ___________________________________________________________
Dictionarys Definition ____________________________________________________

4. Firing the entire staff was an ostentatious display of power by the new
office manager.
My Definition ___________________________________________________________
Dictionarys Definition ____________________________________________________

5. The sordid tale of her decline from heiress to homeless beggar became a
bestseller
My Definition ___________________________________________________________
Dictionarys Definition ____________________________________________________

6. Though trained to perform in a circus, the tiger was still considered a

predator
My Definition ___________________________________________________________
Dictionarys Definition ____________________________________________________

7. The ship began to founder in the rough sea.

My Definition ___________________________________________________________
Dictionarys Definition ____________________________________________________

8. When their key player signed with another team, the athletes were
disconsolate
My Definition ___________________________________________________________
Dictionarys Definition ____________________________________________________

9. Since he was used to a solitary existence, the elderly man had trouble
dealing with large crowds
My Definition ___________________________________________________________
Dictionarys Definition ____________________________________________________

10. The judge leveled a caustic attack at the lawyers and their inconclusive
evidence
My Definition ___________________________________________________________
Dictionarys Definition ____________________________________________________

Appendix B
Vocabulary Word List Theme: Betrayal
Arrogance - an insulting way of thinking or behaving that comes from believing that you
are better, smarter, or more important than someone else
Caustic able to burn by chemical action; sarcastic in a scathing and bitter way.
Disconsolate - without consolation or comfort; unhappy.
Founder to fill with water or to sink
Ostentatious - characterized by vulgar or pretentious display; designed to impress or attract
notice.

Predator an animal that preys (hunts) on others; a person or group that ruthlessly exploits
others.

Repulse cause (someone) to feel intense distaste and aversion

Solitary done or existing alone
Sordid selfish, dirty, morally corrupt
Treachery - betrayal of trust; deceptive action or nature.

Appendix C

Vocabulary Quiz #5

November 20, 2015

Directions:
Read the paragraph first. Then, look at the word bank. Select the world that best fits in the blank
and makes the most sense. Fill in the blank in a color other than red. When you are finished, reread the paragraph for clarity.
Word Bank:

Arrogance
Caustic
Disconsolate
Founder
Ostentatious
Predator
Repulse
Solitary
Sordid
Treachery
Knave
Objective
Headstrong
Blythe

The jester and the king were far from friends. They were, in fact, total opposites. The king
was absolutely in love with himself. His arrogance was undeniable and known throughout his
kingdom for his cruelty to others. The jester, on the other hand, was humble and always thought
of others before himself. The jester would have never committed to a life of service to the king
had he known of the kings treachery beforehand. Nevertheless, like a boat that had begun to
founder far out at sea, the jester felt hopeless and disconsolate.
Dont mistake this story for one that is attacking the king. Ask anyone. Theyll agree. Not
only was he ostentatious, always dressing in the newest fashions while his people were often
starving in the streets, but he was also seen by many as a sordid man who gained all of his
money from committing illegal acts such as gambling and stealing the Viking ships of
neighboring ships.
Oh, please! Dont feel bad for the man. He would make your stomach turn, repulse even
you, the kindest, most rational, most objective of people. He was no king; he was a knave! His
speech was never genuine; it did not come from a place of love and compassion for his people.
No, his speech was caustic, and he behaved in a way that caused many people to abhor him,
and rightfully so, I tell you!
When the king found out that the jester was unhappy with his life in the kingdom and
was hoping to return home to his blythe home where everything was peaceful and free from
worries, he was enraged. He became a ruthless predator who would stop at nothing to ensure
that the jester remained miserable and alone in the kingdom, that the jester lived a solitary

existence from thereon out. But being the headstrong man that he was, the jester refused to
back down from his quest to return home. Though it took years of enduring the kings wrath, he
eventually made his way back home and lived happily ever after.