Lesson Plan Format:

Teacher: Shelbie Zukoski

Grade Level: 4th

I. Content and Standards: Standards for this lesson are aligned with the content, the
text and materials.
Content: Language Arts (Reading, Language, and Spelling)
Standards: Standard - R4.A.1.1: Identify and interpret the meaning of vocabulary.
1.6.4.A: Listen critically and respond to others in small and large group situations.
Respond with grade level appropriate questions, ideas, information, or opinions.
II. Prerequisites: State the understanding and knowledge that is necessary for this
lesson.
Students must understand the long i vowel.
Students must know what synonyms/antonomys are.
Student must understand what it means to build background knowledge.
III. Instructional Objective: Indicate what is to be learned and what you will teachthis must be a complete objective. Write this objective in terms of what an individual
student will do.
Students will understand the definition of their 5 new vocabulary words and they
will be able to use them in a sentence, and they will be able to give a synonym and
antonomy for each.
Students will understand what a time order vocabulary is and they will be able to
pick the time order words out of a sentence.
Students will be able to begin using their long i vowel spelling words.
IV. Instructional Procedures: BDA Description of what you will do in teaching the
lesson, and, as appropriate, includes a description of how you will introduce the
lesson to the students (Before), what actual instructional techniques you will use
(During), and how you will bring closure to the lesson (After). Include what specific
things students will actually do during the lesson. In most cases, you will provide
some sort of summary for the students.
Before: I will begin the lesson by asking students to put their heads down while I
read them an introduction story called Persistence. I will tell the students to listen
for character traits that show his persistence. We will then discuss the story.
During: After discussing the short story students will open their readers to page 82
and they will find a picture of an astronaut. We will look at his picture so we can

build background knowledge. I will ask various questions about the picture: What is
an astronaut? Where is this astronaut? Would you want to go to the moon? Next we
will go over our new vocabulary words. We will discuss the meaning of the words,
we will use them in a sentence, and we will also come up with synonyms and
antonomys for each vocab word. As a class we will read the vocab story found on
page 84. Next students will take out their leveled (A-approaching, O-on target, or BBeyond) practice books. Students will complete page 22 in their books, this page
will have questions about the new vocabulary words. I will then introduce the new
story The Astronaut and the Onion and explain to students that we will be reading
that tomorrow. Next we will move on to language. I will explain that today we will
be working on time order vocabulary. I will explain time order vocabulary and we
will work on samples as a class. Then students will complete a practice page on time
order vocabulary. After going over this page we will move on to spelling. Today we
will complete the spelling pre-test; their new spelling words all have long e vowel
sounds.
After: I will end the lesson by giving students their two study guides for their tests. I
will explain what we will be doing tomorrow (reading our story, summarizing main
ideas and details).
V. Materials and Equipment: List all materials and equipment to be used by both the
teacher and learner and how they will be used.
Reading textbook (for student and teacher)
Leveled practice book (A-O-B)
Language Arts textbook (for student and teacher)
Language practice book
Spelling practice book
VI. Assessment/Evaluation: Describe how you will determine the extent to which
students have attained the instructional objective. Be sure this part is directly
connected to the behavior called for in the instructional objective. Include rubric
where necessary. CONSIDER PORTFOLIOS AND PRESENTATIONS.
I will determine which students have attained the objective by checking their
practice books and by listening and determining who understands the meaning of
the vocabulary words. I will also check their A/O/B books.
VII. Accommodations or Modifications needed for students with disabilities or
ESOL: Indicate how other activities/materials will be used to reinforce and extend
this lesson and for whom. Include homework, assignments, and projects.
For the students who are struggling with text understanding I will have them work
with a partner when reading the vocabulary passage. Leveled practice (A-O-B)
books are offered. After the class discussion of the answers to the practice books I

will talk with the students who are struggling about the answers to the questions to
ensure the student understands.
VIII. Technology: Describe which technology will be incorporated and describe how
technology will assist learning.
N/A
IX. Self-Assessment Determine here how you plan to collect information that will be
useful for planning future lessons. A good idea is to analyze the difference between
what you wanted (the objective) and what was attained (the results of the
assessment)
Do the students understand the meaning of the vocabulary passage? Do the students
understand the meaning of the vocabulary words? Can they use them in a sentence?
Do the students understand their long e vowel spelling words?