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Name of class:

Young Adult Literature I

Secondary Lesson Plan Template

Length of class: 80 Minutes

LEARNING GOALS to be addressed in this lesson (What standards or umbrella learning

goals will I address?):
-I can determine vocabulary in context and by structure.

Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific word
choices on meaning and tone (e.g., how the language evokes a sense of time and
place; how it sets a formal or informal tone).
Conduct short as well as more sustained research projects to answer a question
(including a selfgenerated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject, demonstrating

LEARNING OBJECTIVES (in ABCD format using verbs from Blooms Taxonomy):
After being introduced to the vocabulary word and graphic organizer, students will research
and share their findings for their assigned word and share with the class in an inside/outside

RESOURCES/MATERIALS NEEDED (What materials and resources will I use?):

-Graphic organizer
ASSESSMENT (How will I know if students achieve the learning goals/objectives?):
The students will be assessed at the end of the class with a written response and exit slip. They will
be asked to write a sentence pertaining to a vocabulary word they learned in class today through the

group inside/outside circle by writing it in a sentence using active voice. Handing the exit slip in at
the end of the period will be their assessment and worth a few points in the reading and writing

LEARNING PLAN (How will you organize student learning? What instructional strategies
will you use? How will you scaffold for student learning?):
1. Opening hook will consist of playing a quick game to get students thinking
about vocabulary in general. They will describe what a jewel is as a class by
shouting out words that emulate that word. (The story these vocabulary words
come from is called Blue Diamond. I will let them use boring words for a minute
but will try to challenge them to think about describing it and using different
words than pretty and expensive.
2. Following that, I will model one vocabulary word from the story for them out
loud using the graphic organizer they will be using. This will demonstrate how
to think and read around a word that I dont know in hopes of getting them to
do the same when it is their turn. This will help students who dont know where
to start, think about how they should attack a new unknown word.
3. Go around and assign words to the students and explain that they will work
independently to fill out their vocabulary square worksheet.
4. Once they have had about 20 minutes to work, they will stand up and find a
partner who has the same color of eyes as them, and they will explain their new
word to their partner.
5. When these partners know the words, we will get up and the taller partner will
be on the inside of the circle, and the shorter on the outside. As they rotate, they
will teach the word to their new partner and pass their organizer/word to them
so they will be teaching it to the next partner until all words are taught and
learned by all.
6. Finish with the Exit slip to be handed to me as they walk out of the room.

Did I hook my students by getting them excited about the

Did I introduce my learning objectives to the students (even if
I just posted them in the room)?
Are my learning objectives aligned with my state standards?
Did I choose an instructional strategy/activity appropriate to
the purpose(s) of the lesson?
Did I organize my lesson clearly?
Did I account for any downtime and/or transitions?
Did I model or provide guided practice (if necessary)?
Did I scaffold student learning (if necessary)?
Did I assess my students learning (formative or summative)?
Did I successfully bring the lesson to a close within the allotted
Did I provide a bridge to the next lesson in my unit sequence?

Did I provide anchor/enrichment activities for students who

complete the lesson early (if necessary)?
Did I differentiate for my individual students needs?