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Secondary Lesson Plan

Name of class:
Length of class: 50 minutes (11:20Young Adult Literature 1
LEARNING GOALS to be addressed in this lesson (What standards or
umbrella learning goals will I address?):
-The students will connect vocabulary words to worldly definitions
Iowa State Standards:
Determine or clarify the meaning of unknown and multiplemeaning
words and phrases based on grades 910 reading and content, choosing
flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or
text; a words position or function in a sentence) as a clue to the
meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate
different meanings or parts of speech (e.g., analyze, analysis,
analytical; advocate, advocacy).
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, or its etymology.
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
Acquire and use accurately general academic and domainspecific words
and phrases, sufficient for reading, writing, speaking, and listening at the
college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression.

Demonstrate command of the conventions of standard English grammar

and usage when writing or speaking.
a. Apply the understanding that usage is a matter of convention, can
change over time, and is sometimes contested.
b. Resolve issues of complex or contested usage, consulting
references (e.g.,MerriamWebsters Dictionary of English Usage,
Garners Modern American Usage) as needed.

LEARNING OBJECTIVES (in ABCD format using verbs from Blooms

The students will build their vocabulary by demonstrating their
knowledge of the word using playdough to hand sculpt an object that
reminds them of the word prior to using the word in an active voice

RESOURCES/MATERIALS NEEDED (What materials and resources will I

-Pencil/sculpting tools
-Active Voice handout
ASSESSMENT (How will I know if students achieve the learning
The students will be doing this activity as a review for their quest tomorrow,
They wull be keeping their actuve voice sheets with them id they need to study.
There will be formative assessments throughout the class period to check for
understanding. Their sculptures will have to be reevaluated if they are not
descriptive enough so that they have an accurate review of the vocabulary
As for scaffolding, It is hard to tell on the PowerPoint, but I will give them the
word, we, as a class will come up with the definition and put it on the board.
After they have had some time to work through the words on their own
sculpting. After a few minutes, I will display an image on the PowerPoint so they
can compare, or move on if they are stuck.

LEARNING PLAN (How will you organize student learning? What

instructional strategies will you use? How will you scaffold for student
1. 11:20-11:30 Introductions and overview of what we are doing
today. We will then go over the rules list before passing the dough
out so they are accountable for their actions being that this activity
is a privilege.
2. 11:30-11:35 After the introductions and rule discussion, I will hand
out and explain the active voice sheet together. To review the
guidelines of writing an active voice sentence, all of the rules are
written in active voice and incorporate a vocabulary word that they
will be tested on tomorrow. These will serve as their references
throughout the day if they are stuck on how to write an active voice
3. 11:35-11:38 Quickly, I will go over the method of how the
playdough activity will be laid out. Telling them that we will see the
vocab word, then come up with synonyms and a definition as a
class. I will use the definition from the key on the slide so they can
see it. After we come up with their class definition of their vocab
word, they will be free to sculpt (I will model the first one with
them) and then after about 2 minutes of them on their own, I will
display the image I chose on the PowerPoint that also represents
the word.
4. 11:38-11:41 Begin their first word sculpting and writing their
5. 11:41-11:45 word 2
6. 11:45-11:50 word 3
7. 11:50-11:55 word 4
8. 11:55-12:00 word 5
9. 12:00-12:04 Clean up. Hopefully there is not a huge mess and the
playdough stayed in the canisters. As they are cleaning up, I will be
answering any questions about tomorrows quest and clarifying any
troubles so they feel better prepared for the test tomorrow.

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?