Lesson Plan

Name: Olivia Lee Date: 2.12.18

Subject: English Grade: 3
Virginia SOL: 3.1a, 3.2e Start time: 8:00am Stop time: 9:15
Lesson Title: Vocabulary Alley
Objectives (What do you want students to know, understand , do, or feel as a result of your instruction?)
1. TSW write down the new vocabulary words
2. TSW understand that some of the words can have different endings
3.
4.

Critical vocabulary: Persist Tilt Reside Vital

Insist Clutch Erect Hasty
Whiff Rut
Materials/resources: Index Cards, Powerpoint, Baggies, Red Folders, White Board, Markers, Pencils, Active Board

Intro (how do you capture their attention and get them interested?):
Why do you think we study Vocabulary Alley? (Most likely Madison will answer and say that we need it
to learn more!)

Body (what comes after your interesting intro?)

Pass out Baggies and make sure the students put their name on each card!
Go through the Vocabulary Alley PowerPoint SLOWLY and read the word and definition
--Make sure to use examples that relate to the students
-Persist: Nike or Do we give up during a power school test or a Scholastic News?
-Tilt: If you are confused on something a teacher said, do you tilt your head like this?
-Reside: Lindsey, Where are you right now? Okay! Sussy, what school are you in right now?
So, where do we all reside right now?!
-Vital: Do you have to put on shoes to go to school? YES!!! So, that means it is vital that you
wear schools to school!
-Insist: How many of you have a pet or have a friend that has a pet? Do you ask a dog to sit, or
do you tell a dog to sit? EXACTLY!!! You insist that a dog sits!
-Clutch: Ask each student to hold up their pencil, and to hold it really hard. What you are
doing is clutching your pencil
-Erect: The statue of liberty was built in 1875. Which means it was erected in 1875. This
building was built in ______... so it was erected in ______.
-Hasty: If I wrote my vocab alley sentences really fast, would they be sloppy or neat? Right, if
I do something in a hasty manner…it might not be done well!
-Whiff: Imagine smelling yummy cookies… you would take a whiff to smell them!
-Rut: Ms. Lee always eats a sandwich for lunch. So, every single in the month of January I had
a sandwich…meaning I was stuck in a rut!! Have you ever been stuck in a rut?

--Go to the white board after each word explanation, and list the words and if they have different
meanings
*Make sure to write the words in columns with their endings
--Check to make sure all students have finished the card
--Once all the cards are done, tell the students to place their cards in the red folder in the bring back
side
Closure (purposeful summary-help them remember today or anticipate tomorrow):
--Now that we have all these new words lets apply these words! (Do the lead in for the next lesson for
the 100th day of school!)

Homework (If applicable): N/A

Assessment: (How will you assess if they have mastered your objectives? Be specific.)
--Over the next couple of days, I will assess if they understand the words based on the vocabulary alley activities
and the quiz formal assessment at the end of the week!
 DIFFERENCIATION:

****MAKE SURE TO READ THE DEFINITIONS FOR THE AUDITORY LEARNERS AND TO MEET IEPs… AND BE SURE TO
MEANINGFULLY USE THE POWERPOINT AND WRITE DOWN THE VARIATIONS OF THE WORD ENDINGS FOR THE
VISUAL LEARNERS. PLUS, LET THE STUDENTS DRAW THE PICUTURES AND WRITE THE WORDS FOR THE
KINESTHETIC LEARNERS

SOURCES:
Learnersdictionary.com

Notes (So, how did it go? What will you change to make it better? Do it now or you’ll forget.)

I think it went well with good examples.

I could write down different spellings on the board as we go along in the PP
Establish volume level at beginning of lesson (set clear expectations & consequences)