Lesson Plan Template

Name: Amanda Hayes Grade Level: 8th grade

Target Content/Lesson Topic: Vocabulary Lesson Date: 10 - 8 - 2020

Planning
Essential Question
What is the essential question that this
lesson addresses? What is the core How can we use text features to help us comprehend the vocabulary within a text?
purpose of the lesson that includes the
strategies and skills necessary to
accomplish the deeper learning in the
standard? How does this lesson fit into
the larger unit of study?
State Learning Standards
Identify relevant grade level standards CCSS.ELA-LITERACY.L.8.4.C
and Learning Outcomes from the State Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses),
Content Learning Standards, Common
Core Standards, and school learning both print and digital, to find the pronunciation of a word or determine or clarify its precise
outcomes. meaning or its part of speech.

Learning Targets/Objectives
What should the students know or be
able to do after the instruction? Use a Students will be able to use text features to understand unknown words within a text.
common format with a measurable verb
that matches the cognitive domain
standard. This should be a small piece of
the standard stated in measurable
terms.
Grouping Grouping
Describe how and why students will be
divided into groups, if applicable The lesson will start whole group and then the students will be working individually. I have them working
(homogeneous, heterogenous, random / individually because not only will it help me see if the students understood the strategy, but it will also help
based on ability, interest, social me see what other unknown words the students needed to use this strategy for. At the end of the lesson, we

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 purposes, etc.) will be whole group.
Co-Teaching Strategy Co-Teaching Strategy
How did you collaborate with your co-
teacher to plan, instruct, and assess
learning? What Co-Teaching Model will N/A
you employ?
-One Teach, One Observe
-One Teach, One Assist
-Station Teaching
-Parallel Teaching
-Supplemental
-Alternative (Differentiated)
-Team Teaching

Differentiation
Respond to your students’ needs and
adjust the content, process, product,
and/or environment to reach individual
learners based on their readiness,
interests, and learning preferences
(Tomlinson, 2014). Discuss planned
supports here.
Content:
 While I read aloud, students will be following along in their science book.
 The students will be able to work on the graphic organizer either by using a paper copy or by using
their Chromebook.
Process:
 For students that are having a difficult time writing on their graphic organizer, I or another teacher
(ESL teacher or teacher aid) can ask questions and write what the student says verbally

Product:
 For students that are having a difficult time writing or express their think better by drawing, there is a
section on the organizer for the student to draw their thinking.

Environment:
 While modeling and reading the text, I will have the graphic organizer and the text up on the
smartboard and will flip back and forth so they students will not only hear what I am saying but they
will also be able to see it.

Formative Assessment
How will you monitor student learning
throughout the lesson? Be specific
Assessment
I will be able to observe what features the student are using and if they are understanding when I walk around
the room while they work. Students will be filling out a graphic organizer while reading a page from their
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 about how your chosen assessments
connect with the objectives above.
Does your formative assessment
have/need evaluation criteria? If so,
attach a copy of your evaluation criteria.
Summative Assessment
How will students demonstrate mastery
of the standard? Note: This assessment
does not have to occur during/after this
lesson but in upcoming lessons.
Evaluation Criteria
What material(s) will you use to
evaluate learning? Please attach a copy
of your checklist, rubric, observation
criteria, or other measure.
Describe the presentation of the overall
lesson.
Introduction and Connection to
Previous Learning
● Anticipatory Activity (Hook)
● Activate prior knowledge.
● Be sure students understand
procedures and instructions for
lesson.
● Establish clear expectations.
● Model concept
The Introduction, During, and Wrap-up
groupings/ instruction/ lesson
progression might look different!
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science book. They will be using this graphic organizer to help them understand vocabulary within the text by
using the text features within the book. I will be looking for the students to complete the graphic organizer
with three other vocabulary words, there will be a total of 5 graphic organizers in all.
Rubric will be attached.
This vocabulary lesson will help the students understand what they are learning in science when we go over
this science lesson in a few days. Students will continue to use this strategy while reading and they will be able
to add this strategy to their toolbox of strategies.
Procedures (Teacher[s] will…, Students will…)
Today the students will be reading a paragraph from a science textbook that may have some difficult
vocabulary. In order for the students to understand the text, I will be showing the students a strategy they can
use when reading the tricky vocabulary.
First, I will need to activate prior knowledge. I will do this by asking the students about text features and how
they can be beneficial when we come to vocabulary we do not know. I will ask them the different types of text
features there are in a book and I would except answers such as, pictures, captions, text boxes, highlighted or
bolded words, the glossary, the index, the name of the chapter, etc. We will talk about how using these text
features can help us figure out and understand the vocabulary word.
Next, I will set clear expectations of my students and make sure the students understand the procedure. I will
ask the students to take out their science book. They will be reading a paragraph and using the strategy to
understand the vocabulary to prepare for the science lesson later in the week. I will also have it projected on
the smartboard. Next the students will receive the graphic organizer, which they can have a paper copy, or
they can pull it up on their Chromebook. They will be given multiple graphic organizers, so the students can
use it for as many words as they need to. This when modeling what I would like them to do will also be up on
the smartboard. After they receive both of these, I will explain the strategy that I want them to use and I will
model how to use it. I would tell the students that while they are reading, they need to be reading quietly to
themselves and if they need anything, they can raise their hand.

During (Lesson Progression)
In this portion of the lesson, you will be
letting go and letting students engage in
productive struggle; engaging in gradual
release, inquiry, or other learning
methods. Please write what you are
looking for in terms of:
● Students’ thinking and how they
will start the lesson
● Provide appropriate support
(not explaining how to do it)
● Provide worthwhile extensions.
● Provide opportunities for
students to engage in using the
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Now I will tell the students that we will be using a strategy called “Look to text features” and a graphic
organizer during this lesson. Before we activated knowledge by talking about the different types of features
and why they are important for us to use. Then, I will model what I want the students to do. I will ask the
students to turn to page 109 in their science book. Before we start to read, I will have them take-out two-color
pencils. I will show them, on the smartboard, my copy that is already underlined and circled. I will ask the
students to underline the words trait and chromosomes, to indicate that those are the ones we will do
together and circle nucleus, DNA, and double helix, which will be the vocabulary words they do on their own. I
will tell them we are going to start reading under the heading The Structure of DNA. Together we will start to
read the paragraph, which I will have up on the smartboard and I will begin reading it aloud. I will read until I
reach the word chromosome.. I will say, “I don’t know what the word chromosomes means. I am going to look
on this page to see if it helps me know what chromosome means”. I will say that I notice a picture down below,
but it really does not help me. I will ask myself “what is another feature I can use?” I will say, “I could check the
glossary to see if chromosome is there.” At this point, I will ask the students what the glossary does. I would
expect the students to tell me that the glossary has vocabulary word in the back of the book with definitions.
Together as a class, everyone will turn to the glossary to find the word chromosomes. We will see that
chromosomes is in the back of the book in the glossary with the definition. I will ask the students to pull out
their graphic organizer, while I put it on the smartboard for the students to see and I will model how I want
them to fill it out. First, I will tell them to write the vocabulary or unknown word in the vocabulary box. Next,
once you find out the definition of it using your text features, you will write that in the box that says definition.
Then, you will draw a picture of it, which you can use your text features. Lastly, you will write a sentence or
two about what feature you used and how it helped you. For example, I would write “I was able to use the
glossary in the back of the book to help me understand the word chromosome. The glossary provided the
definition which I was able to read to help me understand the sentence in the text.”
After I have modeled what I want the students to do, we will do one together. I will tell them that we are going
to look at and the paragraph right above where we found chromosomes. We will begin reading under “What
forms the genetic code?” I will read aloud until I get to the word traits. Now some of the students may know
what traits means because we did talk about it in science class before but for the students that forgot or do not
know we will find out the definition. I will have the students write the word traits on their graphic organizer. I
will then ask, “what should I do to try and find what the word traits means?” This is where I will give the
students the chance to show me if they understand the process and the strategy, which I just modeled for
them. I am looking for the students to tell me that they will look at text features to help them understand the
word traits. I will ask them if there is anything on the page that will help me, which there is not. I will remind
the students that there is a index in the back of the book. I will ask them, “What can we do with an index?” I
would expect the student to start looking in the index and tell me that we can see what page the word trait is
on. The back of the index says the word trait is on page 74. I will have the students turn to page 74 and on that
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 academic language.
This is where you will be suggesting or
modeling specific strategies and
helping students choose which strategy
makes sense to them. However, you
must make sure ideas come from
students.
Wrap-Up and Extension
This is where you have students talk
about their thinking and share strategies
with the whole class. It’s important to
name strategies and use academic
vocabulary here, extending the lesson to
broader ideas.
● Promote a community of
learners
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page trait is highlighted. I will ask the students to read the small paragraph that trait is in and after a minute or
two, I will ask the students if reading that helped them understand what trait means. I will ask if someone can
tell me what trait means. I will expect them to tell me something like, “each specific characteristic of
something is a trait.” We will write that on our graphic organizer, and I will have them draw trait. I will give
them examples of things they can draw such as brown hair because that could be a trait that they have. Lastly,
we will write what text feature we used to help us figure out what trait meant and how that text feature
helped us comprehend the text we were reading.
Now is the time that I will let the students read the text. I will tell the students that they need to start at the top
of the text and reread what we already went over. I will say, “While you are reading, place the definitions to
traits and chromosomes in the sentences to see if they make sense.” I will tell them to read till the end of the
page and use the strategy that I modeled and that we did together. They will fill out their graphic organizer
with the remaining three words they circled. I will remind the students that they do not need to just use this
strategy and the graphic organizer on just the words that are highlighted but they can use them on any word
they come up on that is unknown to them.
Students will be given 10 -15 minutes to word on the last three vocabulary words that are circled and any
other unknow words that they needed to figure out. This science lesson is actually a 5-page lesson in this book,
but I am having the students only read the first page because it has the harder vocabulary on it and will help
them understand and prepare them for the next 4 pages.
While the students are reading and working individually, I would be walking around and encouraging the
students to by using these questions:
 Are there any features here that would help?
 Based off this picture, what might the word mean?
 Could the word be in the glossary or index?
 Would any of the highlighted words help you?
After about 10 minutes, we will talk about the other three vocabulary words and what text features the
students used to find a definition to understand the word. Once one student talk about a specific text feature
they used, I will ask who else used that feature. This provides the students with a sense of community. I will
give the students the opportunity to talk about any other unknown word they were able to use text features
and the graphic organizer to help them comprehend the text.
I will wrap up the lesson by reminding the students that they can use this strategy whenever they are reading.
 ● Listen actively and probe It does not just have to be a science book with science words that they do not understand.
thinking without evaluating or
telling them how you would do
it.
Summarize main ideas and identify
future problems that they would be able
to solve using the thinking you have
discussed.
Instructional Materials, Science book
Equipment and Technology Graphic organizer
Attach a copy of ALL materials the Chromebook
teacher and students will use during the Pencil
lesson; e.g., handouts, questions to
answer, overheads, PowerPoint slides,
worksheets. List equipment or
technology that needs to be available.

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 Draw a Picture Vocabulary Word
Definition

Explain what text feature you used and how you used it to figure out the definition:

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Students Name:
Level 4 - Exceeds Expectations
[20 points]
Exceeds Expectations:
Student demonstrate great
understanding on how to use
text features to be able to
understand the unknown
vocabulary word and can
clearly describe how the feature
helped them understand.
Student filled out the graphic
organizer completely with
exceptional detail that showed
their understanding.
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Look for Text Features – Vocabulary
Level 3 - Grade Level
[15 points]
Grade Level:
Student demonstrate an
adequate understanding on
how to use text features to be
able to understand the
unknown vocabulary word and
described how the feature
helped them understand.
Student filled out the graphic
organizer completely.
Level 2 - Almost Grade Level
[10 points]
Almost Grade Level:
Student demonstrate some
understanding on how to use
text features to be able to
understand the unknown
vocabulary word. Student left a
couple sections on the graphic
organizer blank.
Level 1 - Below Grade Level
[5 points]
Below Grade Level:
Student lacks understanding on
how to use text features to be
able to understand the
unknown vocabulary word.
Student did not use the graphic
organizer.