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3rd Grade Vocabulary Lesson Plan


Goal of Unit:
The goal of this unit is for students to learn the meaning of new words.
Standards:

R3.A.1.1.2: Identify and/or interpret a synonym or antonym of a word used in

text
R3.A.2.1.2: Indentify and/or interpret the meaning of content specific words

used in text
Objectives:
Students will be able to relate the words to themselves
Students will be able to work collaboratively to understand the meaning of

words
Students will be able to use concept maps to understand word meaning
Students will be able to use context clues to understand the meaning of

words
Students will be able to work independently to understand the meaning of

words
Materials: 3c
Word Meaning Concept Maps
Smart Board
Vocabulary Cards
Pencils
Emperor Penguins Book
Prerequisites:
Students should know what antonyms and synonyms are
Essential Questions: 3b
Why is it important to know the meaning of words
How does the story help you to find the definition of an unknown word
Day 1
Procedures:
Opener/Anticipatory Set:
Teacher will discuss expectations prior to lesson- 3a
Teacher will display and read Emperor Penguins by Stephanie Cohen to

students from the smart board


Teacher will ask essential questions to connect prior knowledge- 3b

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Lesson:
Teacher will give students three Tier 2 words to study from the book (gliding,

shelter, and constant)


Teacher will explain that they will be doing a word meaning concept map with

the three Tier 2 words- 3a


Teacher will show an example of a word meaning map on the smart board
As a whole group, teacher will guide students to create student friendly

definitions using context clues


Students will complete the rest of the word meaning map independently- 3c
Closing:
As a group, students will share the work of their word maps
Day 2
Procedures:
Opener/Anticipatory Set:
Teacher will review the three Tier 2 words with students and their meanings
Lesson:
Teacher will explain to students that they will be doing a vocabulary card

activity
Students will get into three groups of five- 3c
Teacher will give each group a vocabulary card that displays one of the Tier 2

words
Students will discuss as a group what each word means, as well as answer

the think about it and talk it over questions- 3c


Closing:
Each group will share their word and its contents with the class
Assessment/Evaluation: 3d
Teacher Observation
Individual Participation
Group Participation
Word Maps
Differentiation: 3e
Beginning- Students will work one on one with an assistant, as well as having a
copy of the book
Intermediate- Students will work with a partner to complete word meaning map
Advanced- Students will be given four Tier 2 words to complete
Technology:
Teacher will use a smart board to display the book, as well as an example of the
word meaning map
Self-Assessment: 3d

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Students will correct their concept maps when they come together as a whole
group

My Reflection on a Vocabulary Lesson


As a prerequisite to this lesson the students were to understand and recognize
what antonyms and synonyms are. To accomplish this, the students will practice
their antonyms and synonyms in small group by doing an activity.
Lesson Planning and Preparation
Reflecting on the planning and preparation for this lesson, I see that I was able to
follow the state standards to write a developmentally appropriate lesson for my 3 rd
grade students. Because I have worked with this group of students for seven weeks,
when planning and preparing for this lesson I was able to incorporate the knowledge
of the students into planning how best to put together a lesson that would keep
them focused on learning. Further, with this knowledge I was able to tailor the
lesson so all the children would be able to participate through differentiating the
lesson.
Reflecting on the standards, prerequisite, and essential questions, I recognize that
the instructional objectives would be an essential factor to the lesson outcome. My
instructional objectives were for the
students to relate words to themselves; work collaboratively to understand the
meaning of words; use concept maps to understand word meaning; use context
clues to understand the meaning of words; and to work independently to
understand the meaning of words.
Instruction
The lesson objectives were clearly stated to the students in whole group. The
students were to practice antonyms and synonyms in small group, as well as use
context clues to understand the meaning of words. While reading the book (Emperor

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Penguins) from the Smart Board, I presented several questions to the class while in
whole group.
The instructional procedure to make this happen was to engage the students in
whole and small group in identifying words in the text by using context clues. The
instructional outcome of the lesson was for the students to understand that clues in
the text can help you to understand the meaning of words.
This lesson was differentiated for students to have a deeper understanding of Tier
2 words. I believe my instructional outcome was met, because my instructional
outcome was for the students to be able to relate the words to themselves, work
independently and collaboratively to understand the meaning of words, use concept
maps and context clues to understand the meaning of words.
Throughout the lesson to determine the students level of learning they were
assessed formatively through observation for meeting the learning goals while in
whole and small group. I was able to accomplish this because the students were in a
safe environment where they felt comfortable enough to ask questions and
participate in the lesson.
Classroom Management
Structure is important to classroom management, and there is a posted schedule
(rotation) on the Smart Board that the students follow to ensure no instructional
time is lost. The structure also provides the opportunity for the students to be able
to focus and concentrate on the lesson. It also allows for the instructional routine to
proceed with minimum interruptions.
Professionalism
When it comes to professionalism, and the feedback I receive, I try to incorporate
this feedback into my lessons. For instance, my CT mentioned for me to do more
hands-on activities, as well as making sure that I give more positive reinforcement
to the students for effort. Also, she recommended that I should always make sure
that the students are engaged and not just sitting at their desk with nothing to do.
By receiving this information, I make sure that the students have white boards so

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they can do the problems with me. When it comes to positive reinforcement, I have
tickets that I hand out to the students for participation. They can use these tickets
to purchase a pencil, eraser, or toy from the prize box.
I feel the lesson went well, but I continue to realize that there are areas I can
improve on to keep the students fully engaged and focused. Even though there is
room for improvement, I believe the lesson was a success, because the students
took away from the lesson the ability to interpret the meaning of words used in the
text.
My Reflection to the Domain Comments
Domain 3a: Communicating with Students- I feel this domain was met because
the instructional outcome, prerequisite for the lesson, explanation of the lesson, the
content and standard, the essential question, planned differentiated activity, clear
directions for the activities, and my presentation to the students were all designed
to promote and enhance the students learning potential.
Domain 3b: Using Questioning and Discussion Techniques- I feel this domain was
met because part of the instructional outcome was for the students to know the
meaning of words by using context clues. Also, the students were encouraged to
participate in the lesson with positive reinforcement and a reward system. Students
that participated were given tickets that they can use for a pencil, eraser, or toy
from the prize box.
Domain 3c: Engaging Students in Learning- I feel this domain was met because I
engaged the students with the lesson by grouping them in whole group, small
group, and collaborative learning. The students were grouped in whole and small
group to ensure they received the benefit of collaborative learning while
communicating together.
Domain 3d: Using Assessment in Instruction- I feel this domain was met because
the students were assessed while in whole and small group. The students were

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given positive reinforcement and constructive feedback as needed to provide
encouragement and incentive for participating in their learning.
Domain 3e: Demonstrating Flexibility and Responsiveness- I feel this domain was
met because I was responsive to my students need to interact with the lesson.
Also, the lesson was designed to be student centered with guided intervention.

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