University of Utah, Department of Special Education: Lesson Plan

Content Area: Vocabulary Instruction

Date: 11/24/2014
Core Standard: Language Standard 4:
Determine or clarify the meaning of unknown
and multiple-meaning word and phrases
based on grade 3 reading and content,
choosing flexibly from a range of strategies.
ELP Standard 2 (Level 3): Follow directions
(e.g., create word families or word walls) in
response to group reading of illustrated stories
or trade books to show comprehension.
IEP Goal:
Conner will decode unfamiliar words and
phrases from 3rd grade reading materials and
define their meaning 4 out of 5 consecutive
times by the end of the school year.

Procedures/Activities:
1. Get students attention
2. Academic review /Gather
background knowledge
3. State instructional
objectives
4. Review behavior
expectations
5. Instruction
a. Model
b. Guided Practice
c. Guided Group
Practice
d. Independent practice
e. Error Correction
Procedures
6. Wrap up
a. Review key concepts/
Check for
understanding
b. Review objectives

Grade level:

3rd

ELL: Level 3 (Developing)

Instructor Name: Taynee Miller

Instructional Objective:
Students will decode unfamiliar words and
phrases from 3rd grade reading materials and
define their meaning 4 out of 5 consecutive
times by the end of the school year.

Behavioral Objective:
Respect yourself
Respect others
Respect the materials
Respect the environment

Content (concepts, information, skills,

new vocab, etc.):
New vocab: Tailor, wise, magnificent, feigned,
shrewd, acknowledged, aghast, and emperor.

Instructional Materials Needed:

Paper and pencil for taking notes
ELL: Match materials or resources needed

to complete tasks with their uses based

on realia and oral directions and check
with a partner.

Teachers Role/What Im doing:

1. Good morning students! Today we are going to learn some
vocabulary words from our new story The Emperors New
Clothes.

Students Role/What theyre doing:

2. First lets review decoding unfamiliar words. The students

have learned how to decode unfamiliar words in the previous
lesson.

2. Have students give feedback ask questions

that they dont understand.

3. Our objective for today is: Students will decode unfamiliar

words and phrases from 3rd grade reading materials and define
their meaning 4 out of 5 consecutive times by the end of the
school year.
4. I will remind my students of our classroom rules and have
them written. Who remembers our class rules? They are:
respect yourself, respect others, respect the materials, and
respect the environment. I will also ask them what it looks like
and what it does not look like.
5. Example and non-example:
1. Initial instruction (definition): Tailor
T: A Tailor is someone who makes clothes. What is a Tailor?
S: Someone who makes clothes.
Application:
a) T: Im going to tell you some things people would do at a job,

1. Students will answer with eyes on the

teacher ready to pay attention to the lesson

3. Students have their attention on my

presentation of the objective.
4. Students will have their attention on my
presentation of the class rules and raise their
hands to answer questions I ask them.
Students will answer with: respect yourself,
respect others, respect the materials, and
respect the environment. Students will
demonstrate what they look like.
5. Students will be sitting quietly and will not
shout out. They will raise their hand when
they want to say something or answer a
question.
Example and non-example:
Corrections model, test, delayed test, oral

c. Clean up

you tell me if it is a tailor or not a tailor.

b) T: Measuring. A tailor or not a tailor?
c) S: Tailor.
d) T: Why? (call on individual student)
e) S: Because you have to measure when you make clothes.
f) Repeat steps b-e with cutting, flying, designing, diving, and
welding.
2. Initial instruction (definition): Wise
T: Wise means smart or knowing much from experience. What
does wise mean?
S: Smart or knowing much from experience.
Application:
a) T: Im going to give you some examples, you tell me if the
person is wise or not wise.
b) T: Putting on a helmet. Wise or not wise?
c) S: Wise.
d) T: Why? (call on individual student)
e) S: Because it is smart to wear a helmet. You should know
from experience that its safer to wear a helmet.
f) Repeat steps b-e with petting a tiger, saving money, long
boarding down a steep hill, wearing a seatbelt, and crossing the
street without looking.
3. Initial instruction (definition): Magnificent
T: Magnificent means beautiful and grand. What does
magnificent mean?
S: Beautiful and grand.
Application:
a) T: Im going to give you some examples of places or objects,
you tell me if it is magnificent or not magnificent.
b) T: A palace. Magnificent or not magnificent?
c) S: Magnificent.
d) T: Why? (call on individual student)
e) S: Because it is beautiful and grand.
f) Repeat steps b-e with the back yard, a fancy robe, a pencil,
the Grand Canyon, and a belt.
Sentence Substitution:
4. Initial instruction (synonym): Shrewd
a) T: Shrewd means clever. Everybody, what does shrewd
mean?
S: Clever.
Application:
b) T: Whats another way to say: One day a shrewd thief came
to the palace.
S: One day a clever thief came to the palace.
c) Repeat step (a) with the following:
The man who stole the diamond was clever.

response. State definition and ask whether

the example fits the definition; ask if it is a
target word (tailor, wise, magnificent).
T: A tailor is someone who makes clothes. Is
measuring someones waist needed to make
clothes?
S: Yes.
T: So is measuring something a tailor would
do at his job?
S: Yes.
Sentence Substitution:
Corrections model, test, delayed test.
Student Demonstration:
Corrections Model, test, delayed test.
Student Examples:
Corrections Model, test, delayed test.
6. Check to make sure everyone is
participating in the review.

Only a shrewd man could pull that stunt.

A clever man played a trick on the emperor.

5. Initial instruction (synonym): Acknowledge

a) T: Acknowledge means admit. Everybody, what does
acknowledge mean?
S: Admit.
Application:
b) T: Whats another way to say: He did not acknowledge that
he was not wearing anything.
S: He did not admit that he was not wearing anything.
c) Repeat step (a) with the following:
My father will not acknowledge when he is wrong.
No one likes to admit they are wrong.
I will admit that I stole the purse.
6. Initial instruction (synonym): Feigned
a) T: Feigned means faked. Everybody, what does feigned
mean?
S: Faked.
Application:
b) T: Whats another way to say: The thief feigned making a
suit.
S: The thief faked making a suit.
c) Repeat step (a) with the following:
The boy faked being a king.
She feigned buying the necklace she stole.
I faked my death.
Student Demonstration:
7. T: Heres what aghast looks like. (Show them a shocked or
surprised look on my face.)
T: Show me what aghast looks like. (Call on 3 people.)
S: Students will give me a shocked or surprised look on their
face.
T: On my signal everyone show me what aghast looks like.
S: All students in unison give me a shocked or surprised look on
their face.
Student Examples:
8. Initial Instruction: Emperor
T: Emperor means king or ruler. Everybody, what does emperor
mean?
S: King or ruler.
Application: (students give examples)
T: Can you name anyone who was an emperor? (I will call on at
least 3 students)

Adaptations/Modification

6. Review:
Example and non-example:
Tailor
T: Im going to tell you something people would do at a
job, you tell me if it is a tailor or not a tailor.
b) T: Stitching. A tailor or not a tailor?
c) S: Tailor.
d) T: Why? (call on individual student)
e) S: Because you stitch when you make clothes.
Wise
a) T: Im going to give you an example, you tell me if the
person is wise or not wise.
b) T: Studying before a test. Wise or not wise?
c) S: Wise.
d) T: Why? (call on individual student)
e) S: Because it is smart to study for a test.
Magnificent
a) T: Im going to give you an example of a place or
object, you tell me if it is magnificent or not magnificent.
b) T: Disney Land. Magnificent or not magnificent?
c) S: Magnificent.
d) T: Why? (call on individual student)
e) S: Because it is beautiful and grand.
Sentence Substitution:
Shrewd
T: Everyone tell me another way to say, I am very
shrewd.
S: I am very clever.
Acknowledge
T: Everyone, whats another way to say: I acknowledge
that I lied.
S: I admit that I lied.
Feigned
T: Everyone, whats another way to say: The girl feigned
being sick so she could stay home from school.
S: The girl faked being sick so she could stay home from
school.
Student Demonstration:
Aghast
T: On my signal everyone show me what aghast looks
like.
S: All students in unison give me a shocked or surprised
look on their face.
Student Examples:
Emperor
T: Can anyone name an emperor? (I will call on a
student)
Reinforcement Procedures:
Assessments:

Follow-up Activities:

s/
Accommodations:
ESL Students can
verbally tell the answer
to me.
I will read the answer
aloud if the student
needs me to.
I will read the question to
the student.
IEP student may have
less words on their word
list.

Behavioral Reinforcement:
-Reminding them of the class rules.
Then if it continues, I will use planned
ignoring.
-Verbal acknowledgement and praise
for participation.
-I will use the sandwich approach when
one of the students is not on task. I will
praise the people next to them and
then when they are on task I will
immediately praise them for it.

Pre: Decode unfamiliar

words.
During: I will look for
participation from my
students.
Post: Students will
decode unfamiliar
words and phrases
from 3rd grade reading
materials and define
their meaning 4 out of
5 consecutive times
by the end of the
school year.

Students will practice using the different

vocabulary words in new sentences.
As a class we will make a word wall of the
vocabulary we learned.