LESSON PLAN

Grade Level_____5th______ Date Taught____Feb.

27th____

Essential Question(s):
How can we use vocabulary from the text in everyday
context?

Arizona State/Common Core Standard(s):

Determineorclarifythemeaningofunknownandmultiplemeaningwordsandphrasesbasedongrade5
readingandcontent,choosingflexiblyfromarangeofstrategies.a.Usecontext(e.g.,cause/effect
relationshipsandcomparisonsintext)asacluetothemeaningofawordorphrase.b.Usecommon,grade
appropriateGreekandLatinaffixesandrootsascluestothemeaningofaword(e.g.,photograph,
photosynthesis).c.Consultreferencematerials(e.g.,dictionaries,glossaries,thesauruses),bothprintand
digital,tofindthepronunciationanddetermineorclarifytheprecisemeaningofkeywordsandphrases.
(5.L.4)

Content Area Objective(s) Blooms Taxonomy:

Students will practice and demonstrate knowledge of vocabulary
words
Students will apply vocabulary words in context

Language Objective(s):
Students will listen and recite information
Students will recall vocabulary words as they teach their peers

New Vocabulary (2-5 words):

Excruciating
Melancholy
Menacing
Haven
Banter
Oblige
Cower
Blasphemy
Ploy

Anticipatory Set:
Students are familiar with the novel I am Malala
 Students are familiar with context clues and using textual cues to
make inferences with new or unknown vocabulary words.

Learning Experiences:

Students will teach partner vocabulary words, repeating what

they have recently learned about the word.
Students will play vocabulary word game

Teacher Actions/Student Actions:

Teacher:
Teacher goes over procedures of lesson
Teacher shares new word and models hand signals (whole brain
teaching)
Goes over examples/synonyms for word
Whole class uses word in sentence (briefly touch on the idea of
context clues to figure out words in sentence)
Teacher releases students to teach what they just learned to
their peer
*Teacher does this process for each new vocabulary word*
Teacher explains game to students and forms teams (numbers
1-12 and 13-25) Team has 30 seconds to come up with team
name
Teacher assigns class helper as score keeper
Teacher acts as mediator during game and gives definition of
words
*Team who wins gets to leave first to lunch recess!*
Students:
Students repeat after and mirror teacher
Class uses word in sentence as shown on board
Students turn to teach their peer the word (repeating
Blasphemy means . with performed hand motions x4)
Students gather with their team and are given 30 seconds to
come up with team name
Students line up and game begins
Students use fly swatter to hit correct word on board

Possibilities for Differentiation:

Students could create Vocabulary diamonds using large poster
paper. Each group can be assigned a different word and be in
charge for teaching the class about their word.
 Game can be a dice game where students roll dice and perform
the task using the vocabulary word.
Rather than using fly swatter to locate word on board, students
can write word on small white boards to answer in teams.

Closure:
Students will be placed into teams and participate in a
vocabulary game (Vocabulary Swat). Teacher says definition of
word, students find word on board and hit the word using the fly
swatter. The person to locate the correct vocabulary word first,
earns a point for their team.
Homework: Students will chose one word to become an expert
on. They will create a Diamond Vocabulary chart identifying the
part of speech, synonyms, antonyms, using it in a sentence,
drawing a picture etc. They will share in small Jigsaw groups the
following day in class.

Assessment (formative and/or summative):

Students will teach partner of vocabulary words as teacher visits
partners-formative assessment
Students will play vocabulary game- formative assessment
Students will take summative vocabulary quiz at the end of the
week.

Materials/Resources:
Teacher created Power Point presentation
Fly swatters (2)
White board with written vocabulary words
Words displayed on classroom word wall
Vocabulary handout
Blank printer paper for Vocabulary Diamonds- Homework