Lesson Plan Template Grade: 5 Subject: Materials: Technology Needed: Instructional Strategies: � Direct instruction � Guided practice � Socratic Seminar � Learning Centers � Lecture � Technology integration � Other (list)

� Peer teaching/collaboration/

cooperative learning � Visuals/Graphic organizers � PBL � Discussion/Debate � Modeling

Guided Practices and Concrete Application:

� Large group activity � Independent activity � Pairing/collaboration � Simulations/Scenarios � Other (list)

Explain:

� Hands-on � Technology integration � Imitation/Repeat/Mimic

Standard(s) 5.RI.4

• Determine the meaning of general academic and domain specific words and phrases in a text relevant to grade five topic or subject area.

Differentiation Below Proficiency: Above Proficiency: Approaching/Emerging Proficiency: Modalities/Learning Preferences:

Objective(s) • By the end of the lesson, students will create vocabulary

task tables, demonstrating their knowledge of the word. Bloom’s Taxonomy Cognitive Level: Classroom Management- (grouping(s), movement/transitions, etc.) Behavior Expectations- (systems, strategies, procedures specific to

the lesson, rules and expectations, etc.)

Minutes Procedures Set-up/Prep:

Engage: (opening activity/ anticipatory Set – access prior learning / stimulate interest /generate questions, etc.)

• Have students settle into their seats. • “Raise your hand if you know who Teddy Roosevelt is.” “Can anyone tell me something about him?”

• Allow students time to think, call on one or two. • “Awesome! Teddy Roosevelt was the 26th president of our country from the years 1901-1908.” • “Let’s read a short story on one of Teddy’s major accomplishments.” • Read “The Camping Trip that Changed America” by Barb Rosenstock. • “Now we know a little more about how Teddy helped America!” • “Today we will be picking out difficult words from this book and mastering the definitions and how to use it.”

Explain: (concepts, procedures, vocabulary, etc.) • Make sure all students are still engaged. • “I am going to put a list of five words up on the board that come from the book we just read. There are going to be six

different tasks you do with each word. You will: define the word, use the word in a sentence, find an antonym, find a synonym, and write what the word reminds you of.”

• “However, each task is numbered. You will roll a dice to see which task you do. After you do that task, roll the dice again and move onto the next numbered task. If you roll the same number, keep rolling until you get a different one.”

• “Any questions so far?” • “I will also be giving you a template to write your answers on. There will be 6 boxes in this template. The boxes will be

labeled with what the task is. Please make sure you are writing in the correct box at all times.” • “You can use your iPads for a dictionary and thesaurus. If I see you using it for anything else, you will go plug it in and

read your book until the lesson is over. You will have to do this during homework time.” “Give me a thumbs up if you understand.” • Look around the room to acknowledge everyone’s answer.

• “I will be walking around the class during work time to answer any questions. You will be working on this by yourself, so please make sure your voices are off and you are focused.” “If you finish before time has ended, grab your book and read until I call you back in.”

• “Any questions before we get started?” • “One person from each table please come get a dice and a handout for each person at your table so we can get

started.”

Lesson Plan Template

Explore: (independent, concreate practice/application with relevant learning task -connections from content to real-life experiences, reflective questions- probing or clarifying questions)

• Students will use the dice their iPads, and the dice rolling handouts. Each student will be working alone. They will roll the dice to see which vocabulary task they do. They will define the words: ancient, brawny, naturalist, rambled, and sheared. They will finish all 6 tasks before moving onto the next word. The students should try to write as neatly as possible and in pencil. They will be using the handout with 6 labeled boxes on it to write their tasks. They can use their iPads for a dictionary and thesaurus. However, if they are off task, they will end the lesson and read a book until it’s over. When they have finished all five words, they can read a book quietly until we come back together.

Review (wrap up and transition to next activity): • Once it looks like all students are done, or you have run out of time, bring them back in. The students who are not

finished yet can finish this during homework time. • “One, two, three, eyes on me!” • “Can someone raise their hand and give me a synonym for brawny? What about an antonym?’

- Allow students time to respond, call on a few. • “Awesome! Now, can anyone read me their definition of a naturalist?”

- Call on a student to read their definition. - Ask if any other students have a different answer, if so let them share.

• “Now that we know what a naturalist is, could we say that Teddy Roosevelt is a naturalist too?” “If so, why?” - Allow students time to think. - Call on a couple.

• “Great job guys. Everyone make sure your names are at the top of your paper, and you can place all of your finished worksheets in the middle, I will come around and gather them. Could one person from each table nicely grab everyone’s die and return them back to where you got them.”

Formative Assessment: (linked to objectives) Progress monitoring throughout lesson- clarifying questions, check- in strategies, etc.

• I will collect the vocab sheets to see if they mastered the material.

• I will also walk around the classroom during work time asking questions.

- “Were you surprised by any definitions?” - “Where could you see this word in your daily

life?” - “How could you use this word in a

conversation?” Consideration for Back-up Plan:

Summative Assessment (linked back to objectives) End of lesson: If applicable- overall unit, chapter, concept, etc.:

Reflection (What went well? What did the students learn? How do you know? What changes would you make?):

Lesson Plan Template

Lesson Plan Template

Define the word: Find a synonym:

Draw the word: Find an antonym:

Use the word in a sentence: What this word reminds you of:

Lesson Plan Template