edTPA Lesson Plan Template

Grade Level: 3rd

Subject: Vocabulary

Central Focus: Students will learn how to

defining an unknown word while using
words from the same sentence.

Essential Standard/Common
Core Objective:
CCSS.ELA-LITERACY.RL.3.4Determine the meaning of
words and phrases as they
are used in a text,
distinguishing literal from
nonliteral language.

Date submitted:
23 October 2016
Date taught:
25 October 2016

Daily Lesson Objective:

Performance: Students will define unknown words within a sentence by
using context clues.
Conditions: Independent, pairs, whole group
Criteria: Students will be given the opportunity to earn 8 points total
throughout this lesson; 4 points informally and 4 points formally through a
worksheet. Students will need to receive 6 out of the 8 possible points or
75% to show mastery.
21st Century Skills:
Learning and Innovation Skills:
Students will work creatively
with others by communicating
their ideas, and giving
feedback. Students will also
brainstorm with others to
figure out the meaning of
unknown words.
Communication and
Collaboration- In the Guided
Practice students will be
working in pairs to analyze the
meaning of unknown words.

Academic Language Demand

(Language Function and Vocabulary):
Self-Correct: Students will be selfcorrecting as they read through the text
and decide what the unknown words
means in the sentence.
Context, predictions: Students will be
making predictions about the meaning of
the unknown word within the sentence
throughout the lesson. The students will
be participating in the guided practice.

Work Independently- Students

will be working independently
on a worksheet to be assessed
on.
Prior Knowledge: Students need to know the context of the text they are
reading. Students will also need to understand the concept of unknown
words.

Activity

Description

1. Focus and Review

How are you liking Because of WinnDixie? (Class discussion on the book and
any questions the students might have
regarding the book) I am so happy that
you are all enjoying it, and making
connections to the book! I want you to all
turn and talk to your partner about what
you do if you come to a word in a sentence
and do not know the meaning of Can
someone tell me what it is that you do, if
you do not know the meaning of a word in
a sentence? (Students share their
concepts: some might say the skip it, or
ask someone else). Yes, asking an adult
to help you is a great idea! But, what if I
was to tell you, you can use the same
sentence and get the meaning of a word
you have NO idea about!

2. Statement of Objective
for Student

Today I am going to teach you how to

define an unknown word. At the end of
todays lesson you are going to use the
text to define unknown words and
complete a worksheet.

3. Teacher Input

(Teacher has preselected sentences out of

chapters that the class has read of words
that a majority of the students do not
know.)
I have up here (on the smart board) some
sentences from our book. As I read the
book I highlighted some words that I do
not know the meaning of.(Teacher pulls
up the slide with the first sentence on it
with the unknown word highlighted)
If there is not a definition or example
given for an unknown word we have to use
a new strategy to figure the word out! One
way to do this is to become a word
detective! You look at the words around
the unknown word to see if you can figure
out the meaning from there.
My first sentence is from Chapter One (pg.
8) He skidded to a stop and smiled right

at me. I am trying to figure out what the

word skidded means (circle word). Let me
use the words around skidded to try and
figure out its meaning. I see the words
to a stop I know that when you stop you
are still. This could mean that he did
something to a stop; maybe he slid to a
stop. That makes sense. Now when I read
He skidded to a stop and smiled right at
me. I picture Winn-Dixie sliding to a stop
in front of Opal.
As I kept reading I saw this sentence in
Chapter Two (pg. 14) He was kind of
limping like something was wrong with
one of his legs. I am trying to figure out
what the word limping means (circle
word). Let me use the words around
limping to try and figure it out. I see the
words something was wrong with one of
his legs I know that when something is
wrong that might mean that he is in pain.
This could mean that he is walking with
difficulty. Now when I read the sentence
again He was kind of limping like
something was wrong with one of his
legs, I can picture Winn-Dixie walking but
with one leg walking uneven and having a
hard time walking.
One more that I seemed to struggle with
was in Chapter Two as well. Then he
sneezed and some more papers fluttered
to the floor (circle word)This one really
got me thinking. First I thought about how
the papers fell off the desk, but they did
not just fall they fluttered. I remember
when my paper fell of my desk and it fell
really lightly and slow. Wait, that must be
what fluttered means, to fall lightly. Now
when I read, Then he sneezed and some
more papers fluttered to the floor, I
picture Winn-Dixie sneezing and all the
papers falling lightly to the floor.
4. Guided Practice

Now that you have seen me apply this

strategy we are going to listen and follow
along to chapters 6-7 (Each students will
have access to the text so they can follow

along as the read aloud is going on).

During this time you will highlight/circle at
least 2 sentences that have words that
you do not know the meaning of or find
interesting, and will also try and define
them. Once we are done listening to the
chapters you are going to define the
unknown words using the strategy that I
showed you. After we listen you will take
five minutes to yourself and try and define
your words. I will then pair you up once
the time is over.
In pairs you will share with each other the
sentences from the book, the word that
you were unfamiliar with, and also your
meaning of the word. As you are sharing
the other partner will be checking to see if
your meaning makes sense, and if it is
logical. Once you are all finished sharing
with each other please go to the carpet
with your paper.
(Class will go to the carpet once they are
done sharing in partners. The class will
then discuss by giving examples of words
in sentences that they did not know. They
will tell the class their though process on
how they came to their meaning)
Now that you shared your sentences with
a partner and checked each others work
lets share with the class! Can someone
please read me their sentence, tell me the
word that they did not know, and finally
tell us how you figured out the word using
the strategy?
(Class would have a discussion about the
sentences and we would ask if anyone
disagreed with the meaning that was
provided. If a student disagreed on what a
word meant they would have to tell us
their thought process and we as a class
would decide which meaning made more
sense.)
5. Independent Practice

I want everyone to please turn in their

papers, and return to their desk. You will

compete this worksheet independently

and turn it in. I have selected four
sentences from the book. You have seen
some of these sentences that I selected,
but some of them you have not read yet.
Your job is to read the sentence and
determine the meaning of the word based
on the words around it. You will write down
your meaning of the word.
(Teacher reads over the sentences for the
students)
Once you have completed the worksheet
flip it over and read a book.
6. Assessment Methods of
all objectives/skills:

FORMAL: For the assessment students

will be given a worksheet (Worksheet
attached). Students will need to accurately
use the strategy to be able to figure out
the meaning of an unknown word.
Students will receive all four points if they
provide a logical meaning to the unknown
word in the sentence given.
INFORMAL: Teacher will walk around and
assess as the students are in partners,
listening in on their meanings, corrections
and also taking notes. The observations
will be 4 points. Students will earn all four
points if they wrote down the word and
meaning. They also have to be engaging
with their partner.

7. Closure

Now that the worksheet has been

completed. The class will have a
discussion about what they learned, and
how they can use this strategy at home
and in other subjects. We will also discuss
if the strategy was helpful.

8. Assessment Results of
all objectives/skills:

5 out of 8- One student

6 out of 8- Six Students
7 out of 8- Seven Students
8 out of 8- Seven Students
There was only one student that did not
reach mastery and the other twenty
students showed mastery on the topic.
There were two students that were out
of the classroom during my lesson and
also two that were absent.

Targeted Students
Modifications/Accommodation
s:

Students that are visually

impaired or hard of hearing
will be seated in the front of
the classroom so they have a
closer view and have a better
range of sound.
ELLs: The book will be read
aloud so they can follow along
with the text. I will read aloud
the sentences on the
worksheet before they being
as well.
Gifted learners would be asked
to think of synonyms and
antonyms to the unknown
word, this would promote the
higher level of thinking.

Student/Small Group
Modifications/Accommodations:

During the guided practice I will

pair students according to levels. I
will pair high to low, medium to low,
or medium to high. With the teacher
pairing the students will not realize
what the other students levels are. If
students are having trouble with the
strategy the teacher might want to
revisit teacher input and find
another way to teach the strategy.
Before handing out the assessment
the teacher can ask if anyone is still
having trouble, if they are the
teacher can lead a small group at
the back table while the others
silently complete the worksheet. If
the students are still struggling, use
the assessment to figure out where
they are having complications. You
can conduct small groups based on
where each student is having
trouble.

Materials/Technology:
Promethium Board
Read aloud (YouTube)
Worksheet
Reading Notebooks
Text from Because of Winn-Dixie

This was my first time teaching an upper elementary reading

lesson. I was nervous because my teacher warned me that a
majority was not on grade level. This is why I had the read aloud,
and also have the text in front of the students. My teacher did not
have the text in front of the students; they were just listening to
the read aloud. When I handed out the text the students got so
excited that I gave them the text to follow along. I learned that
sometimes even though you might not have a class set of books
you could still find the text for each student. I had a lot of
strengths within this lesson. Each student was engaged and on
task. I felt that my teacher input was strong and really gave the
students a sense of what they were expected to do. I did put a little
drama into it, and really spoofed it up to make it interesting to the
students, and to make them laugh a little. A weakness that I

remember is having the students circle words within the text that
they do not know. It went well as they were reading and circling,
but when I got them back I could tell that some did not understand
and were just circling some words. When we were discussing as a
class what words they circled and the definition they did participate
and write the definition down. They made sense and this made me
feel great.
I learned a lot about teaching and student learning. Students all
learn at different rates, and with different strategies. We as
teachers need to know all the ways that our students learn, and be
able to adapt the lesson to the students. I learned a lot about
teaching. My teacher was able to be friends with all of her students
but still have that respect from all of them. She runs a tight ship,
and everyday that I was there the students had silent lunch and
also walked at recess. I just feel like there was another way of
disciplining your class. If I was to reteach this lesson I might talk to
the students about what words you should circle while they are
listening to the read aloud. I do love that with this lesson I can use
it for any book, I just have to switch the sentences from the book.
Overall, I felt very confident while planning, delivering and
assessing this lesson. I would use my experience to build this
lesson and to better execute teaching it in the future.
CT signature: _______________________________________ Date:
______________________
US signature: _______________________________________ Date: ______________________

Name:____________________________________

Date:_______________________

Word Detective

Instructions: Read the sentences below, you will

figure out the meaning of the unknown word that is
underlined in the sentence by using the words
around it.
1. But then I became aware of a very peculiar
smell, a very strong smell.
- My Meaning of the word:
______________________________________________________
__________________________________________
2. Winn-Dixie looked straight at me when I said that
to him, like he was felling relieved to finally have
somebody understand his situation.
- My Meaning of the word:
______________________________________________________
__________________________________________
3. Winn-Dixie looked up at the preacher and kind of
gave him a nudge with his nose.
- My Meaning of the word:
______________________________________________________
__________________________________________
4. I would like something even more difficult to read
now, because I am an advanced reader.
- My Meaning of the word:
______________________________________________________
______________________________________________________