Lesson Plan Guide

Teacher Candidate: Tyeisha Lewis Date: April 29,2018

Grade and Topic: Grade 4, Language Arts Length of Lesson: 4-6 hours

Mentor Teacher: Professor Kaylah Holland School: University of Memphis – IDT 3600

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

● This lesson plan is part of a vocabulary enhancement unit to improve formal writing and language.

LESSON OBJECTIVE:
● Given the name of a poem and its author, students will have five minutes to independently research the
poem’s full text online. Working in groups of four, the students will have the final three hours of class to
use each other and the internet sources provided to create a graphic organizer in Kidspiration that
displays: a definition, synonym(s), an image, and a sentence that demonstrates accurate understanding of
each unknown word in the poem. The final copy will be saved to the student’s flash drive, turned in, and
assessed for understanding of the unfamiliar words.

STANDARDS ADDRESSED:
● ISTE Standard(s)
○ 3. Research and Information Fluency – Students apply digital tools to gather,
evaluate, and use information.
○ B. Locate, organize, analyze, evaluate, synthesize, and ethically use information
from a variety of sources and media
○ D. Process data and report results
● Common Core Standards – Language Arts
○ CCSS.ELA-LITERACY.L.4.4
■ Determine or clarify the meaning of unknown and multiple
meaning words and phrases based on grade 4 reading and content, choosing flexibly from
a range of strategies.
○ CCSS.ELA-LITERACY.L.4.4.C
■ Consult reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation and determine or clarify the
precise meaning of key words and phrases.

MATERIALS:
● Initial excerpts for introduction
● Name of poem and author
● Computers
● Flashdrive
● Pencil
● Paper
● Checklist Handout
● Internet access to:
○ https://www.merriam-webster.com/ to look up definitions and synonyms
 ○ https://www.google.com/ to search for images and full text of poem
○

● Kidspiration Application to create graphic organizer

● HERE IS ONE OF MANY STUDENT SAMPLES:

BACKGROUND and RATIONALE:

● Students will display a clear understanding of the new vocabulary by providing a unique sentence for
each one after collectively collaborating with each member of their group.
● Academic Language is not addressed in IDT 3600.
● This lesson builds upon the previous Common Core Literacy Language 4.0 lessons by enhancing
vocabulary for formal writing.
● When discussing or writing about future topics, the students will be able to use this chart to improve
vocabulary in writing and language.
● There may not be enough computers for students to work independently. In this case group work is
encouraged. Students who can not find unfamiliar words in the poem are encouraged to pick at least five
words they feel would enhance their writing and vocabulary.
PROCEDURES AND TIMELINE:
● Introduction: To engage students with this lesson, I will read aloud a small excerpt with complex
vocabulary. Following, I will ask for a show of hands regarding who understood what I read. I will then
read aloud the same excerpt with mediocre vocabulary and ask for a show of hands for understanding. I
will explain to the students that the two excerpts are the same, one just has more advanced vocabulary
than the other. This will open up discussion on how elevating vocabulary can make a difference in
reading, writing, speaking, and understanding in the real world.

● Procedures:

● Introduction: 10-15 minutes

● Pass out handouts / give students poem title and author: 5 minutes
● Explain objectives: 5-10 minutes
● Questions: 5-20 minutes
● Research poem’s full text: 10 minutes
● Gather into groups of four: 5 minutes
● Group work / Research: 1.5 – 2 hours
● Introduction of Kidspiration: 15-30 minutes
○ This includes how to’s and student samples
● Group work on graphic organizer: 2 – 2.5 hours
○ Students are able to ask teacher for any instruction if they need help.

● Closure: Students will be placed in new groups by the teacher to share their findings with one another.
Through this, students gain more context of familiar words, and more familiarity with unfamiliar words.

ASSESSMENT EVIDENCE:

Enhanced Vocabulary Rubric

3 2 1
Vocabulary Student includes Student includes word Student does not
Word Display vocabulary word on on the chart but include vocabulary
chart with correct misspells the word. word on the chart.
spelling.

Definition Student provides a Student sort of Student gives no

clear and concise provides a definition in accurate definition
definition their own words
Synonyms Student provides two Student provides only Student provides no
or more synonyms one synonym synonyms

Image Images effectively Images do not have a Student has no images

display a connection
with unfamiliar words
Word Use in The students convey a
Sentence genuine understanding
of the word and the
way can be used.
clear connection with
unfamiliar words
The students show a The students show no
slight understanding of understanding of the
the word and how it word.
can be used.
MODIFICATIONS:
● I am aware that modifications will be made for students who did not master the objectives and for those
ready for enrichment. However, modifications are not covered in this course and are not part of this
particular lesson.