DIXIE STATE COLLEGE – DEPARTMENT OF EDUCATION

LESSON PLAN TEMPLATE -SECONDARY

Teacher Candidate: Morgan Thompson

Grade Level: 6th Grade Subject/Content: Language Arts Title: Medusa’s Head

CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need
differentiation in instruction and assessment.
 There are 8 below average students who need to be partnered with high-achieving students on
vocabulary worksheet.
 2/3 period is more disruptive. Keep the pace going in this class in order to not get behind.
 Jake, Masi, Daniel, and Morgan need longer amounts of time on their work and more
scaffolding/support.

WALK-AWAY (what do I want students to know, understand, and be able to do?)

Content Walk-Away:
 Students will be able to determine the meanings of their vocabulary words.
 Students will be able to create synonyms and antonyms for each of their vocabulary words.

Reading/Language Walk-Away:
 Students will be able to participate in a class discussion on Medusa and Perseus from the Greek
myths.
 Students will be able to discuss with a partner the synonym and antonyms they chose and why.

ASSESSMENT EVIDENCE (formative/summative checks for Modifications/Accommodations

learning) (Match the Content Walk-Away) (ELL, IEP, GATE, etc.)

 Students will fill out a vocabulary worksheet in which they

define vocabulary words, choose synonyms and antonyms to
match the words, and use each vocabulary word in a sentence.

 Students will participate in a “Think-Pair-Share” with their

partner to discuss their worksheets and why they chose the
answers that they did.

 Students will complete a multiple choice test based on the

story Medusa’s Head and Perseus and the Gorgon’s Head.
ACTIVE LEARNING PLAN Modifications/
Accommodations
(ELL, IEP, GATE, etc.)

Activate Prior Knowledge/Experiences

 Students will participate in a class discussion activating their prior
knowledge on their vocabulary words, Medusa’s myth, and Perseus’
myth.

Focus Lesson (“I do it”)

 I model to students where to find their vocabulary words in the book
and dictionary, how to find or figure out an antonym and synonym for
each book, and an example of how to use the word in a sentence.

 I model to students how to do a “Think-Pair-Share” with a partner.

Guided Instruction (“We do it”)

 Students participate in a class discussion about their answers and why
they chose those specific ones.

Collaborative/Cooperative (“You do it together”)

 Students participate in a “Think-Pair-Share” in which they find a
partner to share their answers with and discuss why they chose their
specific answers.

Independent (“You do it alone”)

 Students fill out their own individual worksheet in which they define
vocabulary words, find their synonyms and antonyms and use the
particular word in a sentence.

Summarization/Closure
 I explain to the students why finding the meanings of our vocabulary
words is so important before reading our story.

NOTES TO TEACHER
What do I need to remember to do?
 Keep the pace moving in 2/3 period
 Remind students to keep their vocabulary sheets in their Language Arts folders for the following day.
 Discuss some of the other words that may be in the text that the students could be unfamiliar with.
 Work the classroom while students are working on their worksheets.
Materials to have ready?
 Copies of the vocabulary worksheet
 Dictionaries
 Elements of Language books
Approximate time needed for lesson?
 45 Minutes

Reflection (focus on student learning results)