Name: Allison Korchnoy

ESE 450 LESSON PLAN TEMPLATE

Grade Level: 9,10,11,12
Date(s)/Total Time (Min): 1 / 55min.

Lesson Plan Com onent Definition

Arizona's College and Career Ready Standard(s) (AZCCRS): What specific standard(s)
will be the focus for the
11-12.L.6 Acquire and use accurately general academic and domain-specific lesson?
words and phrases, sufficient for reading, writing, speaking, and listening at
the college and career readiness level; demonstrate independence in gathering
vocabulary knowledge when considering a word or phrase important to The specific standards that
comprehension or expression. will be the focus of this
lesson are to demonstrate
command of the
conventions of English
Grammar when reading
and writing.
Prior Learning Assessment:

Students were assessed by teacher by the last multisyllabic words and

academic vocabulary that was assessed by the teacher prior to the students
moving on to the next lesson.

Student Writing Ability Slosson Disabilit English

Readin y Proficiency
g Categor
Level y
N/A SLD N/A
N/A SLD N/A
N/A SLD N/A
N/A SLD N/A

N/A SLD N/A

N/A SLD N/A
N/A SLD N/A
N/A SLD N/A
N/A N/A N/A

Revised
Adapted from: D. Fullo
 N/A N/A
N/A N/A
N/A N/A
N/A N/A
N/A N/A
N/A N/A
N/A N/A

Objective(s): Learner based experience of

what the students will be
Students will be able to circle prefixes and suffixes and pronounce the word that able to do as a result of
have prefixes and suffixes that have been provided. instruction. Directly relates
Students will be able to form words with Prefixes and Suffixes from their to the standards and
Rewards books that the students have been provided. benchmarks set.

Student Friendly Objective:

We will read a word list that contains prefixes and suffixes and do exercises
throughout the lesson.

Revised
Adapted from: D. Fullo
Differentiation: At this time, there are no
strategies that will be used to
Accommodations/Modifications: Students will be allowed additional show an awareness and
time- during the school week for assignments.
sensitivity to
Students will have a review of directions by the teacher if needed. multiculturalism. The special
needs accommodations that
Teacher will have students restate information. have been provided for the
students are listed on the
Students will have extra visual and verbal cues and prompts during the left.
lesson.

Teacher will give students verbal and visual cues regarding directions
and staying on task.

Teacher will provide immediate feedback to students about how they are
doing.

Procedures Ste -b -ste

Anticipatory Set: One of the words in the box
of words is situation. I will
Teacher starts the lesson by holding a word list: give one student a sentence
that contains the word
situation and then ask them if
they can find the word in the
These are words that have Prefixes and Suffixes and we are going to discuss box.
what the words are and how they are formed. Nick, thats a crazy situation that is
going on right now. Nick what word did you hear in that sentence? Teacher waits
on students response. Teacher goes right into lesson.

Revised
Adapted from: D. Fullo
Direct Teaching/lnput: Information that is essential
for the students to know and
WHAT: We are learning how to identify and circle words that have Prefixes and have in order to make
Suffixes in the lesson. We will do different exercises inside this book in order forward progress with the
for the students to be able to use the meaning of the suffixes to determine the learning objective. Can come
meanings of long words. from the teacher, textbook,
video clip, etc. Reveal the
HOW: We are learning how to form words by doing different activities inside the WHAT, the HOW and the
students Rewards books. WHY for the learning to the
students so they have a big
picture of where they are
What: What does this word say? headed
How: How do you know where the Prefix and Suffix go?.
WHY: Grammar is important because it allows us to understand information
inside of a text.

Objective One: SWBAT to apply the meaning of four academic

vocabulary words.

I DO: Teacher will go over the vocabulary words by modeling the

vocabulary words in sentences by using the correct pacing, volume, and
finger position.

WE DO: The students will be prompted to read the first vocabulary

together as a class with teacher support.

YOU DO: Students will be prompted to read the sentences together as a

group and when asked by teacher to individually raise their hands to read.

CFU: Teacher will walk around the room and listen to students read the
vocabulary words.

Revised
Adapted from: D. Fullo
 Objective Two: SWBAT answer questions by looking back through the
vocabulary words and identifying words in the exercises.

I DO: The teacher will model for students how to look back at the exercises to
find the correct vocabulary word to apply to the exercise Just the Right Word.
WE DO: Students and teacher will look back in the section Finding the Meaning
section together to find the right word.
YOU DO: Students will be prompted verbally to find the rest of the words
independently.
CFU: Teacher will walk around the room and observe/assist the
students.

Objectives Three: SWBAT to apply the meaning of four academic

vocabulary words.

I DO: The teacher will model for students how to look back in the packet
to help find the correct answer.

WE DO: Students and teacher will look back in the packet together to find
words that will help with choosing the correct sentences for word study.
YOU DO: Students will be prompted to work on a few questions independently.

CFU: Teacher will walk around the room and observe/assist the students.

Revised
Adapted from: D. Fullo
Closure .

3-2-1
The students will ask the students to say 3 things they learned, 2 things they have a
question about, 1 thing they want the instructor to know.

Assessment Summative

Teacher will collect class work to assess mastery.

Revised
Adapted from: D. Fullo
who, what, when, where, and how.

Revised by
Adapted from: D. Fullo
 Revised by
Adapted from: D. Fullo