UH COE Lesson Plan Template (Differentiated Instruction)

Name of Teacher Candidate Irene Asfour

Lesson Overview
Grade Level 3rd
Estimated Time Needed 45-50 Minutes
The students will be working on responding to newly acquired vocabulary
in an appropriate manner. They will be going to different stations around
Lesson Description the classroom to practice and go over strategies when finding new
vocabulary in their text.

3.7 Response Skills: listening, speaking, reading, writing, and thinking

using multiple texts. The student responds to an increasingly challenging
variety of sources that are read, heard, or viewed. The student is
Content Area Standards
expected to:
(F) respond using newly acquired vocabulary as appropriate.

Technology Standards
Objectives We will learn how to respond to new vocabulary appropriately

Resources/Materials/Tools
 Synonym: A word or phrase that means almost the
same exact thing as another word or phrase
 Antonym: A word or phrase that means almost the
same exact opposite thing as another word or
Terms/Vocabulary
phrase
 Prefix: A group of letters added the beginning of a
word
 Suffix: group of letters added to the end of a word
Youtube video: [Link]
Google Slide:
[Link]
Technology Resources
W2VPs9AWcvV8HZf6IFz8/edit?usp=sharing

 Packets
 Pencils
 Synonym/Antonym sorting cards
Other Resources
 Prefixes/Suffixes sorting cards
 Question Cards
 Station Labels

Lesson Procedures
Focus/Anticipatory Set  Say objective Students will be on the Conduct chart
 Youtube video: floor in the front of the
[Link] room listening and
ch?v=WDVp6uzUtts having a group
UH COE Lesson Plan Template (Differentiated Instruction)
 Review how to find the
meaning of new vocabulary
discussion
words.

 Explain what the students will

be doing at each station Students will be on the
Content-input  Keep directions slide up. floor in the front of the
 Send the students to each room listening and Conduct chart
(Whole Group) station in their groups having a group
 Set timer for 9 minutes discussion

I will be walking around to the Students will be

stations and helping when needed going from station to Timer
Teacher Guided Groups during the stations (1-4). station filling out their Conduct chart
gallery walk packet
The students will be
The students will be instructed to
instructed to work
Workstations/Independent work quietly and independently for
quietly and Timer
Work the last section of their packets.
independently for the Conduct chart
last section of their
Might play the context clues song
packets.
again during this time
 “Random” review questions
o What are different
ways to find the
meanings of words?  Students will be
o What is a ______?
seated at their
Closure  Today we learned how to Timer
seats when the
respond to new vocabulary Conduct chart
appropriately!
closing statement
 Thank you so much for doing is being said.
such a great job with your
stations!

Plans for Differentiated Instruction/Accomodations

Special Education Students Read aloud to the students
English Language Learners Read aloud to the students, allow dictionaries when needed
Have these students read a higher-level book and pull new vocabulary words. They
Gifted and Talented will write these words down and what the meaning of the words are.
Other:

Potential Challenges/Plan B
- If the students need more time for stations, the time will be given
- Adjust/Reteach- Pull students in as a whole group and go over stations with them.
- If there are a group of students struggling: Pull that group to the carpet and work through the stations with
them.
UH COE Lesson Plan Template (Differentiated Instruction)
Assessment
The assessment is below labeled as independent practice

Notes and Credits

Resources:

Youtube:
[Link]
UH COE Lesson Plan Template (Differentiated Instruction)

Context Clues Song Lyrics

Context…Clues
Context…Clues
Context…Clues
Context…Clues

I do believe in passing tests

But some new words
They made me guess
Wanted to know what every word meant
Vocabulary caused me torment
I needed some kind of word trick
So in my brain
Words would stick

Learned context clues

And it helped me like a doctor
Could turn the page from my favorite author
And now its so easy
Man, why can’t life always be this easy??
Hey listen to me
It might sound cheesy
But context clues are all kinds of easy
What to do
You take the story
Read sentences around the word and see
Yeah there’s clues for you and me
Pay attention while I help and find these

As I recall vocabulary is tough

But I know a good way to remember new stuff
What do I know?
Context Clues!
What do I know?
Context Clues!

If you don’t know a word

Look hard some words in there will mean the same thing
This will help you out
Its great
Unfamiliar words are figured out with no pain

And if somebody would’ve told me a month ago context clues

I would wanna know
And if somebody would’ve told me a year ago vocabulary is not difficult
Feeling like by now you should know it
Like now it’s time to show it
UH COE Lesson Plan Template (Differentiated Instruction)

Look at the sentence before the work and the sentence after
It’s getting clear
In my hands
Clues are all around to help me pass
In my memory’s museum
I’m just saying
Hey vocabulary!
Context clues you know you’re a total breeze

As I recall vocabulary is tough

But I know a good way to remember new stuff
What do I know?
Context Clues!
What do I know?
Context Clues!

As I recall vocabulary is tough

But I know a good way to remember new stuff
What do I know?
Context Clues!
What do I know?
Context Clues!

Context Clues…. Context Clue

UH COE Lesson Plan Template (Differentiated Instruction)

VOCABULARY
MANIA
NAME: ____________ DATA: _________

Directions:
Fill out the correct page for each station. The
top of each page is labeled for each station.
UH COE Lesson Plan Template (Differentiated Instruction)

Station 1: Smart Sorting

Directions: List examples you find during
the station.
Synonyms
________________ _________________
________________ _________________
________________ _________________
________________ _________________
________________ _________________
________________ _________________
Antonyms
________________ _________________
________________ _________________
________________ _________________
________________ _________________
________________ _________________
________________ _________________

Station 2: Context Clues

Questionnaire
When you read, you may come across a word that you do not
know. If this happens, you can sometimes use context clues
to figure out what the word means. Context clues are words
or phrases around an unknown word. They can give you hints
that help you figure out the meaning of the word.
UH COE Lesson Plan Template (Differentiated Instruction)

Read each paragraph. Then answer the questions.

I was sitting in the park one day last summer. I saw a

small bird flying from flower to flower. It had rapidly fluttering
wings. They moved so fast that they were hard to see. I was
told that is was a hummingbird. Its wings beat 50 times per
second.

1. In this paragraph, the word fluttering means –

A. Leaping over something
B. Moving backwards quickly
C. Waving or flapping quickly
[Link] forward slowly
What context clues did you use to define fluttering?
__________________________________________________________
__________________________________________________________
__________________________________

One day, a hare challenged a tortoise to a race. Early in

the race, the hare was far ahead. So, he decided to take a
nap. The tortoise trudged on. Soon, he slowly passed the
sleeping hare.

2. In the paragraph, the word trudged means –

A. Raced
B. Hopped
C. Walked quickly
[Link] moved
What context clues did you use to define fluttering?
________________________________________________________
________________________________________________________
________________________________
UH COE Lesson Plan Template (Differentiated Instruction)
The people in our neighborhood have turned an empty lot
into a very special place. First, we decided what kinds of
flowers to grow. Then, we planted daffodils, daisies, and other
flowering plants. During the summer, people came to visit our
garden.

3. In this paragraph, the word daffodils means –

A. Vegetables
B. Flowering plants
C. Large bushes
[Link] daisies
What context clues did you use to define daffodils?
________________________________________________
Station 3: Synonyms & Antonyms
Questions
Synonyms are words that have the same or similar
meanings.
Antonyms are words that have opposite meanings.
Antonyms and synonyms can help you figure out unfamiliar
words. Use context clues to figure out if an unfamiliar word is
a synonym or antonym of a word you already know.

Read the paragraph. Find the synonym for the

underlined word.

1. Even though I attempted to win the race, I still lost. Oh,

well. I guess I’ll have to practice and enter again next
year.
A. Failed
B. Tried
C. Ran
[Link]
UH COE Lesson Plan Template (Differentiated Instruction)
2. When the mayor got the petition, he kept his word. Davis
Pond was saved, and the town pool was built in a
different place. The ducks still live at the pond today.
A. Rescued
B. Ruined
C. Built
[Link]

Station 3: Synonyms & Antonyms

Questions

Read the paragraph. Find the antonym for the

underlined word.

1. We had a great time at the beach. Tanya thought of a

contest to see who could find the most shells in 15
minutes. Sunita won. She collected ost shells in the
smallest amount of time.
A. Mixture
B. Small
C. Least
[Link]

2. “Our petition is incomplete. We need two more names

and I know two names that are missing,” she said. She
handed the letter to Russell. “Yours and mine. How could
we forget?” She said. Let’s add our names so the letter
will be finished.”
A. Missing
B. Finished
C. Letter
[Link]
UH COE Lesson Plan Template (Differentiated Instruction)

Station 4: Prefixes Suffixes Mix and

Match
Directions: Write down the prefixes and their definition as you
find them.

Prefixes:
______________ ___________________________
______________ ___________________________
______________ ___________________________
______________ ___________________________
______________ ___________________________
______________ ___________________________
______________ ___________________________
______________ ___________________________
______________ ___________________________
______________ ___________________________
______________ ___________________________
______________ ___________________________
______________ ___________________________

Station 4: Prefixes Suffixes Mix and

Match
UH COE Lesson Plan Template (Differentiated Instruction)
Directions: Write down the suffixes and their definition as you
find them.

Suffixes:
______________ ___________________________
______________ ___________________________
______________ ___________________________
______________ ___________________________
______________ ___________________________

Name: _______________ Date: _______

Independent Practice
Read the selection. Then choose the best answer to
each question.

Grandpa Needs My Help

1 A funny thing happened the last time I visited my

grandfather. He greeted me at the door, but he didn’t
say hello. Grandpa always says hello and gives me a
huge hug. Last time, though, all he said was, “Oh,
Todd. Thank goodness you’re here. I need your expert
UH COE Lesson Plan Template (Differentiated Instruction)
assistance!” Then he rushed me through the doorway
and into his living room. He immediately asked me for
help.
2 “you have had your computer for a long time, right?”
he asked. “ And you’ve has a cat for a couple of years
too?”
3 I nodded. I used my computer at home all the time, and
there were computers in my classroom as well. My cat
was two years old now, and I was the one who made
sure he had plenty of food to eat and water ti drink. I
wondered what my computer and my cat, jack, had to
do with that was bothering grandpa.
4 I looked around Grandpa’s house. Everything looked
the same. Then I walked into his den and couldn’t
believe what I saw. There was a computer sitting on
Grandpa’s desk. As I took a step, I noticed a fluffy
kitten sitting on the desk beside the computer. The
kitten was playfully pawing at some loose wires
hanging out of a box.
5 Grandpa said that he had just purchased his computer
and was eager to use it. He told me he had brought it
yesterday in town and thought it would be easy to set
up. He also had just adopted his kitten.
6 “I thought the computer would keep me busy and the
kitten could keep me company,” said Grandpa. “But I
don’t understand either one of them.”
7 I thought that kitten looked a lot like Grandpa. It had
gray hair just like his. He was smaller than Jack, but I
thought about what Jack was like when he was little. I
watched the kitten roll around on the desk and get
tangled in wires and papers. Grandpa looked at me and
shook
his head.
8 “I didn’t realize this little cat would be so happy playing
with wires and
UH COE Lesson Plan Template (Differentiated Instruction)
paper. And I had no idea this computer didn’t come
assembled,” said
Grandpa. “I’ve been going crazy trying to figure out
what goes where
and how to put it all together. Half the words in the
instructions make no
sense to me.”
9 Grandpa pointed to a few sentences in the booklet that
came with the
computer. “Please read that, Todd," he said.
10 I read the sentences aloud. “Plug in the mouse. Then
turn on your
hard drive."
11 “I can’t do it,” he walled. “I don’t understand what a
mouse has to do
with a computer. And I didn’t know you had to drive
this machine. Also,
every time I move the wires, the cat starts grabbing for
them. Why won't
that silly cat sit still?"
12 “Oh, Grandpa!” I said. “You have a lot to learn about
computers and
cats. I’d be glad to help you. But first, let's find
something for your kitten
to do."
13 I picked up the kitten and brought him into the kitchen.
I filled a small
bowl with pieces of dry cat food and put the cat down
beside it. While
he ate, I filled another small bowl with clean, cool
water. Then I saw two
small cat toys on the kitchen table. They were
unopened.
14 “Grandpa, can I unwrap these cat toys?" I asked. “I
think they will keep your new kitten’s concentration
while we are busy getting your computer set up.”
UH COE Lesson Plan Template (Differentiated Instruction)
Grandpa agreed, and I pulled open the packages. As
soon as I saw that the kitten was busy pushing the toys
around the floor, I went into the den. “Now let’s get
your computer running," I said, smiling.
15 Within a few minutes, I was teaching Grandpa how to
send an email and research kittens on the Internet.
“This is a lot easier than I thought,” he said happily.
“And after I find and learn some facts about how to
take care of my new cat, I will be ready fora puppy.”
16 He winked at me, and we laughed. We both knew that
the computer and his new kitten would be enough to
keep Grandpa busy for quite a while.

Directions: Answer the following questions after

reading the passage.
1. What does the word assistance mean in paragraph 1?
A. Difficulty
B. Promise
C. Help
D. Clue

2. Which words in paragraph 5 help the reader understand

the meaning of the word purchased?
A. eager to use
B. bought
C. easy to set up
UH COE Lesson Plan Template (Differentiated Instruction)
[Link]

3. In paragraph 8, the word assembled means —

A. put together
B. took apart
C. got for free
[Link] for

4. Based on the words machine and wires, what does the

word mouse
mean in paragraph I1?
A. An old friend
B. A toy for a cat
C. An easy game
D.A computer tool

5. In paragraph 14, the word concentration means —-

A. trouble
B. attention
C. disappointment
[Link]

6. In paragraph I5, which words help the reader understand

the meaning
of research?
A. easier than I thought
B. a few minutes
C. will be ready for
[Link] and learn some facts
UH COE Lesson Plan Template (Differentiated Instruction)

Read the selection. Then choose the best answer to

each question.

Save the Pond!

1 When Sonia was a little girl, she loved to play at Davis
Pond. Her
favorite time of the year was spring because that was
when she and her
mother could visit the pond and see all the fuzzy baby
ducklings that
had been born. Now that Sonia was a little older, the
pond was still the
best place to go for walks.
2 “Look!” Sonia cried out. “Ducklingsl”
3 “Oh, they are so cute,” said Sonia's friend, Russell. “Look
at them
following their mother.”
4 “Mama! Come see!” Sonia shouted.
5 Mama had a frown on her face as she looked at a sign
planted in the
grass. The huge, red letters on the sign announced:
“COMING SOON:
NEW FAIRSIDE TOWN POOL!”
6 “That sign wasn’t there before," said Sonia. “Why does
the town want
to put a pool here?”
7 “What will happen to our pond?" asked Russell.
8 “It will have to be filled in,” said Mama. “People cannot
swim in this
water. It’s muddy, and there are too many plants."
UH COE Lesson Plan Template (Differentiated Instruction)
9 Sonia looked over at a small duck waddling near the edge
of the
water. “Ducks need water, too!” she cried. “It’s not fair!
We can go
somewhere else to swim, but this pond is home for the
ducks.”
10 Sonia’s mother suggested that Sonia and Russell talk to
their
teacher. So on Monday, Russell and Sonia told their
teacher, Mr.
Wendell, about the sign at Davis Pond. He thought they
could write
letters to the mayor of the town. m
11 “We will tell him how the kids in our class feel,” he sold.
12 That afternoon, all of the students wrote letters to the
mayor. They
said they thought the pond was more important than a
swimming pool.
They said they wanted the ducks to keep their home. Mr.
Wendell wrote
a letter, too. So did the principal, Ms. Scott.
13 One week later, they got a reply.
14 The mayor thanked the students for writing letters about
the pond. He
told them he thought the people in town wanted a new
pool. He told the
students they could write a petition, or a special letter,
asking that the
pond be saved.
15 “In your petition,” said the mayor, “ask the town not to
build the pool.
If other people agree with you, they can sign the
petition.”
16 The mayor told Mr. Wendell that the students would need
to get 500
UH COE Lesson Plan Template (Differentiated Instruction)
people to sign it. Some should be children, and some
should be adults.
17 “Bring me the petition when it is finished,” said the
mayor. “That
would show me that the people in town would rather
keep Davis Pond '
than have a new swimming pool.”
18 Mr. Wendell looked at the class after he read them the
letter. “I think
writing a petition is a great idea, but getting 500 people
to sign it will be a
lot of work. Do you think you can do it?”
19 Everyone in class nodded.
20 That day, the students wrote the letter together. Mr.
Wendell typed the
petition and added spaces where people could sign their
names. Then,
during recess for the next few days, Sonia and Russell
hurriedly brought
the petition around the school. Many students and
teachers added their
names. After that, students brought home copies and
asked more people
to sign. Sonia’s mother even took it to the office where
she worked. The
people she worked with signed it, too.
21 After a few weeks, Sonia counted Ll85 names. They just
needed l5
more people to sign.
22 After school, Sonia and her mother went to visit some of
their
neighbors. More people added their names.
23 “We just need two more people," said Sonia. “Who else?”
24 Sonia couldn’t think of anyone who did not sign the
petition. Suddenly
UH COE Lesson Plan Template (Differentiated Instruction)
She looked up at Mama and smiled. “Can we go to
Russell’s house?”
25 When they got to Russell’s house, Sonia talked fast.
26 “Our petition is incomplete. We need two more names
and I know
two names that are missing,” she said. She handed the
letter to Russell. “Yours and mine. How could we forget?” she
said. “Let’s add our names
so the letter will be finished."
27 When the mayor got the petition, he kept his word. Davis
Pond was
saved, and the town pool was built in a different place.
The ducks still
live at the pond today.

Directions: Answer the following questions after

reading the passage.

1 Which word in paragraph I means almost the same as

favorite?
A. Visit
B. Best
C. Spring
[Link]

2 Which word is a synonym for the word looked in paragraph

9?
A. Hid
B. Walked
UH COE Lesson Plan Template (Differentiated Instruction)
C. Reached
[Link]

3 Which word in paragraph I6 is an antonym for adults?

A. Children
B. Mayor
C. People
[Link]

4 Which word is closest in meaning to the word hurriedly in

paragraph 20?
A. Slowly
B. Quickly
C. Carefully
[Link]

5 Which word in paragraph 26 means the opposite of

incomplete?
A. Missing
B. finished
C. letter
[Link]

6 Which word is a synonym for the word saved in paragraph

27?
A. Rescued
B. Ruined
C. Built
D. Discovered