Vocab Lesson Plan

Mckendra Mount
2nd grade
Gwynedd Mercy University
School of Education
Lesson Plan
PA Core or Academic Standard(s): 1.2 Reading Informational Text
Big Idea(s):
Effective readers use appropriate strategies to construct meaning. An expanded
vocabulary enhances one’s ability to express ideas and information.
Essential Questions:
Why learn new words? What strategies and resources does the learner use to figure out
unknown vocabulary?
Objective/Performance Expectation: What will students know and be able to do as a

result of this lesson?
Students will apply knowledge of new vocabulary words by using the word in multiple
ways.
I. PLANNING AND PREPARATION:
1. Briefly describe the students in your class, including those with special
needs. Explain how you will meet the needs of ALL learners
(Differentiated Instruction).
a. There are 25 students in the class. There are 13 girls and 12 boys.
There are no students in the class with IEP’s, however there are
two students who need to be reminded to stay on task from time to
time. The auditory learners will benefit from discussion with peers,
the visual learners will benefit from creating visuals, and the tactile
learners will benefit from using the word cube. This activity also
honors interpersonal learners because they will be working with
peers throughout this lesson.
2. List the specific standard and expectations as outlined in the PA

Core/Academic Standards (SAS).
a. 1.2 2. F Determine the meaning of words and phrases as they are
used in grade-level text including multiple-meaning words.
b. 1.2 2.J Acquire and use grade-appropriate conversational, general
academic, and domain-specific words and phrases.
1
3. Explain the psychological principles/theories you used in constructing this
lesson.
a. In this lesson, students will be working with their peers, so I am

including the sociocultural theory of learning by Vygotsky that
says a student’s learning is affected by those around them.
b. I am also using cognitivism in this lesson. As students are learning
a new strategy, they are taking in new information and processing
it on their own.
c. Gardner’s theory of Multiple Intelligences will be used in the
lesson, specifically the interpersonal and linguistic areas.
II. CLASSROOM ENVIRONMENT: SKIP
4. Describe the effective classroom routines and procedures resulting in little

or no loss of instructional time.
5. Identify what you will do to set clear standards of conduct and behavior
management of student behavior.
6. Identify what you will do to establish expectations for student

achievement.
III. INSTRUCTION:
List Materials Needed:

 Cubes
 Strips of paper with words and definitions
 Pencil/marker
 “Parts” by Tedd Arnold
7. Motivation Activities/Strategies:
How will you generate interest or focus your lesson for the students?
 I will have the cubes out which will get students wondering what
we will be doing. They might think it is for a game or think we
might be building something. I will also have the book on my desk
or projected on the board so that students know we will be
returning to a book we read already.
8. Prior Knowledge Activities/Strategies:

How will you activate prior knowledge, build background, or review
previous lessons?
 To activate prior knowledge, I will remind students that we read
the story Parts by Tedd Arnold yesterday and we heard some
words that we might not know.
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 I will also remind students that the story was about a kid that was
growing up and was noticing things in his body were changing like
his hair, he’s starting to lose his teeth, and some of his skin is
falling off.
 To build background knowledge I will explain that we will be
doing an activity to help us learn the vocabulary words that we
might not know.
9. Sequence of Lesson: What learning activities/strategies will you use to

engage the students in the learning? What will students do to use and
apply new concepts or skills (independent practice if relevant)? How will
you monitor and guide their performance? Include relevant vocabulary.
a. Activate prior knowledge:
i. To activate prior knowledge, I will remind students that we
read the story Parts by Tedd Arnold yesterday and we
heard some words that we might not know.
ii. I will also remind students that the story was about a kid
that was growing up and was noticing things in his body
were changing like his hair, he’s starting to lose his teeth,
and some of his skin is falling off.
iii. To build background knowledge I will explain that we will
be doing an activity to help us learn
b. After activating prior knowledge, I will pass out the strips of paper
with words or definitions on them. I will explain that each student
has either a word with a sentence or a definition on their paper and
their job is to find their match. I will explain that the words come
from our story from yesterday.
i. If they have a word with a sentence on their paper, they
will find the student with the matching definition.
ii. The words that we will focus on are:
1. Aware
2. Appalled
3. Recall
4. Groan
5. Dismayed
6. Sprout
7. Horrified
c. Once the students are paired up, they will get a cube.
d. One all six sides of their cubes they will be writing or drawing
something. The sides will consist of:
i. The word
ii. The definition
iii. A sentence with the word they made up
iv. A synonym
v. An antonym
vi. A drawing that represents the word
3
e. I will give students about 5-7 minutes to complete this
f. I will walk around and review the cubes as each pair finishes to
check for understanding and mistakes.
g. When each pair has completed their cube, they will pass their cube
to the next group and then it will continue until each group has
seen and read all of the cubes.
i. Each group will read the cubes for 1 minute
ii. They will then get 1 minute to add information to the cubes
h. After each group has seen every cube, I will close the lesson
i. To close the lesson, I will explain that we learned 7 new words
today. I will explain that tomorrow we will be reviewing the words
again and will be creating our own sentences with them.
10. Level of Learning/Assessment Evidence

How will you know if students grasped the material? What
techniques/strategies will you use to assess learning (Bloom’s
Taxonomy)? Identify what informal and/or formal assessments you will
use to monitor student learning. Also identify if this will be formative or
summative.
 I will assess learning by reviewing the work on the word cubes. It
will be an informal, formative assessment. I will know that
students have grasped the material when I review their word cubes.
11. What will you do to bring closure to the lesson? How will you summarize
this lesson and preview the lesson that will follow?
a. To close the lesson, I will explain that we learned 7 new words
today. I will explain that tomorrow we will be reviewing the words
again and will be creating our own sentences with them.
IV. PROFESSIONAL RESPONSIBILITIES: SKIP
12. Identify the school district’s policies regarding staff attendance and
punctuality on the job.
13. Identify the school district’s plans for professional development.
14. Describe what you have done to effectively communicate, both orally and
in writing, with your cooperating teacher, administrative staff, supportive
staff, students and parents.
15. Identify what you have done to participate in and support school building
or district projects and/or events.
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REFLECTION:
16. Describe what went well with the lesson, what didn’t go so well and what
you would do to improve your teaching effectiveness in the next lesson.
Sources:
https://www.thefirstgraderoundup.com/2021/09/choosing-best-tier-2-vocab-words-
in.html
https://static.pdesas.org/content/documents/Pennsylvania%20Early%20Childhood
%20Education%20Standards%20for%20Second%20Grade.pdf
https://vocabularyluau.com/playing-with-concept-cubes-to-teach-vocabulary/

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Mckendra Mount

PA Core or Academic Standard(s): 1.2 Reading Informational Text

Objective/Performance Expectation: What will students know and be able to do as a

I. PLANNING AND PREPARATION:

2. List the specific standard and expectations as outlined in the PA

a. In this lesson, students will be working with their peers, so I am

II. CLASSROOM ENVIRONMENT: SKIP

4. Describe the effective classroom routines and procedures resulting in little

6. Identify what you will do to establish expectations for student

List Materials Needed:

8. Prior Knowledge Activities/Strategies:

9. Sequence of Lesson: What learning activities/strategies will you use to

10. Level of Learning/Assessment Evidence

IV. PROFESSIONAL RESPONSIBILITIES: SKIP

13. Identify the school district’s plans for professional development.

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