Differentiated Instruction &
Understanding By Design
Lesson Plan Format
Title: DI Vocabulary Lesson
Subject Matter Emphasis and Level: Language Arts – 8th Grade
Author: Amy Tyler
School District: Wagner Community School
Email: [email protected]
Brief Description of the Lesson/Unit:
This vocabulary lesson can be used with any vocabulary terms taught through literature
(short stories, novels, newspaper articles, etc.). Students will demonstrate their
knowledge of words through various means. If done properly, students will be able to
recognize and comprehend terms through various texts and will also be able to use the
word in a variety of situations.
SD Content Standards:
8th Language Arts Standards:
R1.1 – Students are able to apply knowledge of word origins and derivations to extend
vocabulary development.
R1.2 – Students are able to use reading strategies to comprehend the meaning of words
and text.
Stage 1: Identify Desired Results
1. What enduring understandings are desired?
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Students will be able to recognize vocabulary terms in various texts
Students will be able to use vocabulary terms correctly in written and oral
communication
2. What essential questions will guide this unit and focus
teaching/learning?
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How do I use context clues to determine meaning of vocabulary?
What are the steps in defining vocabulary terms?
Can I use vocabulary terms correctly through written and oral
communication?
3. What key knowledge and skills will students acquire as a result of
this unit?
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Students will apply the steps in defining vocabulary terms.
Students will use context clues to determine the meaning of vocabulary terms.
Students will demonstrate their knowledge of vocabulary terms through
various means (written, oral, music, role-playing, etc).
4. What prior learning, interests, misconceptions, and conceptual
difficulties might be brought to this unit?
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Learning:
Students need to have an understanding of context clues. They also need to know
classroom steps on defining a vocabulary term.
Interests: Many students will enjoy the different projects they can complete to
demonstrate the meaning of vocabulary terms.
Misconceptions: Students believe that if they know the definition of the word,
learning stops there. Students need to be aware that they truly know a word when
they can use it through written or oral communication.
Conceptual difficulties: Dictionaries are a good source to understanding new
vocabulary terms
Stage 2: Determine Acceptable Evidence
1. What evidence will show that students understand?
Performance Tasks:
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An educated guess on the meaning of vocabulary terms using context clues
(sticky note).
Vocabulary term definitions and the steps used in defining (paper/pencil).
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Choose from a variety of projects to demonstrate their knowledge of meaning
of vocabulary terms – role-play (perform a skit displaying the meaning of the
word), song (create a song that stresses the meaning of the word), art (draw or
paint a picture that depicts the meaning of the word), Frayer vocabulary
sheet (complete the Frayer vocabulary model), diary (create a diary entry
using the vocabulary word), future relevance (write a paragraph that shows
how the word could play a role in your future), acrostic poem (develop an
acrostic poem that explains the meaning of the vocabulary term), pamphlet
(create a pamphlet (propaganda) convincing people to use the vocabulary
term).
Other Evidence:
Quizzes, Tests, Prompts, Work Samples (summarized):
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Vocabulary quizzes & test – Vocabulary prompts – Collaborative learning –
Rubric for written projects – Journals – Sticky notes
Unprompted Evidence: (observations, dialogues, etc.)
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Observation (During reading/collaborative learning and computer lab time) –
Conversation between students – Students’ questions during independent work
time – Participation
Student Self-Assessment
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Self reflection on project completion
Stage 3: Plan Learning Experiences and Instruction
1. What sequence of teaching and learning experiences will equip
students to develop and demonstrate the desired understandings?
Major Learning Activities:
• Discuss and practice using context clues for learning new vocabulary terms.
• Learn and apply the steps in defining new vocabulary terms
• Recognize vocabulary terms in various text.
• Be able to use new words through various writing projects (sentences, paragraphs,
short stories).
• Complete projects
Materials & Resources (technology & print):
• Short stories, newspaper articles, novels
• Vocabulary list
• Computers
• Construction paper
• Journals (made by students w/construction paper)
• Pens, pencils, markers, colored pencils, sketching paper, sticky notes
Management:
• Students have been taught the appropriate procedure of group work – move
accordingly – also pre-taught consequences of wasted time – may work in
groups if project insists – vocabulary quizzes will be completed independently
– using context clues and steps to defining new vocabulary terms will be pretaught and practiced throughout the year.
Support Services and Special Teacher Notes:
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Dictionaries (if needed)
Extensions and Adaptation:
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Adaptation: Modifications can be made on written tests – fewer projects can
be completed for SPED students – Oral quizzes/journals may be given for
struggling writers.
Stage 4: Plan Differentiation
2. What differentiated instruction strategies are being used in this
lesson/unit?
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Project differentiation – students may choose various means to demonstrate
knowledge of learning goals. Students may choose projects based on talents,
interests, etc.
Tests/quizzes differentiation – Based on level of student – modifications may
be used (fewer choices – oral tests/quizzes – oral journals – shortened
assignments – etc.).
Differentiated Process:
• Struggling students may have tests modified – projects lessened (1 instead of 2)
• Projects are chosen based on interests, talents, etc.
Differentiated Content:
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Projects
Modifications
Differentiated Product:
Learning goals are demonstrated through various means – writing, art, music, roleplaying, etc.