University of Utah, Department of Special Education: Alternative Lesson Plan

Content Area: Reading/Vocabulary

11/21/15

Grade level: 3rd Grade

Name: Casey Gressmen

Date:

Core Standard(s):
RL 4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral
language.
IEP Goal(s)
Revised (SMART): By November 2016, student will complete 19 correct word replacements with 98% accuracy in 3 minutes on a 3rd
grade level maze assessment text.
Instructional Objective(s):
Student will demonstrate understanding of grade level vocabulary words through demonstration, sentence
substitution, giving examples and differentiating between examples and non-examples.
Behavioral Objective(s):
Students will follow directions within five seconds on 9 out of 10 occasions in class.
Content (concepts, information, skills, new vocab, etc.):
New Vocabulary words: tailor, fine, assemble, shrewd, aghast, escort, isolation, feigned
Differentiate between examples and non-examples, substitute words in sentences, and demonstrate vocabulary
Instructional Materials Needed:
Teacher: whiteboard, markers, projector, slides with pictures or printed pictures. Some to extreme patient required,
copies of The Emperors New Clothes
Student: Attentive listening, verbal recalling skills, copies of The Emperors New Clothes
Procedures/Activities (add additional rows of Teacher [T] and Student [S] roles for each activity as needed):
1. Get students attention:
a. T: Eyes on me in fivefourthreetwoone
b. S: Finish their conversations and look up at teacher
2. Academic review /Gather background knowledge
a. T: The last few weeks we have been learning new words to help us understand all of our fun stories. Lets review a word that we
learned last week. The word is Emperor. What does emperor mean?
b. S: King
c. T: Nice work, an emperor is a ruler like a king. What would be another way to say , The king ordered his people?
d. S: The emperor ordered his people
e. T: Good job

3. State instructional objectives

a. T: Today we are going to read a story called the The Emperors New Clothes, but first we are going to learn some new words
to help us understand the story a little bit better.
b. S: Active listening and obvious excitement
4. Review behavior expectations
a. T: Remember our expectations! Eyes on me, ears listening, bodies calm. Your turn, tell me the expectations?
b. S: Eyes on you, ears listening, bodies calm
5. Instruction
Please see scripts below for model, guided practice and independent practice as well as error correction for each type of model.
I only did error correction once for each model to demonstrate understanding. If I needed to include it for each word please let
me know.
6. Wrap up
a. Review key concepts/ Check for understanding
i.
T: Chick various students understanding of vocabulary words that students struggled with earlier in instruction
ii.
S: Correctly demonstrating understanding of vocabulary words.
b. Review objectives
i.
T: Today we learned eight new words so that we can understand our new story. Tomorrow when we read our story we are
going to remind ourselves what these words mean.
ii.
S: Attentive listening and excitement over reading The Emperors New Clothes
c. Clean up

Adaptations/Modifications/Accommodations: Sound amplification system for students with hearing impairment.

Preferential seating for students with mild visual impairments. One-on-one checks for students who struggling
answering in a whole class setting.
Reinforcement Procedures: Praise for following directions quickly and completing the task correctly. Points for the class
following expectations. Points for the teacher when they are not on task. The students can earn a sticker if they win.
Daily Evaluation
a. Before lesson: Vocabulary Knowledge Scale for specific vocabulary words. MAZE progress monitoring to find preinstruction ability.
b. During lesson: Informal observation during instruction with individual assessment and error correction.
Post Evaluation (data-based decision making): Students will use the vocabulary knowledge scale for the specific
vocabulary words after instruction and will continue to be progressed monitored using MAZE to increase vocabulary
knowledge.
Follow-up Activities: Future stories and instruction will use specific vocabulary learned in instruction. For example,
stories or examples in class will include words and the teacher will do a mini review or assessment when these words
come back up.
Write down words that students struggle with or are not able to apply.

Tally points for game

Give stickers for game win
Scripts:
Tailors
T: A tailor is a person who makes clothes
S: A person who makes clothes.
T: Im going to show you some pictures of jobs, you tell me if they are a tailor or not a tailor
Order of pictures (Tailor, not a tailor, tailor, not a tailor)
T: (on last one) Oliver, tailor or not a tailor?
S: Tailor
T: Oliver, a tailor is a person who makes clothes. This is an example of a tailor (show picture of tailor). Is this a picture
of a tailor or not a tailor?
S: Tailor,
T: Suzie, tailor or not a tailor? (show picture of something else)
S: Not a tailor
T: Jazzy, tailor or not a tailor (show picture of tailor)
S: Tailor
T: Oliver, tailor or not a tailor (not a tailor)
S: Not a tailor

Fine
T: Fine means well-made. What does fine mean?
S: well-made
T: What is another way to say The clothing was fine?

S: The clothing was well-made

T: Good job, what is another way to say The fine dress was made for the queen.
S: The well-made dress was made for the queen.
T: Nice work, what is another way to say The king ordered well-made clothes?
S: The king ordered fine clothes.
T: Maleia, what is another way to say The king gave fine clothes to the princess?
S: The king gave well-made clothes to the princess
Shrewd
T: Shrewd means smart. What does shrewd mean?
S: Smart
T: What is another way to say That man is shrewd?
S: That man is smart
T: Good job, lets try another one. Be shrewd when choosing the answer
S: Be smart when choosing the answer
T: Nice work, what is another way to say The smart student got an A
S: The shrewd student got an A.
T: Thea, what is another way to say The shrewd girl sold lemonade on a hot day
S: The smart girl sold lemonade on a hot day.
Feigned
T: Feigned means faked. What does feigned mean?
S: faked
T: Good, what is another way to say He feigned sick to stay home?
S: He faked sick to stay home
T: Great, lets try this one. What is another way to say The check was faked?
S: The check was feigned
T: What is another way to say My brother feigned being asleep
S: My brother faked being asleep.
T: Steffie, what is another way to say The display fruit was feigned?
S: The display fruit was real
T: The word feigned means faked. What does the word feigned mean?
S: Faked
T: Steffie what is another way to say the art was feigned?
S: The art was faked
T: Good, Jorge, what is another way to say the money was faked?
S: The money was feigned
T: Steffie, what is another way to say the display fruit was faked?
S: The display fruit was feigned.
Aghast

T: Aghast means shocked. What does the word aghast mean?

S: shocked
T: I was aghast when I saw a bear while I was camping.
T: George, tell me a time when you felt aghast.
S: I was aghast when I saw my reading score
T: Breda, tell me a time when you felt aghast.
S: I was aghast when I saw how well Casey did on this lesson plan.
T: Casey, tell me a time when you felt aghast.
S: I was aghast when I saw that I got an A on my lesson plan.
T: Steffie, tell me a time when you felt aghast
S: My mom aghast (a gassed) up her car.
T: Steffie, Aghast (show word on board) means shocked. I was aghast when I saw a monster. Tell me a time when you
were aghast.
S: I was aghast when I tripped.
T: Good.
Assembled
T: Assembled means gathered. What does assembled mean?
S: Gathered
T: Nice work, what is another way to say The team assembled?
S: The team gathered
T: Good, what about this one, what is another way to say We gathered at my house for the party?
S: We assembled at my house for the party
T: Fantastic work, what is another way to say I assembled my school supplies
S: I gathered my school supplies
T: Tommy, what is another way to say, The superheroes gathered at the battle
S: The superheroes assembled at the battle
Escort
T: Heres how you escort. ( Escort student to the backpacks). Monique please escort Tayler to the sharpener.
S: Escorts to sharpener
T: Nate please escort Jadyn to the basket
S: Escorts to the basket.
T: Aiden please escort Steffie to the teachers desk
S: Escorts to the teachers desk.
T: Casey please escort Danielle to the bookcase.
S: I dont know what to do
T: This is how to escort (demonstrate). Please escort Danielle to the bookcase.
S: Escorts to the bookcase.

Isolation
T: Isolation means feeling alone. Everyone, what does isolation mean?
S: Feeling alone
T: Great Im going to show you some pictures, you tell me if they show isolation or do not show isolation.
(Order of pictures, Isolation (Permission granted to use specific picture for isolation), not isolation, isolation)
T: Allie, isolation or not isolation (not isolation)
S: not isolation
T: Fred, isolation or not isolation (isolation)
S: Isolation