Lesson Plan Template
Grade/Content Third Grade/Language Arts and Vocabulary
Up North at the Cabin Vocabulary Quilt
State standards: 1. Determine the meaning of words and phrases as they
GLEs/GSEs are used in a text, distinguishing literal from non-
available at literal language.
National standards: 2. Use text features and search tools (e.g., key
available online at words, sidebars, hyperlinks) to locate information
professional relevant to a given topic efficiently
Context of the This lesson will be conducted sometime in the middle of the
Lesson year. In this lesson, students are being introduced to the book
Describe the location of Up North at the Cabin and also new vocabulary words, and
the school, class size, their meanings through dictionary referencing. The classroom
and when this lesson of 21 students (12 females and 9 males) will sit and listen to
takes place (beginning the book as a diverse group in this small Rhode Island urban
of unit, middle, end…) school. The students will work individually to come up with
six unknown vocabulary words, then they will go back to their
desks (which are arranged in small groups of four desks) and
they will complete their vocabulary quilt quietly looking up
the unknown words in Merriam-Webster’s Elementary
Dictionary. After, the students will work individually or in
groups, to complete sentences for each vocabulary word.
Opportunities to Developmental: Third grade students are typically 7 and 8
Learn years old. Piaget’s stage theory of cognitive development
suggests that most students at this age will be in the
The first five topics
preoperational stage, and just entering the concrete operations
to be completed stage. Student’s language will be rapidly developing, and
align with the course students will be able to apply logic, but this logic is limited to
textbook. Be sure to reasoning about concrete, real-life situations. Students will be
include2 or more able to apply logical reasoning when guessing the definitions
specific terms to of the six unknown vocabulary words, from the text and based
on some of their own knowledge.
Cultural: This lesson will address conceptual change when
learners. the students guess what a word means, then they will enhance
List all materials their knowledge when looking the word up in the dictionary
needed and gathering the correct definition. Through prior knowledge
activation, the students will improve their language, grammar,
and vocabulary skills.
Cognitive: According to Piaget students at the preoperational
stage are rapidly expanding their vocabulary and grammar.
The short story and vocabulary quilt worksheet will let
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students fine-tune their vocabulary, and students in the
concrete operations stage will also be able to use logic while
completing the vocabulary worksheet based on guessing what
a word means before looking it up, then writing sentences
using that word.
Personal/Social: This lesson should appeal to all students
because it is a chance for them to expand their vocabulary and
language skills, while reading a book about vacationing.
Students will have the opportunity to work on the vocabulary
quilt by themselves, both during and after reading. This lesson
will help students’ increase their logic and scaffolding. Some
students will also be able to use self-talk while he or she is
working on creating sentences based on the definition of the
Motivation: The teacher will generate student interest by
reading the book out loud to the students, then letting some
students share a time when they have gone on a trip. The
students will be excited that they will be able to share their
traveling stories with the class. Having the student’s share a
story with the class will satisfy their social goal and develop
their social anxiety. By having the students use what they
know to define words, and then looking them up, the lesson is
enhancing zone of proximal development.
1. A Vocabulary Quilt worksheet for each student found
in: Jacobson, Jennifer and Raymer Dottie: The Big
Book of Reproducible Graphic Organizers. New York,
NY: Becker&Mayer!, 1999. Print.
2. Chall, Marsha. W.: Up North at the Cabin. New York,
NY: Lorthrop, Lee & Shepard Books. 1992. Print.
3. Merriam-Webster’s Elementary Dictionary for each
student. Webster, Merriam. Merriam-Webster’s
Elementary Dictionary. Springfield, MA: Merriam-
Webster, Inc, 2009. Print.
4. A pencil for each student
Objectives The student will define six unfamiliar words using the
Objectives include a vocabulary quilt and a Merriam-Webster Dictionary after they
measurable verb, have read Up North at the Cabin to prove that they are able to
conditions and criteria understand the main idea of the book.
for student success.
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Opening: Hook- Good morning boys and girls! Have you
ever traveled away from home? Or been to a cabin? Or even
traveled through different states up north? Turn and talk to a
friend about a time when you traveled, visited a cabin, or
Procedures traveled to a different state up north. What was it like? What
Opening must have a did you do? How did you feel? Today we are going to read a
‘hook’ and include story about a girl traveling up north to a cabin. But, I want
development of you all to listen carefully to the story, have your listening ears
declarative knowledge on, because during the story I need you to write down six
(what students will unfamiliar words on the vocabulary quilt worksheet that was
learn) handed out. Don’t worry about spelling, just sound the words
out as best as you can, and we can look them up after. When
Engagement must the story is finished we are going to do more work with these
include building words. So, for now, get your listening ears ready, your pencils
students’ procedural ready, and let’s begin!
knowledge’(how to do
something) and must Right before I begin to read the story I will introduce the
actively engage learners author, Wilson Chall, and the illustrator, Steve Johnson.
Hopefully this will activate student’s prior knowledge of these
Closing must include terms, but to make sure all students understand I will go over
development of students’ what the words author and illustrator mean.
(when again) Engagement: Read the story in an animated and excited
way. Make many comments on the illustrations and the
reading. For example, “what do you think fish like?”
(Referring to page 2). Keep students motivated and on task
by asking questions and asking them to quietly raise their
hands to tell the class their guesses at the appropriate time.
After read aloud, facilitate a discussion using the direct
instruction method. Can anyone tell me about a time when
they were brave? Ask for three students responses. Good
Answers! Can anyone tell me about a place they went to over
the summer? Ask for three students responses. Sounds like
fun! Now raise your hand if you have finished collecting six
vocabulary words from the book we just read. Now, I need
four new students who have not shared yet to tell me three of
the words they wrote down on their vocabulary quilt, and for
those who have not found six words, listen carefully because
you may get some ideas from your classmates. Call on four
students. Write down the words they come up with. Thank
them for volunteering. Ask three students to make a guess
about what they think one of the words means. Praise them for
sharing. You students are all great listeners! I am glad you
were able to write down some unfamiliar words. Now, I would
like you to go back to your seats and work quietly on your
vocabulary sheets. You may ask your neighbors for help,
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quietly, or raise your hand and I will come over and help you.
Remember, first you will make a guess to what you think the
word you wrote down means, then we will use the Merriam-
Webster Dictionary to help figure out the correct meaning of
the word. You can rewrite the word on the back of the
worksheet and write the correct definition on the quit square.
Any questions? This is said to try to encourage peer tutoring
and evoke elements of cooperative learning in which students
feel as though they are learning as a team. If you finish please
raise your hand and I will come over and check your work.
Closure: Today we have been learning about new vocabulary
words, and how to use outside tools to help us define new and
unfamiliar words. Can anyone share with me a word they
learned today, and what that word means? Call on five
students who are raising their hands quietly and praise them
for their work. Can anyone use one of those words we just
learned about in a sentence? Call on a student. Great work!
You all did a fantastic job today. Now, for homework I want
you to come up with three sentences using three of your words
and bring them back to class after the weekend. We will share
the words and sentences with the class, and put the words and
definitions on our “word wall” so we can use them in the
future! Excellent Job today children!
Assessment I will use informal assessments of the student through the
Assess each of your vocabulary quilt. I will be able to informally assess the
objectives and state student based on the vocabulary quilt worksheet, and the
which types of sentences the student makes with the proper definition of the
assessment you will use: word. Also, formative evaluations will be used as I will be
informal/formal; able to observe the students’ progress in understanding the
formative/informal vocabulary presented in the book Up North at the Cabin, and
through checking with what the children originally thought
the word meant, compared to what the actual definition of the
word is. In this lesson I am not using any criterion based or
norm-referenced assessments because the student will not be
graded with an official rubric, time limits, or instruction, nor
will this lesson require any standardized testing or grading;
the student work will not be compared to other student work.
Reflections Student Work Sample 1 – Approaching Proficiency:
Not required for EDC
312 as this lesson will Student Work Sample 2 – Proficient:
not be implemented with
learners. Student Work Sample 3 – Exceeds Proficiency:
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