WOODLAND HILLS SECONDARY LESSON PLAN
Name __Mr. Maloney__________
Date _8/27_______ Length of Lesson __42 mins__ Content Area _Etymology_______
STAGE I – DESIRED RESULTS
LESSON TOPIC (Module, if applicable):
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Introduction to word sorts
First stage in explaining the relevance and
importance of etymology.
What is etymology and how can it be used to be
successful
UNDERSTANDING GOALS (CONCEPTS):
Students will understand:
 Why developing consistent successful study skills will help in
preparing for etymology and career readiness.
 Why etymology exists as a class and the functions behind the English
language.
 How organizing words into separate roots, prefixes, suffixes, and
different elements can help to understand spelling and meaning.
VOCABULARY:
 Etymology
 Linguistics
 Roots
 Prefix
 Suffix
 Word Sorts
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
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CC.1.2.10.F
CC.1.2.10.J
CC.1.2.10.K
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Study skills
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Organization
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Development of vocabulary
ESSENTIAL QUESTIONS:
 What is etymology?
 What are word sorts?
 How can the English language be traced back to its roots
and origins?
 How do other languages have an influence on our
current language?
 How are words created? What defines a word?
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:

Participate in a base line spelling test that will help create groups
for future word sorts and learning groups.

Understand the confusing elements of the English language by
reading a short piece of literature.

Notice how words are developed from other languages,
meanings, and letters.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK: The students will read a short
piece of literature with their business partners. Students will
then have to locate where the etymology section of the
dictionary is located. Write a word down with its etymology.
FORMATIVE ASSESSMENTS: The assessment will be
making sure the students can utilize a dictionary to locate the
etymology of words. The students will complete an oral
spelling test that will be used as baseline data to see where
students are struggling with roots and spelling
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
Do Now;: Students will complete a
level two Collins writing assignment
by writing down five specific things a
dictionary is used for in an academic
setting.
Mini Lesson: The teacher will review
where the etymology section of the
dictionary is located. The teacher will
also review key vocabulary with the
students including roots, suffixes,
MATERIALS AND
RESOURCES:
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INTERVENTIONS:
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Lined paper
Folder
Dictionary
assignment
Writing utensil
List of words for the
spelling test.

Making sure the
students are
grasping the
dictionary
assignment.
Listen for troubles
during the reading
assignment
ASSIGNMENTS:



Dictionary
assignment
Spelling test
“Do Now” writing
prefixes, and the word etymology.
Guided Practice: Students will
participate in a guided spelling test.
This test will give baseline data to
where the student’s strengths and
weaknesses lie for the future word
sorts.
Independent Practice: Students will be
given an assignment where they have
to look up certain elements of words in
a dictionary including origins and
etymologies
Summations/Formative Assessments:
The summative assessment will be the
baseline data used for the word sorts.
The formative assessments will be the
actual spelling test and the etymology
dictionary assignment
Reflections: The teacher will enter the
baseline data in for the word sorts and
reflect to create future word sorts for
the students.

Reading assignment