VOCABULARY LESSON PLAN for John Henry: Day 2
Name: __________________________________ Date: ______________________
TEACHING LOG PROMPTS
ANALYSIS OF YOUR TEACHING:
The “Learning How to Teach” focus for this week is: Routines, logistics, discussion structures: launch, exit, and
transitions.
 During this first week of working with students, be mindful of the routines that you are establishing. How
did you get students’ attention for the launch? How did you provide a smooth transition from the
vocabulary lesson to the discussion lesson?
 How did you structure the launch and exit for the lesson so students were clear about what they are supposed
to be thinking about and doing?
 How was the pacing of the lesson? Did you complete all the activities?
John Henry vocabulary lesson: Day 2
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Lesson Plan
How much time do you expect the lesson to take? 10-15 minutes
Standards (What standards will this lesson be addressing?)
1.1 Learning to Read Independently
1.1.5 E Acquire a reading vocabulary by correctly identifying and using words (e.g., synonyms, homophones and
homographs and words with roots, suffixes, and/or prefixes). Use a dictionary or related reference.
1.1.5 F Identify, understand the meaning of and use correctly key vocabulary from various subject areas.
Learning Goal(s) (What do you expect students to know, understand, and be able to do?)
 Students will be able to pronounce and understand the meaning of each vocabulary word.
 Students will be able to use the words in a variety of contexts.
Materials/Resources/Tools (What materials, resources, support will you provide?)
 Copies of “Words to Learn for John Henry” handouts for students
 Vocabulary words written on poster board
engage
affirmation
transcendent
mourners
indomitable
commotion
pulverized
Grouping: whole group
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PROMPTS AND CUES FOR TEACHING
PLANNING AHEAD: NOTES AND CAUTIONS
LAUNCH
“Yesterday we learned some new vocabulary words related to the John
Henry book. Those words are listed on the handout that I’m giving you
now.”
Distribute the “Words to Learn for John Henry” handouts.
Call on volunteers to read each word and its meaning.
LESSON ACTIVITY: Associations
“I will read a sentence that has something to do with one of the words on
the handout. If you have an idea about which word goes with the
sentence, raise your hand and share your idea.
1. I was so interested in the movie that when my sister called me I did
not hear her. Which of the words goes with that sentence?
(engaged)
Use the vocabulary word in the sentence: I was so engaged with
the movie that when my sister called me I did not hear her.
2. The people standing around at the funeral looked very sad.
Which of the words goes with that sentence? (mourners)
The mourners at the funeral looked very sad.
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Set your timer.
PROMPTS AND CUES FOR TEACHING
3. Mr. Henry was not pleased with the loud noises in the classroom.
(commotion)
Mr. Henry was not pleased with the commotion in the classroom.
4. Harriet Tubman never allowed anyone to conquer her spirit or
force her to give up her goals. (indomitable)
Harriet Tubman was indomitable.
5. At the school assembly, Miss Wilkerson told everyone about our
class’s efforts to reduce wasted paper in the school.(affirmed)
Miss Wilkerson affirmed our efforts.
6. Even after her death, the bus driver’s kindness was never forgotten
by those who knew her because it did not have normal limits.
(transcendent)
Her kindness was transcendent.
7. The builder had to crush the old wall with a sledge hammer before
he could put a new one in its place. (pulverize)
The builder had to pulverize the old wall.
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PLANNING AHEAD: NOTES AND CAUTIONS
PROMPTS AND CUES FOR TEACHING
Exit
“Today you thought about how the words you are learning can be used to
describe different situations. That’s important. Knowing what a word
means is just the beginning. The next step is using the word.
“What words do you think are the most difficult? Why?”
Have students enact a motion or facial expression for each word:
pulverized: pounding motion
mourners: sad face
engaged: interested face
indomitable: clench fists, indicate willingness to stand one’s ground
commotion: jumping around
transcendent: use arms to indicate “above and beyond”
affirmation: put one hand over heart, and other hand outstretched as if
speaking
Collect “Words to Learn for John Henry” handouts.
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PLANNING AHEAD: NOTES AND CAUTIONS
PROMPTS AND CUES FOR TEACHING
PLANNING AHEAD: NOTES AND CAUTIONS
Assessment: How will you know that students are making progress
toward meeting the learning goals?
Evaluating student participation and responses to the activities will
provide information about how well students are their learning the
words.
How well did students participate
today? How do you plan to
encourage those who seem
reluctant?
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Words to Learn for John Henry
engage:
If something engages you, it keeps you interested in it, and thinking about it. A person or character in a book can
be engaging, too.
affirmation: An affirmation is a firm statement made in public that says something is true. You can affirm
something by saying that something really happened or that you know something is true.
transcendent:
When something is transcendent, it goes beyond normal limits or boundaries. A runner can transcend a record
set by others by running faster than anyone else ever ran.
mourners:
A mourner is a person who has lost someone or something that was important to him or her. Mourners are sad
about their loss.
indomitable:
An indomitable spirit is a spirit that cannot be broken or conquered. You can use the word indomitable to
describe someone who does not give up.
commotion: A commotion is a loud and confusing situation.
pulverized: When something is pulverized, it is smashed or crushed.
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