This lesson plan template provides guidance for a 9th grade reading lesson on climate change vocabulary. The lesson objective is for students to define content-specific vocabulary words from a climate change module by matching words to definitions, making flashcards, and assessing their knowledge levels for each word. A variety of activities are outlined, including matching vocabulary words to definitions in groups, creating individual flashcards, and a three-part vocabulary test. Student feedback and potential adjustments are also discussed.

1. Lesson Plan Template With Guiding Questions
Subject Area:Reading Course Name/Grade Level: Semantics & Logic Gr 9
Lesson Standard: LAFS.910.L.3.6 Acquire and use accurately
general academic and domain-specific words and phrases, sufficient
for reading, writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to
comprehension or expression.
Concept/Skill Focus: Vocabulary
Lesson Objective(s): Students (F) will be able to define (A) content
specific vocabulary from a semantics module on climate change (C)
by matching words with definitions, making flashcards, and
assigning red, yellow, or green to knowledge levels for each word,
and (A) completing a three-part vocabulary test on the words for a
grade.
ELL Modifications:
Students can use pictorial representations of words to build knowledge. Also,
working with partners and in groups, they can discuss the words, using them in
English, asking questions to build knowledge. Individual study cards allow
students to work with peers and independently.
Materials Needed:
Matching words list (provided in the module)
Matching definitions list (provided in the module)
Large piece of newsprint paper
Glue sticks
Blank note cards
Note card set with words written on them and tape
Vocabulary test
Class timer
Differentiation:
Differentiation is built into the lesson completed by all students. Tiered
differentiation by process.
LR – Tier 1: Match the vocabulary word with its definition from the cards
provided for you.
MR –Tier 2: Write each word on a vocabulary card with the definition on the
reverse side. Group words that are similar, and place every word on the
stoplight based on your personal understanding of each word. Place a color
sticker on each vocabulary word (red, yellow, green).
HR – Tier 3: Walk around the room and match the definitions (hanging on the
wall) with the printed vocabulary word on your worksheet. Group words that
are related by highlighting them in the same color for each grouping.
FINAL ASSESSMENT
Students will complete a three-part vocabulary test, covering 29 vocabulary words from the module. Part 1 students match definitions with as many

2. words as they can in 6 minutes (in pencil). Part 2 students hands-up-pair-up and quiz-quiz-trade to match vocabulary to definitions. Part 3 students
work in their assigned groups of 4 to finish matching definitions.
Opening: DAY #1-
Our next module is about climate change. Take 3 minutes to discuss with your group everything you know or think you know about climate change.
[allow 3:00 of talk time].
When we talk about issues like climate change there are 4 vocabulary words we have to know and use in spoken and written communication. Some of
the vocabulary is easier than others, why? [allow time for answers]. Some of the vocabulary is more challenging, but it is important to know, why do
you think that is so? [allow time for answers].
Today you are going to work in your groups to match vocabulary with definitions. I have given you two stacks of paper. One stack has the
vocabulary words, the other stack are the definitions. Match them up and glue them onto the large piece of paper. Be sure to check your matching
with me or [TA] before you glue them down. You have until the end of the period to complete the matching [approximately 30-40 minutes].
ASSESSMENT: Teacher and TA have the master list and student groups of 4 check off their matches before gluing them down. The final produce
will be a completely matched list of vocabulary which is graded for completion because accuracy checking has been done before the produce is
completed.
Modeled Instruction:
DAY #2 – Each group is given 6-7 cards with vocabulary words written on one side. Group members write the definition on the opposite side for their
word. Going around the room each group holds up one card at a time and the class decides if they know nothing about the word (red), if they
know some about word but need more knowledge (yellow), or if they know all about the word and can teach someone else (green).
The words are taped to a stoplight in the room (we will move words throughout the module, hopefully to the yellow and green sides).
ASSESSMENT: All 29 vocabulary cards have a definition on the back and are assigned a location on the stop light.

3. Guided Practice: DAY #2 – Students create their own flash cards to study with: vocabulary word on one side with a pictorial example and the
definition on the other side.
ASSESSMENT: Teacher circulates through the room and stamps students’ cards when they are complete. They need the cards to study so they are
not collected.
Independent Practice: Observed portion of lesson plan. Specific scripting included in Coach notes.
Students have three ways to show their knowledge of the vocabulary words. Definitions are assigned a letter A-Z and posted around the room (NOT
in alpha order). Students may NOT make corrections on their worksheet once time has expired.
ROUND 1 – Students circulate around the room for 6:00 and write IN PENCIL the corresponding letter of the definition with the vocabulary word
provided on a worksheet (see attached). They cannot talk with each other, this is simply an individual task. At the end of time students count and write
the number of answers they have on the right side of the worksheet.
ROUND 2 – Students continue to circulate around the room for 6:00, they raise a hand and pair up with another student. Working together, they
locate and write IN BLUE PEN answers that are incomplete. Students may not work with the same partner twice and both partners must touch the
definition and read it out loud before they can write it on their sheet. Count and write the total number of blue answers on the right side of the paper.
ROUND 3 – Working in their pre-assigned groups of four, students write IN RED PEN any unanswered questions from rounds 1 and 2. Groups may
discuss the vocabulary words, why the struggle to understand them.
Groups trade papers around the room to grade. Students circle an answer that is incorrect. When papers are returned to owners, students count the
number incorrect from round 1, 2, and 3 and write those numbers on the worksheet. This will help assess how well students know the words on their
own, with a partner’s help, and with the help of their group.
ASSESSMENT: Students receive a score out of 30 (adding 1 additional point to make it round) in the grade book.

4. Closing: Our objective was to build an understanding of the content-specific words from this module. We did that in four ways, what were they? (1.
Matching, 2. Class vocab cards, 3. Individual vocab cards, 4. Vocabulary test).
PROCESS CONFERENCE/REFLECTION: After the activity we discussed with the class (after they wrote their personal reflection). Students
said:
A. They thought the timing was a challenge. They were provided 6:00 during round #1 and I explained that being under the time pressure helped
me assess what they knew individually. They did ask for more time in round #1 (more than 6:00) because there were so many people working
around the room and it took time to pair up. I think this is an acceptable accommodation.
B. Students said that the space in the classroom was crowded when they were trying to get to all of the definitions on the walls. I think in the
future, doing the activity outside will give them more room to move around and see the definitions up close.
C. One student said that she was confused the entire time. When I asked about the instructions she was the only one who was unclear about what
to do. This is a common theme with her – I am unsure if it a cognitive issue or if she just doesn’t pay attention, or if she needs individual
attention on directions. I am going to follow up with the CUM file, and make more observations on coming activities.
D. Students who studied the note cards said that they helped significantly. Their grades were higher overall and they tended to complete the
matching in round #1, where some students needed rounds #2 and #3 to complete their test.
Take 20 minutes to write a short reflection, answering the following questions (written on the white board).
1. How did this activity help you learn the words for this module?
2. What did you like about the activity, what worked well?
3. What could be improved if we did this activity again?
Reflection and Adjustments: (Teachers comment on what went well and/or what they would change the next time.)
After discussing the activity with students and reading their comments,
1. The timing of each round of the test could be adjusted. Some students needed more individual time, but I explained that the timing is
necessary for them to demonstrate their understanding. The students who studied on their own did well in this area, so this is a great
assessment of who is and who is not prepared.
2. It might best to do the gallery walk vocabulary test outside or in a larger area. There are 17 people in this class and it was a little challenging to
move around and see all of the definitions. A larger class would require more room.
3. I would revisit how to get students to study words at home to prepare for a vocabulary test. The test was on Tuesday so I had Monday to

5. remind them, which still didn’t help. Those who did prepare at home said that their preparation did help a lot and it showed on their test score
for Round 1 (pencil).
4. I would look for more ways to remediate and extend for students who need that.

6. adaptation Doing what we can to
counter the effects of
climate change.
greenhouse gases Gases such as
carbon dioxide,
methane, water
vapor and ozone
that trap the heat
radiating from the
earth.
geothermal
power
Energy coming from
the earth’s own
heat, used to heat
water and make
electricity.
shifting
baselines
The phenomenon in
which our judgments
are thrown off by a
baseline limited to
our own lifetime.
This can lead to each
generation seeing a
steadily degrading
environment as
normal.
bottom line The profit or loss
produced by a
business or product.
sinks The oceans, air,
soil, and plants
that store
pollutants.
Green Revolution The technological
leaps – especially in
plant breeding,
pesticides, and
herbicides – that
dramatically
increased food
production in the
second half of the
twentieth century.
muckraking Journalism that digs
up unpleasant truths,
usually about
powerful institutions.
carbon
dioxide
The most important of
the greenhouse gases,
produced whenever
we burn wood, coal,
oil or natural gas.
renewables mitigation The effort to reduce
the causes of
climate change,
especially cutting
greenhouse gases
and slowing
deforestation.
greenwashing A company’s attempt
to look more
environmentally
friendly than it is.
CFCs Compounds commonly
used in refrigerators,
air-conditioners,
aerosols, and cleaning
solvents.
fossil fuel Coal, oil, and
natural gas, all
formed in the
earth from
ancient plant or
animal remains,
and the fuels
derived from
them, from
gasoline to
heating oil.
geoengineering Large-scale human
intervention in the
earth’s atmosphere,
oceans, and other
systems in pursuit of
slowing global
warming.
divest To remove one’s
financial investment.
normalcy
bias
The tendency not to
take seriously a
disaster that’s never
happened to us
before.
unconventional
energy
Energy sources
that require much
extra money,
equipment, and
processes to
extract and refine,
such as deep-sea
infrastructure The basic
ingredients needed
by communities and
businesses, from
roads to power
stations to lighting.
The West The most affluent
nations, including the
United States,
Canada, Japan, and
Australia, and the
countries of western
Europe.

7. VOCABULARY TEST
ADAPTATION _____
BOTTOM LINE _____
CARBON DIOXIDE _____
GREENHOUSE GAS _____
SINKS _____
RENEWABLES _____
CFCs _____
FOSSIL FUEL _____
GEOTHERMAL POWER _____
GREEN REVOLUTION _____
MITIGATION _____
SHIFTING BASELINES _____
MUCKRACKING _____
GREENWASHING _____
GEOENGINEERING _____
NAME ______________________________
DATE _______________________________
1. _______ / _______ Pencil
2. _______ / _______ Blue
3. _______ / _______ Red

8. DIVEST _____
NORMALCY BIAS _____
ERA _____
DEVELOPING COUNTRIES _____
UNCONVENTIONAL ENERGY _____
FRACKING _____
GMOs _____
SUSTAINABLE _____
BIOFUELS _____
INFRASTRUCTURE _____
VESTED INTEREST _____
TRADE GROUP _____
THE WEST _____
LOBBYING _____