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Sep 21, 2022


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Lesson Plan
Krista Sowards
Professor Lili Melton
Elementary Disciplinary Literacy – C732
Western Governors University

Lesson Plan
General Information
Lesson Title: Lifestyles and Health
Subject(s): Math and reading comprehension & vocabulary
Grade/Level/Setting: Grade 8, U-shape seating arrangement and organized classroom settings
Prerequisite Skills/Prior Knowledge:
The students must have reasonable problem-solving skills as a prerequisite skill for the current lesson. They must be able to identify the rational and irrational number systems. They must be able to pronounce and spell general academic terms and their use in routine life events. These skills are some of the required skills for this lesson plan.
Standards and Objectives
State/National Academic Standard(s): The first standard is “CCSS.MATH.CONTENT.8.EE.C.8.B, Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. ” which represents math standards. The second standard is “CCSS.ELA-LITERACY.L.8.4.A” Use context as a clue to the meaning of a word or phrase. It represents the standard for English.
(National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010a,b)
Learning Objective(s):
Using blank worksheets, students will develop, solve and interpret equations by choosing the right combination of variables for graphing the equations and solving cases by inspection with a minimum accuracy of 80 %. Using a blank multiple choice question (MCQ) test sheet , students will demonstrate an increase in their vocabulary by choosing the correct terms contextually for completing the interpretation sentences with a minimum accuracy of 80 %.
Materials Technology
Teacher materials will include course literature, stationaries, a laptop, and a projector.
Student materials will include notebooks, learning materials, and stationeries.
The multimedia projector will be used for the demonstration of different activities and teaching purposes.
Language Demands
Language Function(s):
The language functions of this lesson include defining and analyzing the equations and expressions based on an increase in vocabulary and contextual meanings (Iqbal et al., 2021). The rationale for the language function is based on the objective selected and the activities of the lecture. The students will take part in discussions and activities to ensure that they are able to define and analyze the equations & expressions based on their practical participation in solving equations and defining activities during the lecture.
Vocabulary having different meanings from routine life
General academic vocabulary
subject-specific words
Independent variable
Dependent variable
Discourse and/or Syntax:
Using parenthesis for the argument of a function rather than using it in plain text. For instance, the square root of 2 multiplied by 1+ X is wrong. It should be written like 22 (1+X) as it indicates the multiplication of 1+X with a square root of 2. The first phrase means it as multiplication of 1 with a square root of 2 before addition with X.
The derivation of meanings of a word based on its contextual use as a word has different forms and meanings. For instance, the run may indicate a physical exercise when used, like “he is running on the track.” However, it may indicate an analysis in math as well. For instance, he is running a bivariate analysis.
Planned Language Supports:
Graphic representations of vocabulary and graphic organizers will be used to facilitate the planned language support for the students (Iqbal et al., 2021). The teachers will categorize vocabulary into different categories to increase the learnability of students. It will also ensure the understanding of students by providing them with an audiovisual presentation of keywords.
Instructional Strategies and Learning Tasks
Anticipatory Set:
Activity Description/Teacher Student Actions
Starting with a short video about prerequisite skills will be the anticipatory activity. The video will be played using the laptop and multimedia projector.
The student will be viewing the video and revising their skills. They will be getting notes on previous skills.
Presentation Procedures for New Information and/or Modeling:
Activity Description/Teacher Student Actions
The teacher will start presenting audiovisual content on reading comprehension related to math and the English language. The meanings of specific content, terminologies, and sentence structures will be identified by using audio sounds and new meanings of words in some specific scenarios.
The students will be listening and visualizing the introduction to new meanings of terms and specific equation knowledge. They will be keeping notices. Why, when, how, and where will be the guiding questions for students.
Guided Practice:
Activity Description/Teacher Student Actions
The teacher will demonstrate the methods and standards for equation forming and writing, along with potential interpretation. The teacher will also provide an audio-video session on different terminologies regarding their use and specific meanings in math. The teacher will promote discussion.
The students will be taking notes will be listening, and asking questions. They will be responding to the questions of the teacher and providing interpretations.
Independent Student Practice:
Activity Description/Teacher Student Actions
The teacher will assign some short tasks to students and will monitor and check the tasks.
Students will be taking part in some practical exercises to get a good experience in equation development and vocabulary development by using blank worksheets.
Culminating or Closing Procedure/Activity:
Activity Description/Teacher Student Actions
The teacher will facilitate Think-pair-share (TPS) activities in the class.
Students will be taking part in some group discussions regarding their independent tasks. They will be encouraged to exchange ideas and understandings by cross-checking and comparing their task results with each other.
Differentiated Instruction
Gifted and Talented: Offering Self-Directed Assignments & Activities will help them keep motivated and work at their own pace and potential.
EL: Content and process of instruction will be differentiated by using simple vocabulary and description of specific terms in parenthesis. It will increase the understanding of English learners to help them mainstream themselves.
Students with Other Special Needs: Providing multiple options like written, audio, or video submissions will be helpful for addressing the specific needs. Simple vocabulary guidance will be provided to such students. The student having some specific issues will be provided with supplementary and reasonable learning resources based on their specific needs.
The clicking questions and the practical activity in the classroom will help identify the understanding of the students and will serve as a formative assessment method. The formative assessment will serve as ongoing monitoring of the understanding of children in the classroom. These may help to review and correct the misunderstood concepts in the classroom based on these evaluations.
The summative assessments will be used as an evaluation by relying on criteria developed in the objectives section.
A multiple choice question (MCQ) and fill-in-the-blanks tests will be taken by the end of the lesson plan to identify the increase in vocabulary in contextual use of terminologies using objective criteria. Using blank worksheets, students will be asked to develop, graph, and solve simple equations/cases by inspection as defined in the objectives of the lesson plan.

Iqbal, M. H., Siddiqie, S. A., & Mazid, M. A. (2021). Rethinking theories of lesson plan for effective teaching and learning. Social Sciences & Humanities Open, 4(1), 100172. DOI:
National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington, DC: Authors.
National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for Mathematics. Washington, DC: Authors.


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