Vocabulary Lesson Plans

Vocabulary lesson plans – research based and relevant to the Common Core standards – The actual sets are here Vocabulary Sets.

Welcome to my latest project for sharing differentiated instruction. These multi-media vocabulary lesson plans are free for you to use. The reference for these sets is Wordstrips 180 Vocabulary Words, by June Barzowsky-Smith.  The lesson plan sets focus on definitions, context, connections, and analogies. They are appropriate for grades 7-12

The same words in the same order are available on Quizlet, -Type ‘tutorclass’ into the search to Add Class, then scroll down for Vocabulary 1 and Vocabulary 2 or, just click on these links. Be sure to “Add Class” to keep it handy.

Quizlet is a free online study tool/app that is popular with my students. They download the flashcards onto their own devices.


Now go to Vocabulary Sets to get lessons 1 – 36

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Vocabulary Sets

Click on the photo to go to the vocabulary set. Click on the Quiz link to go to the quiz*.

*Note on Quizzes

– After the first few quizzes, I realized that some students were having trouble, so I created a second version, Quiz Modified, most of those are matching.

-You can edit quizzes in Google Docs by choosing “Make a copy”

-Here is a comprehensive quiz I made to use with Scantron to get baseline data to measure a year’s growth in vocabulary.


Vocabulary 1






   Quiz 1

Vocabulary 2







   Quiz 2

Vocabulary 3








   Quiz 3

Vocabulary 4









Quiz 4

Vocabulary 5







Quiz 5 

Vocabulary 6







     Quiz 6

vocabulary 7
Vocabulary 7








 Quiz 7


Vocabulary 8

 Quiz 8

Vocabulary 9

Quiz 9

Quiz 9 Modified

Vocabulary 10






Quiz 10

Quiz 10 Modified


Vocabulary 11










   Quiz 11

Quiz 11 Modified

Vocabulary 12

Quiz 12

Quiz 12 Modified

Vocabulary 13

Quiz 13

Quiz 13 Modified

Vocabulary 14

Quiz 14

Vocabulary 15












Quiz 15

Quiz 15 Modified

Vocabulary 16

Quiz 16

Quiz 16 Modified

Vocabulary 17









Quiz 17

Quiz 17 Modified

Vocabulary 18

Quiz 18

Quiz 18 Modified


Vocabulary 19

Quiz 19

Quiz 19 Modified

Vocabulary 20

Quiz 20


Vocabulary 21

Quiz 21

Quiz 21 Mod

Vocabulary 22

Quiz 22

Quiz 22 Modified

Vocabulary 23

Quiz 23

Quiz 23 Modified

Vocabulary 24

Quiz 24

Quiz 24 Modified

Vocabulary 25

Quiz 25

Quiz 25 Modified

Vocabulary 26

Quiz 26

Quiz 26 Modified

Vocabulary 27

Quiz 27

Quiz 27 Modified

Vocabulary 28

Quiz 28

Quiz 28 Modified

Vocabulary 29

Quiz 29

Quiz 29 Modified

Vocabulary 30

Quiz 30


Vocabulary 31

Quiz 31

Quiz 31 Modified

Vocabulary 32

Quiz 32

Vocabulary 33

Quiz 33

Quiz 33 Modified


Quiz 34

Quiz 34 Modified


Vocabulary 36


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Hyped Up About Hypermedia

Hypermedia Dance

Maya Eagleton uses hypermedia to report on hypermedia in the electronic journal of the International Reading Association Reading Online. Eagleton gathered a semester’s worth of data and artifacts on a small group of 12 and 13-year-olds, while they launched a webzine hypermedia project—a magazine on the Internet for teenagers.

Never mind that this was back in 2002, hypermedia is the language of current students. In her online report, Eagleton provides the reader with the ability to hear the students speak for themselves through audio hyperlinks.

The features of communication that make it possible for an online reader to click on a button and hear voices, or watch a video, view photos and documents, or listen to music, make her case that hypermedia “with its flexible use of text, image, audio, video animation, and virtual reality, represents a unique new form of human discourse.”

Eagleton investigated the process of  using hypermedia in literacy instruction by following seven volunteer students for one semester. The group met every other day to plan and write the webzine.

The author, a research scientist with CAST, recorded details of her time with the students and their classroom teacher.Her collection of data is categorized into the specialized sets of communication skills that the students gained through learning hypermedia. But ideally, you will want to click on the ‘sound’ button and hear the students tell it for themselves.

Eagleton’s aim “is to promote a deeper understanding of hypermedia literacy by investigating some of its genres, sign systems, and cueing systems. Increased knowledge of this new, complex literacy will help educators plan curriculum and evaluate student progress.” She quotes others who say that hypermedia belongs on history’s timeline with Cuneiform and the Gutenberg press. It is equally amazing. The 12 and 13-year-olds who took part in the study would surely agree.

The studens’ voices reveal that they enjoyed the project. They started from the beginning, knowing nothing about hypermedia, to a completed webzine. The students reveal the multifaceted nature of the media through their conversations.

Of particular interest is their discovery of the multiple levels of meaning in the electronic text and symbols, which, incidentally, would be missing in a text-only assignment. For example, they had decided to add a link about personal themes. When they could not find a suitable clipart, one of them drew a key, “like the key to your heart,” he said. And they added a swimmy, sky-blue background.

Eagleton’s point, that hypermedia involves a unique set of literacy skills, and “is not simply a lesser cousin of printed text . . .” is well taken. The key is the ‘multi’ in multimedia. According to Rose and Meyer (2002), recognition processes in the brain are distributed to different parts. For example, sounds are recognized in one location and pictures in another.

The opportunity for synapse firing is multiplied when a sound bite is linked to a video or a photograph. Multiple layers of meaning are beneficial to active learners, for example, a clip of his I Have a Dream linked to Dr. Martin Luther King’s photograph makes a powerful connection, therefore increasing the connections for learning. Hypermedia takes advantage of the top-down thinking styles and the kinesthetic needs of the students.

Using Webspiration, the students can collaboratively map the concepts from a section of the history unit. The teacher can provide scaffolding in the form of a folder with audio, video and web files that they can use. Eventually they will learn to find their own files. The finished concept map can be printed for a study guide, but is best viewed on the computer where the links can be followed. All students in the class can access the internet and use the finished product, a truly universal learning tool.

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