Name Agustin Ramirez

Date May 5, 2014

Subject _English Language Development

Grade Level _7-8th __

School: El Capitan Middle School

______________________________
University Supervisors Signature

______________________________
Master Teachers Signature

Materials:

A Flowcabulary video

Promethean Board

A PowerPoint Requirements Sheet

A Sheet of Difficult Words

Blank sheet: Context Clues

Dictionary

California Common Core Standards

English Language Arts Standards
CCSS.ELA-Literacy.L.7.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grade 7 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-Literacy.L.7.4.a
Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a
sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-Literacy.L.7.4.c
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both
print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its
part of speech.
CCSS.ELA-Literacy.L.7.4.d
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the
inferred meaning in context or in a dictionary).

Objective: Student will write context clue sentence as part of a short story.
Set: Start the lesson by watching a Flowcabulary video to review context clues and get the students
attention. The teacher will state to the students what they will be learning today Hello class, today
we will create our own context clues sentences and use in a short story. The teacher will then
explain why its important to be able to do this. To begin, we need to understand how writers of
legal documents such cell phone contracts and even video game agreements put in their documents
context clues to help us understand the difficult words they have put in it. It is essential for us to
understand what we are agree to be it either signing a real document or pressing accept, in order for
us not to be tricked later.
Input/Procedures:
1. To begin, announce the lesson for the day, the standard we will cover, and the objective
that the student will learn. Introduce the objective, including its importance. Today we
will be able to understand the meaning of words within sentences by creating our own
context clue sentences that will be part of a short story. The students will restate the
objective.
2. The teacher will give the students an example of a context clue sentence by writing it in
class. This will be part of the I Do the teacher will write the example, using a difficult
word and using one of our Context Clue words.
3. The teacher will repeat this two to three times depending whether the students understand
the concept.
4. The teacher will then work with the students. The teacher will ask the students to get
together with their elbow partner and write their own context clue sentences. It will be
done as a We Do phase. As the students are practicing their own sentences the teacher
will walk around and answer any questions. The students with their partner will write three
sentences.

5. Once the students have finished their three example sentences they will share them out
loud. The teacher will ask the students what kind of story they can write with the sentences
they created.
6. After the students finish sharing their example sentences. The teacher will repeat the
objective to the students again. Then the teacher will post the rules and regulations for
their short story.
7. The teacher will hand out the vocabulary sheet that they will use and after this the You
Do phase starts. The teacher will give the students 5 minutes to prepare. Two of those
minutes will be used to discuss their story idea. Then 1 minute for the students to choose
six vocabulary words they will use. The next two minutes will be used to pass the blank
lined paper and allow the students to pick up a dictionary. There will need six context clue
examples in their short story. They will use the context clue helping words such as means,
or, because, but, commas, and although. They will have to use at least one Direct
Definition, Synonym and Antonym Context Clue. The teacher will then tell the students,
You have the rest of the class period to finish. When they have finished they will be
required to present their work to the teacher and the teacher will check if they have all sixcontext clue examples.
8. Then the students will need to draw a picture of their story, in three folds one for each
paragraph. The students who finish everything will have the opportunity to work on other
class work, read or even draw, if they so choose to while the rest of the class finish their
short story and drawing.
9. After the students have finished the teacher will call on volunteers to share their story
and explain how they used context clues in their stories. Then the teacher will call on two
more students at random.

10. Closure: Close the lesson by asking the students the context clue types? Then ask the
students the different context clues words that we have learned?
Guided Practice: In the We Do phase, the students will work with their elbow partner in creating
their own context clue sentences. The teacher will be walking around and monitoring the students
progress. The teacher will be open to answer any questions the students might have.
Closure: The students will be able to share, their short stories. The teacher will ask questions as to
what are the context clue helpers. Then ask which ones the student used, as well as what are the
different context clues.
Assessment Plan/Independent Practice: Informal assessments will take place at different parts of
lesson. The teacher will check for understanding during the pair work We Do phase. The teacher
will monitor and provide feedback to the students, when the teacher feels it is needed. The last
informal assessment will be done during the presentation and questionnaire. A formal assessment
will be done on their work to determine whether they understood the lesson.
Independent Practice will take place during the You Do phase when the students create their own
context clue sentences as part of their short story.
Adaptations/Modifications for English Language Learners:

Checking for understanding

Pair work

Repetition and enunciation

Simple language

Use of technology

Usage of Spanish as translation tool, for understanding

Adaptations/Modifications for Gifted Students:

Provide extra time for students to answer questions

Repeat the information several times with the use of different vocabulary

Reduce the amount of underline words they must find