Lesson Plan Form - LBS 400

Revised 08/05/14

Candidate:

Subject: ELA

Grade level(s):

Date: 5/04/2015

Marlene Martinez
5
Standard:
RL.5.4.a I can use context as a clue to the meaning of a word or phrase.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Students will learn what context clues are and how they are used.
II. LEARNING OUTCOME (Objective):
Given a worksheet, students will know how to use three different types of context clues by identifying the
correct context clues in the examples.
DOK/Cognitive Rigor Level: DOK 1
Language Demands:
Students can use a dictionary or thesaurus if needed. Learning the meaning of a word
through its use in a sentence or paragraph is the most practical way to build vocabulary.
III. CURRICULUM CONNECTION: After this lesson students will read text and practice identifying
more context clues. Students will read text and/or passages about the colonies and use their knowledge
of context clues to understand the information they read.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
We are going to discuss what context clues are today. I want you think about what context clues are.
Share what you think context clues are with a shoulder partner.
Student friendly objective: By the end of our lesson you should know how to use three different types
of context clues by identifying the correct context clues in each example.
Purpose: It is important for you to learn what context clues are so you can have better understanding
of what you are reading. It will enable you to understand more advanced texts in the near future.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):
Step #1: Definition of context clues
a. T input: Take out writing journals and turn to your grammar section. Write context clues at the top.
Context clues: Context clues are hints found in a sentence, paragraph, or
passage that helps understand the meanings of new words.
a. T model: Show them definition and ask them to write it.
b. Student response: Check for understanding: Students read what they wrote to their shoulder
partner.
Step #2: __Definition ________
a. T input: Definition of clue.
Definition clue: The word may be formally defined, or explanation may be given within the

sentence or in the following sentence.

a. T model: Show the definition and have them write it down in their journal. Show examples.
Example 1: The arbitrator, the neutral person chosen to settle the dispute, arrived at her decision.
Example2: The dudeen a short-stemmed clay pipe is found in Irish folk tales.
b. Student response: Students read what they wrote to a shoulder partner.
Step #3: __Synonym ____________________________________________
a. T input: Definition of synonym clue
Synonym clue: Other words are used in the sentence with similar meaning.
a. T model: Show definition and have them write it in their journal. Show examples.
Example 1: The slender woman was so thin her clothes were too big on her.
Example2: The mountain pass was a tortuous road, winding and twisting like a snake around the
trees of the mountainside.
b. Student response: Students read what they wrote to a shoulder partner.
Step #4: __Antonym ___________________________________________
a. T input: Definition of antonym clue
Antonym clue: An opposite meaning context clue contrasts the meaning of an
unfamiliar word with the meaning of a familiar term.
a. T model: Show them definition and have them write it down in their journal. Show examples.
Example1: Unlike Jamaals room, which was immaculate, Jeffreys room was very messy.
Example2: When the light brightens, the pupils of the eyes contract; however, when it grows darker,
they dilate.
b. Student response: Students read what they wrote to a shoulder partner.
APPLICATION ACTIVITY (Practice and/or Reflection): Students read examples on a worksheet
and identify the correct type of context clue.
MATERIALS & RESOURCES: Journal, pencils, and dictionary.
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):
Formative: Check for Understanding by asking students questions. Walking around while they write in
their journals and do application activity.
Summative: We have completed a worksheet and found context clues that gave you the meaning to words
you identified. Now I want you to tell your neighbor the three different context clues (definition,
synonym, and antonym) you learned today.
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,
Instruction, Practice): Charting some of words will help students find meaning to specific words. Having
dictionaries in class can be useful for individual learners.
VII. HOMEWORK (if appropriate): N/A